Major changes have occurred in compensatory education evaluation practices and policies since the introduction of the Title I Evaluation and Reporting System (TIERS) and the Technical Assistance Centers (TAC) in 1976. This paper has three purposes: (1) to discuss these changes at the state and local levels; (2) to illustrate these changes with examples from TAC experiences and case studies from state and local districts; and (3) to identify unmet evaluation improvement needs and foreshadow future improvement. Excerpts from TAC studies are used to illustrate evaluation improvements in four major areas: (1) testing and measurement practices; (2) data quality control; (3) reporting procedures; (4) computer technology; (5) dissemination of evaluation results and feedback to local educational agencies (LEAS). TAC's will continue to have a strong role in addressing unmet evaluation needs in program improvement, coordination of Chapter 1 with other school programs and services, better utilization of TAC services by larger school districts, and more evaluation of migrant and other special Chapter 1 programs. (BS)