Although, as an important component of any basic skills curriculum, college remedial reading programs need to be objectively and fully evaluated, no comprehensive, systematic procedures have been developed for this purpose. Three guidelines should be followed in evaluating college remedial reading programs: first, appropriate variables that allow for maximum input must be selected; second, the evaluation must cover not only the performance of the students in the program but the entire program itself; and, finally, the end result of the evaluation must be program improvement. Since no complete evaluation model has been developed to aid college remedial reading program directors, directors must rely on the few evaluation models that have been proposed. Until meaningful systematic evaluations of college remedial reading programs can be carried out, the success of such programs and their various methodologies--in short, the need for such programs--will be seriously questioned. (The paper includes an outline of one model for program evaluation and a bibliography of relevant readings.) (GW)