Data were collected from 15 school districts in northern California to assess three state-mandated evaluation procedures: (1) a comprehensive program planning report; (2) a year-end report on expenditures and attainment of objectives; and (3) a monitor and review visitation whose purpose was to monitor program compliance, observe improvements in instruction and school administration, and assess participation by school staff and parents in educational decision making generally. The participating schools received funds from at least two of the following state or federal programs: Title I of the Elementary and Secondary Education Act, Educationally Disadvantaged Youth, Early Childhood Education, and Bilingual Education. The planning report and the site visit improved participation and awareness among staff and active parents; these two procedures also influenced instruction and management. The expenditure report, however, had little impact; it was regarded primarily as a requirement for further funding, but not perceived to be as helpful as the other two procedures. The state-mandated evaluation focused school site planning on the total educational program of the school, rather than on individual funding sources. (The site-visit interview form and the detailed questionnaire preceding the visit are appended). (CP)