Program evaluation and related research has come a very long way from the quasi-experiment to where it is now seen as having many functions, as being grounded in a range of theoretical positions, and as drawing from a variety of possible methodologies. This paper focuses on evaluating the mathematics programs of limited-English-proficient (LEP) students in a time of educational change. Specific sections address the following: bilingual education program goals; the measurement of goals; the "taken-for-granted" status in current evaluation practice; the mathematics curriculum; mathematics learning and thinking; and mathematics instruction. (VWL)