The author describes the Content, Input, Process, and Product (CIPP) evaluation model as it was implemented in the Saginaw Public Schools in Michigan. As school superintendent in Saginaw, he describes how the CIPP model provided information to administrators for answering four basic questions: (1) what should we do? (2) how should we do it? (3) are we doing it as planned? and (4) did the program work? The roles of context, input, process, and product evaluations, in planning, structuring, implementing, and recycling decisions are discussed. In addition, the organization of Saginaw's evaluation department is outlined in terms of mandated evaluation, needs assessment, non-mandated evaluation, and proposal development activities. The author stresses the need for cooperation between the administrator and evaluator, and holds that a system of rational educational management can be achieved through program evaluation. He concludes that evaluation is a promising tool to be used in improving educational practices, programs, and products. (JAC)