In eight chapters, this document offers guidelines for school administrators on evaluating schools and school programs, based on a poll of administrators and consultants. The introduction discusses the purpose of evaluation, especially school improvement, and presents a list of evaluation standards. Chapter 1 outlines steps in evaluation planning, including defining the objectives and audience, choosing techniques, and reporting results. Statistical evaluation is introduced in chapter 2, which covers statistical significance, extraneous factors, and pre- and posttests. Chapter 3 explores choosing tests appropriate for the evaluation purposes, taking note of test reliability, errors, validity, item analysis, and bias. Test administration and the elimination of environmental influences, such as the effects of physical surroundings, anxiety, and test-taking skills, are addressed in chapter 4. Chapter 5 discusses interpreting test scores and explains norm- and criterion-referenced tests, averages, percentiles, and inspection of test results. Arguments concerning minimum competency testing are summarized in chapter 6, while a number of emerging evaluation methods that eschew tests, such as qualitative assessments, videotaping, and interviews, are described in chapter 7. Chapter 8 relates evaluation to current technological trends and school improvement and accreditation. Sample evaluation policies and a glossary of 68 evaluation-related terms are appended. (RW)