This article presents the author's comments on the article written by Voeltz and Evans (1983) entitled, "Educational Validity: Procedures to Evaluate Outcomes in Programs for Severely Handicapped Learners." In the article, what Voeltz and Evans had done was to identify succinctly several basic and critical elements that were often missing when teachers attempted to evaluate the effects of instruction on students with severe disabilities and to suggest potential remedial steps. At the heart of the article was the sentiment that "educational validity" was ignored in evaluations. They cited three measurement questions that ought to be answered by educationally valid evaluations. Here, the author cites these questions, along with his comments on some core problems documented by Voeltz and Evans, their suggested solutions, and what seem to be some important developments since the publication of their article.