A GUIDE TO ASSIST PROJECT DIRECTORS IN THEIR EFFORTS TO DEVELOP INCREASINGLY MORE SYSTEMATIC AND THOROUGH EVALUATION DESIGNS FOR GREAT CITIES SCHOOL IMPROVEMENT PROGRAMS IS PRESENTED. THE TESTS, QUESTIONNAIRES, AND OTHER INSTRUMENTS AS WELL AS METHODS OF DATA TREATMENT ARE LISTED ACCORDING TO THE MAJOR EVALUATION AREAS. THREE BASIC AREAS ARE TO BE EVALUATED. THE FIRST, PUPIL ACHIEVEMENT, SHOULD BE EVALUATED THROUGH GROUP TESTING OF INTELLIGENCE AND OF BASIC SKILLS IN READING, VOCABULARY, LANGUAGE ARTS, ARITHMETIC, AND SOCIAL STUDIES. CASE STUDIES OF SELECTED STUDENTS AND ANALYSIS OF THE SCHOOL'S HOLDING POWER SHOULD ALSO BE USED TO DETERMINE PUPIL ACHIEVEMENT. THE SECOND AREA TO BE EVALUATED IS ATTITUDE CHANGE OF PUPILS TOWARD SUBJECTS, TEACHERS, SCHOOL AND ADMINISTRATION, LEARNING, ASPIRATIONS, PEERS, AND LOWER-CLASS STATUS. CHANGES IN THE ATTITUDES OF PARENTS AND TEACHERS TOWARD EACH OTHER AND TOWARD WORKING WITH THE SCHOOL AND NEIGHBORHOOD SHOULD BE DETERMINED. POSITIVE OR NEGATIVE CHANGES IN PUPIL BEHAVIOR SHOULD BE STRESSED, IN ADDITION TO PARENT AND TEACHER INVOLVEMENT IN PROEECT ACTIVITIES. LESS IMPORTANT AREAS WHICH SHOULD ALSO BE EVALUATED ARE--SCHOOL COSTS, PROJECT STAFF, ACHIEVEMENT, TEACHING MATERIALS AND TECHNIQUES, SCHOOL-COMMUNITY RELATIONS, HEALTH SERVICES, AND IMPLICATIONS FOR A CITYWIDE EDUCATIONAL PROGRAM.