The paper examines ways to choose appropriate objectives for program evaluation in the education of the handicapped. Section I discusses how too much pressure can distort priorities (alignment of short-term objectives with long-term objectives), and lists six steps in determining priorities. Section II applies the principles to learning disabled students through true/false and multiple choice questions. Section III describes a format for factual and practical evaluation of individualized education plans (IEPs). Section IV uses true/false questions to apply principles to the education of mentally subnormal students. The remaining five sections of the document outline components of an accountable, cost-conscious evaluation system. A final section provides examples and explanations of graphic summaries of data. (CL)