This study analyzed the special education program evaluation practices of 49 states and the District of Columbia based on states' required reporting under Part B of the Individuals with Disabilities Education Act and on state plans. Comparison of the results with those from a 1984 study suggests the following trends: (1) an increase in the number of states that discuss compliance monitoring in the annual evaluation sections of the State Plan and Part B Performance Report; (2) an increase in the number of states that describe a two-tiered approach to the annual evaluation requirement, whereby the local education agencies (LEAs) have specific evaluation requirements and the state has specific monitoring requirements; (3) an increase in the number of states that encourage LEA"self-study" as a pre-monitoring tool or evaluation tool; and (4) an increase in the number of states that provide technical assistance to LEAs to help them evaluate their programs and procedures. Fourteen states are conducting statewide evaluations of special education. Some states are investigating ways of collecting data on student performance outcomes. Ninety-four percent of states continue to use compliance monitoring procedures as a program evaluation tool. Three recommendations are offered: a renewed emphasis on program evaluation for determining special education effectiveness; technical assistance in program evaluation at state and local levels; and avoidance of legal restrictions on the types of program evaluations that can be conducted.