Criteria for the evaluation of quality technical educational programs must be identified if follow-up studies are to be effective. Current research shows that problems in the development of such criteria include the tendency to evaluate programs on the basis of organizational structure rather than on the quality of the instructional program itself; the substitution of process for product; the notion that evaluations of quality are elitist and racist; and the desire to revert to educational values of the past. Studies revealing the scarcity of substantive evaluations and the inadequacy of the factors that are currently studied for assessing the effectiveness of vocational education also underscore the need for better evaluation procedures. Evaluation effectiveness could be heightened by the use of a matrix on which are identified: (1) populations which have expectations of certain programs; (2) the immediate goals (i.e., those that apply during enrollment) and the ultimate goals (i.e., post-graduation expectations) for the populations; (3) the current process of goal attainment; and (4) the criteria for judging the success of that process in actually meeting desired goals. The evaluation must then be professionally assessed and educational auditing procedures should be considered. The report included an illustration of the matrix and a description of its use, as well as a bibliography. (JP)