PROJECT AND PROGRAM EVALUATION REPRESENT TWO BROAD STRATEGIES FOR EVALUATION. PRODUCT EVALUATION OF A PROJECT DETERMINES THE EXTENT TO WHICH OBJECTIVES ARE ACHIEVED. THE EVALUATOR'S ATTENTION IS FOCUSED ON CHANGE IN THE TARGET PUPIL OR SCHOOL ON A PRE-PROJECT TO A POST-PROJECT BASIS. IN THEIR EVALUATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT, CONGRESS IS INTERESTED IN THE TYPES OF EVIDENCE PRODUCED THROUGH PRODUCT EVALUATION. PROCESS EVALUATION MONITORS PROJECT CONDITIONS TO MAKE THE PROJECT MORE EFFICIENT OR BETTER. PROGRAM EVALUATION IS AN ASSESSMENT OF THE CHANGES WHICH ARE THE OUTCOMES OF INTERACTIONS AMONG PROJECTS OR TREATMENTS. PROGRAM EVALUATION ASSESSES NOT ONLY CHANGE IN TARGET PUPILS OR SCHOOLS, BUT ALSO, TOTAL IMPACT. PROGRAM EVALUATION IMPLIES THAT ATTENTION TO OVER-ALL BAROMETERS OF EDUCATIONAL HEALTH MIGHT CAPTURE SIDE EFFECTS. NO ATTEMPT IS MADE TO ANALYZE HOW OR WHY CHANGES OCCUR. THIS MODEL SUGGESTS THAT THE SCHOOL SHOULD BE AN EVALUATION UNIT TO DETECT POSSIBLE FALLOUT EFFECTS. RESULTS OF THE IMPLEMENTATION OF THIS STRATEGY IN CINCINNATI ARE DISCUSSED. THIS SPEECH WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, TEXAS, MARCH, 1967). (PS)