THE EVALUATION WAS AN INCREMENTAL PROCESS THAT BUILT UPON STEPS TAKEN DURING A 6-MONTH PLANNING AND DESIGN PHASE. MEASUREMENT PROCEDURES VARIED AMONG THE YOUTH SERVICE BUREAUS TO SOME EXTENT IN ORDER TO INTEGRATE EACH PROJECT'S ACTIVITIES AND SPECIFIC OBJECTIVES. YOUTH PROBLEMS WERE DEFINED FOR THE EVALUATION AS DELINQUENT BEHAVIOR, DELINQUENCY PROCESSING, UNEMPLOYMENT, SCHOOL DIFFICULTIES (I.E. BEHAVIORAL INFRACTIONS, TERMINATION OF ACADEMIC CAREERS IN THE ABSENCE OF FULL-TIME EMPLOYMENT, LACK OF OPPORTUNITY TO BE INVOLVED IN SCHOOL PROCESSES, AND ROUTINE RELIANCE ON TRADITIONAL DISCIPLINE), LACK OF ACCESS TO MEANINGFUL ROLES, LABELING AND FAMILY CONFLICT. THE EVALUATION DESIGN WAS BASED PRIMARILY UPON THE MEASUREMENT OF CHANGE IN THESE PROBLEM AREAS. VARYING APPROACHES OF YOUTH SERVICE BUREAU PROJECTS WERE CATEGORIZED IN TERMS OF TWO PROTOTYPE PROGRAM MODELS: (1) DIRECT SERVICE (PREVENTION, INTERVENTION, AND DIVERSION); AND (2) COMMUNITY CHANGE AND YOUTH INVOLVEMENT (IMPROVED COORDINATION AND QUALITY OF COMMUNITY YOUTH SERVICES, THE FILLING OF GAPS IN COMMUNITY YOUTH SERVICES, INCREASED YOUTH EMPLOYMENT OPPORTUNITIES AND INCREASED COMMUNITY INVOLVEMENT, AND INCREASED DIRECT INVOLVEMENT OF YOUTH IN COMMUNITY PROCESSES AND DECISIONMAKING). WITH FEW EXCEPTIONS, ALL PROJECTS HAD THE GOAL OF JUVENILE DELINQUENCY REDUCTION. DIRECT SERVICE PROJECTS USING REMEDIAL APPROACHES WITH INDIVIDUAL YOUTH HAD LIMITED IMPACT ON THE SPECIFIC TARGET OF DELINQUENCY, WHILE COMMUNITY CHANGE PROJECTS HAD MORE POSITIVE ACCOMPLISHMENTS. YOUTH INVOLVEMENT IN PROJECT ACTIVITIES HAD A BENEFICIAL EFFECT. RECOMMENDATIONS TO DEMONSTRATE INNOVATIVE DELINQUENCY PREVENTION METHODS AND TO INCREASE THE EFFECTIVENESS OF YOUTH SERVICE BUREAUS ARE OFFERED. ADDITIONAL INFORMATION AND FORMS PERTINENT TO EVALUATION ARE APPENDED. SUPPORTING DATA ON YOUTH-ORIENTED PROJECTS AND SERVICES ARE TABULATED. (DEP)