Existing data are reviewed and synthesized that speak to the extent to which Consumer and Homemaking Education (C&HE) programs at secondary and postsecondary levels contribute to student knowledge, attitudes, and behavior. Differences in program design that were found in the research literature are described before findings about effectiveness of C&HE programs are reported. These findings are grouped according to their impact on learner's knowledge, learner's attitudes, student perceptions of usefulness of C&HE courses, and impact on learner's behavior. Findings are reported that suggest that C&HE programs are effective, although many of the studies cited tended not to be widely generalizable. The second part of this report discusses research design for better effectiveness evaluation. Some alternatives to traditional experimental research designs are reviewed, including naturalistic inquiry, modus operandi, goal-free evaluation, regression discontinuity analysis, and goal attainment scaling. These other suggestions for sound research designs are discussed: avoidance of errors and limitations, establishment of test instrument/evaluation measure reliability and validity, and planning for replication. To illustrate appropriate and inappropriate methodology and assumptions, Mental Health, Head Start, and Employment and Training Programs evaluation research studies are summarized. Some research in progress is also described. A bibliography is appended. (YLB)