This handbook outlines procedures for evaluating a school guidance program. Defined first are the concept of guidance evaluation and basic terms in guidance evaluation. The purpose of guidance evaluation is discussed. Covered in a description of problems and difficulties in doing guidance evaluation are general problems; problems relating to objectives, criteria, and goals; and sampling problems. The following aspects of the process of guidance evaluation are described: basic steps in evaluating guidance programs, classification systems of guidance evaluation, common guidance evaluation strategies to avoid, a model for classifying guidance evaluation procedures, using goal attainment scaling for guidance evaluation, and the accountability record approach. Facets of using the results of guidance evaluation are considered, including principles of change useful to implement evaluation of guidance outcomes, knowledge gained from evaluation studies of school counseling, implications of evaluation studies for the school counselor, and benefits of evaluating guidance. (MN)