Education is too complex, multidimensional, and poorly understood to lend itself to a single cost/effectiveness criterion. Rather, analysts in the educational field seek to rank alternatives by their effectiveness, report separately on the cost implications, and leave the tradeoffs to the decisionmaker's judgment. In this context, a program is any specifiable mix of components, including pupil and neighborhood characteristics. Program effects are judged by comparison with preprogram status. These effects are evaluated against the objectives, and the results are translated into measures of effectiveness, taking into account interdependencies as necessary and changing the weighting of elements with magnitude. (Author)