The assertion that Model C is feasible for Elementary Secondary Education Act Title I evaluation, why it is feasible, and reasons why it is so seldom used are explained. Two assumptions must be made to use the special regression model. First, a strict cut-off must be used on the pretest to assign students to Title I and comparison groups. Second, the functional relationship between pretest and posttest must be assumed in order to fit a regression line for use in determining the performance level of students without Title I. A single composite measure that combines test scores, teacher ratings, and past academic performance can be used to select Title I students, and as the pretest. Model C needs only a district-wide assessment of all students and access to a computer to match the data. Six reasons given for not choosing Model C include: (1) Model C requires more work than does Model A; (2) local programmers lack expertise in manipulating scientific data; (3) large districts lack experience in matching pretest and posttest scores; (4) data analysis is necessary; (5) selection process must be open; and (6) normal curve equivalent gains are lower than when using Model A. (RL)