This paper presents key concepts and practical suggestions to use in evaluating three types of Title I summer programs. A description of the summer program characteristics is followed by outlines of the three evaluation designs: (1) norm referenced design; (2) criterion referenced design; and (3) comparison group design. The techniques, procedural guidelines, requirements for use, and advantages and disadvantages of each design are reviewed. The paper asserts that these evaluation designs are easy to implement and would yield reasonably valid conclusions. A discussion of quality control, accuracy in score measurement, and the relationship between test content and instruction concludes the paper. (APM)