To help vocational education administrators and practitioners, this paper presents a framework for vocational education program evaluation. Evaluation is defined as the act of rendering judgments to determine a program's value; two major types are formative and summative. Vocational education evaluation should take a broader and more comprehensive approach than a focus on student achievement. This approach requires use of valid and reliable information of three interrelated types: needs, processes, and outcomes. The needs for vocational education include students' interests, knowledge, attitudes, and skills; the knowledge, attitudes, and skills employers want in employees; and the educational, economic, and social needs of society. Sources of information about vocational education program processes include: (1) organizational information; (2) program information; (3) support services and activities; (4) staff; (5) student demographic characteristics and educational achievement; and (6) community information. Also part of the evaluation framework are economic outcomes (labor force participation, employment and unemployment rates, training-related placement, type of employment, earnings, employee satisfaction with work, employer satisfaction with employees); educational outcomes (academic and higher-order thinking skills, knowledge of the world of work, occupational skills, school attendance and dropout rates, continuing education rates, satisfaction with education); and psychosocial outcomes (aspirations, attitudes, values, self-esteem, citizenship, and leadership). (28 references) (SK)