The improvement and standardization of quality Title I evaluations at the local, state and federal levels is the intent underlying the development and dissemination of the Elementary and Secondary Education Act Title I Evaluation and Reporting System. Even if the current suggested procedures were technically perfect, implementation of any decentralized reporting system in the almost 14,000 school districts receiving Title I funds could be expected to lead to new issues that would have profound implications for the quality of the data gathered. Many such issues have already arisen, including, for example, minimization of reporting burdens, for local and state agencies; control of the quality of arithmetic operations required (especially score conversions for out-of-level tests): facilitation of school district commitment to quality evaluations; and concern that the developmental resources needed to implement a new system would delay states' current reporting requirements. This paper discusses these issues in the context of two approaches to quality control: (1) training of local staff by technical assistance centers and state education agencies; and (2) using the computer to collect and process test data. (Author/GDC)