The basic position taken in this paper is that the data collected under the Title I evaluation and reporting system can be used more effectively than they have been traditionally in making decisions about Title I programs, and that other types of data can and should be used in shaping and improving Title I programs. This paper combines information derived from interviews conducted with state Title I coordinators and evaluators in nine of the 14 states served by the Title I Evaluation, Technical Assistance Centers for regions 8, 9, and 10 and a review of the literature on evaluation utilization, to provide guidance for planning technical assistance services. To provide an analytical framework for the literature review, four sets of hypothetical factors influencing evaluation were identified: technical-methodological, personal-role related, communication related, and policical-organization. These four factors also provided categories for classifying problems in evaluation use for the interviews. State Education Agency respondents suggested three areas of technical assistance as having potential for improving evaluation use: data interpretation, implementation evaluation, and longitudinal (sustained effects) evaluation. (RL)