This paper describes the formal and informal processes used to evaluate vocational education programs, examines their impact on appropriations, priorities, and policy recommendations, and addresses the question of what policy options for vocational education Congress ought to consider as it confronts legislative renewal. Several criteria are suggested for policy research, which is defined as the study of empirical relationships between dependent variables of high policy relevance and independent variables amenable to manipulation and control. Current socio-economic developments considered important in planning for vocational education programs are described. These involve the change in the role of workers and in work values, the rise of job competition, dehumanization of work, and unequal distribution of wealth. The employment outlook through the 1970's is briefly reviewed and major trends are identified. The potential effect of such developments on vocational education is traced through the various legislative programs and decision-making structures of the past, and the application of various evaluation strategies to policy recommendations is analyzed. In examining how social and economic changes are reflected in vocational education policy, the recent emphasis on educational equity is traced as a take-off point for discussion of vocational education policy deliberations at local, state, and federal levels. (NJ)