In this digest, readers are introduced to the scope of instructional program evaluation and evaluators' changing roles in school districts. A program evaluation measures outcomes based on student-attainment goals, implementation levels, and external factors such as budgetary restraints and community support. Instructional program evaluation may be formative, summative, or "ex post facto." Although standardized testing is widespread, some evaluators use alternative methods to measure student attainment, such as standardized interviews, direct tests (reading and math demonstrations), and students' notes, art work, and other material. Others suggest using a program evaluation profile that reveals less tangible values. Community and school board input can significantly affect program evaluation, as four recent studies show. Although principals generally feel that evaluation benefits are minimal, superintendents tend to be more positive about program evaluation. The job of program evaluator is expanding from technical roles to political and advisory roles. In some innovative programs at the research and development stage, evaluators help identify goals and develop implementation strategies. Evaluators also translate policy questions developed by school boards and legislators into the more precise questions of program evaluation. In this new role, evaluators help fashion innovative programs with readily measurable features and become effective partners at all stages of program development. (Eight references) (MLH)