Educational program evalaution is subject to many difficulties. Problems with evaluation include such conceptual problems as: (1) understanding of decisions to be made; (2) adequate definition; (3) consensus on values and criteria; (4) coordination among administrative levels; and (5) use of an appropriate evaluation model. Technical problems include poor data collection, faulty analysis, and inappropriate inferences. Elementary and Secondary Education Act Title I programs have been closely regulated, but this has not eliminated the difficulties of evaluation. Therefore the Portland, Oregon Public Schools established, as a function of the central Evaluation Department, the responsibility of auditing the evalutions performed in each of the three sub-districts. Professional standards for evaluation data, methodology, and reporting were developed in cooperation with the sub-districts and published as formal guidelines. Although the auditing procedure was planned to consist of three stages, only two stages were actually completed: the review and critique of the design and instrumentation, and the review and critique of the final evaluation report. Time constraints prevented completion of the second stage, monitoring of the data collection activities. Suggestions for successful auditing are included; these guidelines describe personnel selection; effective communication; systematic standards; and administrative support. (CTM)