This paper attempts to provide a synthesis of the best available knowledge on ways to evaluate the effectiveness of foreiqn language programs. Procedures that have worked well are outlined, an evaluation model is suggested, and a list of specific guidelines, checklists, and other resources is provided. The results of a survey designed to get specific information on the state of the art are analysed. This analysis, combined with a search of information and reference sources as well as documents supplied by state administrators, reveals three common patterns in use in foreign language programs: (1) analysis of program characteristics; (2) classroom observation; and (3) a systems approach. Two case studies serve to illustrate the variety of evaluation plans, depending on the purposes and scope of the inquiry. The first of these case studies, dealing with a program evaluation in the state of Washington, illustrates evaluation procedures and identifies roles of the individuals involved. The other case study describes the evaluation of ESL programs in the Indochinese refugee education projects. Finally, an eight-step model for program improvement is suggested as a "goal attainment" approach to program assessment. (AMH)