This report focuses on the question of how to evaluate workplace education programs. Chapter 1 outlines the various purposes that those involved in workplace education programs have defined for workplace education and describes program models in place to meet those goals. Chapter 2 sets out three scenarios for evaluation at present: informal, internal monitoring; more formalized evaluation by outside evaluators; and more formalized internal evaluation by stakeholders. It then describes how the various components of evaluation process look within each one. Chapter 3 describes what a good evaluation looks like and the actions that should be taken to create meaningful evaluations. Chapter 4 describes workplace educators who have taken a lead in developing the collaborative approach and who are revising funding guidelines; developing new assessment, curriculum, and evaluation tools; creating new opportunities for staff development; and building a constituency for workplace education. It also describes others outside the workplace education field--literacy educators, social scientists, and organizational development and training specialists--who are developing tools of possible use to workplace literacy specialists. Chapter 5 discusses steps that stakeholders might take to support these new developments. (References are listed at the end of each chapter. Names and addresses of key organizations and individuals cited are appended.) (YLB)