The most difficult problems in bilingual education evaluation are disagreement over what evaluation is and how it is done; the debate over what bilingual education is and how a program is planned and operated locally; and the nature of bilingual education itself, which creates problems in assessment and design methodology. General information is provided on three basic considerations in bilingual program evaluation: assessment, evaluation design, and data analysis. Assessment is the full range of information that might be used to make decisions about a bilingual program, including what it accomplishes for its students as well as the procedures to achieve these goals. Measures of student performance and 100 program processes, such as interviews and observations, are examined. A brief examination of major designs used in bilingual program evaluation focuses on the designs that seem to be most useful and feasible in a bilingual program setting. The most general-purpose designs for investigating program outcomes are the time-series/longitudinal designs. The exposure-to-treatment design is widely applicable for formative evaluations. Accountability designs, report information about student achievement of local objectives or national norms. Basic issues raised concern the questions an evaluation might try to answer, collection of information, and the appropriate analytic techniques. (CM)