Program evaluation research, including reputational studies and studies based on objective indicators, and research on the quantitative correlates of program quality are reviewed. Reputational studies, which have dominated research on program quality in higher education, emphasize peer evaluation. Some major reputational studies of graduate programs since 1924 are briefly described. It is suggested that reputational studies based largely on faculty rating of faculty quality have yielded highly stable ratios of top-ranked graduate programs and institutions. Reputational studies of professional programs, which are relatively new, are also considered, along with recent reputational studies of undergraduate programs. One criticism of reputational studies is rater bias. Other criticisms include the fact that reputational studies yield more a rank order of excellence than a position on a normative scale. Quantitative studies of program quality encompass criteria and objective indicators, and an index of the indicators, which is used to rate programs. Major criteria and widely-used objective indicators that have been used to evaluate program quality are listed. Additionally, researchers have attempted to identify objective program characteristics, correlates of quality, that are associated with programs of high quality. These studies have focused almost exclusively on the graduate domain. Criticisms of studies based on objective indicators and of studies of correlates of quality are also examined. A bibliography is appended. (SW)