Experimental design has only limited utility inthe field of educational evaluation and, in general, the methodology of the former does not equal the methodology of the latter; in fact, experimental design plays a limited role in the total framework of educational evaluation. Experimental design does have potential utility in the areas of input and product evaluation; however, it has little utility within the areas of context and process evaluation. The utility of experimental design can be increased by following a set of procedures that do not require the use of a common criterion instrument and a uniform decision rule for all students in the experiment. This will allow an investigator to judge a program in terms of the number of students for whom it was successful. A schema for the development of product evaluation designs is included. (Author/CK)