How can Title I evaluations be improved so that they are more likely to increase the impact of evaluation data on informed actions within the schools? An examination of evaluation practice leads to the conclusion that most LEA practitioners view Title I evaluation as externally imposed and primarily designed to serve state and federal needs. A broader conception of evaluation utilization should focus on the actions and involvements of individual evaluators interacting with designated users. Based on this conception, technical assistance efforts should focus on evaluation as a process. The attainment of greater utilization of evaluation is dependent upon changes in the Title I evaluation which would allow increased local determination of evaluation questions of concern. (Author/CTM)