This paper reviews the role played by the Title I (now Chapter 1) Evaluation Technical Assistance Centers in providing technical assistance to state and local agencies. It presents (1) a legistative history; (2) the Technical Assistance Center (TAC) activities under Title I; (3) an evaluation of the TACs; (4) the legislative changes enacted by the Education Consolidation and Improvement Act, Chapter 1; (5) Chapter 1 TAC contracts and activities; and (6) several questions about the future of TACs: are TACs still needed, are TACs an effective and efficient means of providing service, and will TACs continue to be effective? It would appear that, in spite of over 6 years of Federal evaluation assistance through the TACs, little progress seems to have been made in establishing evaluation as a state and local priority. The selection and training of program evaluators typically has been a low priority for state and local education agencies. Few states have established criteria for program evaluators. In some cases, evaluation has not been perceived as a worthwhile activity; in other cases, the need for training has not been seen. Therefore, Federal technical assistance providers have been used to provide training for new untrained staff, as well as for local and state personnel who want to improve their skills. Steps need to be taken to reduce the dependency on Federal assistance through a reassessment of the purpose and implementation of federally funded assistance activities. (Author/PN)