This paper reviews selected literature on education/business partnerships (EBPs), highlighting the status of partnership evaluations and current methodologies. Research by S. Otterbourg and D. Adams (1989), which surveyed about 24 EBPs to ascertain planning, implementation, and evaluation priorities, showed that only 25% of the programs used outcomes data to measure effectiveness. Otterbourg and Adams concluded that: the current state of the art of partnership program evaluation is at an elementary level; leaders are just beginning to use evaluation to collect data needed for making informed program-related decisions; and there is a lack of precedent and experience and an absence of appropriate systems and instruments for evaluating partnership programs. Methods used to evaluate several EBPs are reviewed, including: documentation of collaboration and long-range planning processes of the METROLINK program by the Institute for Educational Leadership (IEL); qualitative review by Public/Private Ventures of nine school/business partnerships through site visits, observations, interviews, and document review of program materials; site visits, observations, interviews, debriefings with and written reports by technical assistants, questionnaire administration, phone follow-ups, and document review of the Ford Foundation's Urban School/Community Dropout Prevention Collaboratives from 1986 to 1990; a Rand Corporation study of school/community collaborations via case studies, semi-structured interviews, and document searches; case studies and "mini" case reviews of EBPs; document review, phone interviews, and site visits of 16 urban colleges by the National Association of State Universities and Land-Grant Colleges in 1981-84; interviews and impact evaluations conducted by the Career Beginnings program; questionnaire administration, phone interviews, and site visits by the IEL to evaluate 70001's Work, Achievement, and Values in Education Program in 1990; and day visits, interviews, and observations used in a study of local science education alliances in 1988. The review illustrates the need for more systematic evaluation of EBP programs; and the need for additional inquiry, elaboration, and refinement of evaluation models. (RLC)