This issue of "Early Developments" is devoted to program evaluation, a type of work that many at FPG are engaged in, either conducting evaluations or helping agencies and states conduct evaluations. Many readers know FPG for its research in prevention, early intervention, child care, and child and family development, but in the past several years, FPG has become more involved with evaluation of early childhood programs and initiatives. The lines between evaluation and research are not clear-cut. They are alike in that evaluation and research are processes involving systematic data collection and rigorous design to gain knowledge about social and educational programs. They are different in that evaluation is inherently political. Evaluations are conducted to make decisions about the merit of an initiative--whether to continue, expand, or eliminate a program. Evaluations are also conducted to determine whether a program is operating as intended and to learn how to improve it. This issue presents the following topics of interest: (1) Program Evaluation at FPG; (2) How Smart a Start?; (3) Much More at Four; (4) Making the Literacy Connection; (5) Can Song & Dance Improve Kids' Chances?; and (6) Center Illuminates Early Childhood Outcomes. The publication concludes with a listing of recent FPG publications. (Contains one color enhanced graph.) ["Early Developments" is published three times a year by the FPG Child Development Institute at The University of North Carolina at Chapel Hill.]