Evaluations which describe and measure the impact of programs assisted under Title I are mandated by law. This evaluation is to be used in the decision-making process. A review of the literature on evaluation and instrumentation shows a paucity of descriptive information on early childhood programs funded under Title I. On-going evaluations of these programs are necessary. Services provided to pre-kindergarten, kindergarten, and first grade level students differ. Whole program efforts are offered at pre-kindergarten levels, while supplementary services are provided above and beyond children's regular school programs at the first grade level. Both whole program and supplementary program interventions are apparent at the kindergarten level. The differences in the structure of interventions funded at these levels, combined with the differences in program goals, illustrate the ineffectiveness of a single evaluation scheme for all three levels. High quality instruments for use in testing young children are scarce. Evaluation models and guidelines by which early childhood programs may be assessed are needed particulary in areas where no adequate instruments are available. (DWH)