Early College High Schools are unique, almost counter intuitive, creations. By design, they are to enable low income, minority, and even low performing students to earn a high school diploma and up to two years of college or an Associate Degree simultaneously. In order for this to happen youth, often as young as 14 or 15 years of age, must begin to tackle and succeed at demanding college coursework. How well they do this can be measured and counted. This report maintains that there are much broader issues centered on how well educators evaluate ECHSs that may be critical to the future sustainability of such schools. Evaluation must become more than mere numbers; it must become a point of proof. Such proof will increasingly become necessary given the real and perceived expense of ECHSs in a climate where education budgets become constrained. On a global scale, ECHS evaluation has taken place in two specific contexts, neither one of which may be immediately useful in local situations. The first context is the evaluation of the overall initiative for the Bill and Melinda Gates Foundation by the American Institutes for Research (AIR) and SRI International. This series of six reports contains a wealth of knowledge on the implementation and growth of the initiative but no data that can be attributed to individual schools or communities. The second context is the emergence of quasi-experimental studies that seek to establish the impact of ECHS. (Contains 26 footnotes.)