A COMMON THEME THROUGHOUT THE BOOK IS THE NEED FOR USEFULNESS OF EVALUATION DATA. EACH OF THE SIX CHAPTERS WAS WRITTEN EITHER BY AN INDIVIDUAL FROM AN AGENCY RESPONSIBLE FOR AN EVALUATION OR BY AN OUTSIDE EVALUATOR. THE INTRODUCTORY CHAPTER EXAMINES THE CONGRESSIONAL APPROACH TO EVALUATION AS A MEANS OF MONITORING AGENCY ACCOUNTABILITY AND CONTRASTS THIS WITH THE AGENCY APPROACH, WHICH IS USUALLY TO IMPROVE PROGRAM MANAGEMENT. EVALUATION DESIGNS ARE DESCRIBED FOR THREE EDUCATION PROGRAMS (AN EVALUATION OF A LAW TO IMPROVE EDUCATION OF THE HANDICAPPED, AN EVALUATION OF PROGRAMS FUNDED BY THE VOCATIONAL EDUCATION ACT, AND TWO PROGRAMS FOR SMALL CHILDREN). THEN THE VARYING PERSPECTIVES ON EVALUATION THAT EXIST WITHIN LEAA ARE EXAMINED AND CRITICIZED. THE NEED FOR POLICY-RELEVANT DATA IS EXAMINED AND SUGGESTIONS ARE MADE FOR APPROACHES TO ENSURE USEFULNESS OF THE EVALUATION. MANY OF THE CHAPTERS INCLUDE REFERENCES. THE BOOK IS INDEXED.