Elementary Secondary Education Act Title I evaluation was mandated by Congress in 1974, and three RMC models were devised to provide comparability and flexibility for this evaluation. This paper evaluates the utility of the Title I evaluation models. The first section considers the critical import of past evaluation efforts. The development of a coherent evaluation strategy involves making hard choices and most evaluation plans are imperfectly executed. The next section explores the utility of the models for decisions at the federal level. Problems concern determining appropriate levels of funding, targeting funds according to student needs, and discovering effective practices. This is followed by a discussion of what the RMC models may contribute toward local or state-generated improvements. Systematic data are at a premium at both state and local decision making levels and parent groups often need help in obtaining information about their schools. The final section concludes that the major utility or justification for the RMC models is at the local level as state education agencies are encouraged to accept greater responsibility for monitoring local Title I projects. (Author/CTM)