This document summarizes a national study of how U.S. community colleges evaluate tenured professors. The report begins with an introduction to the current status of post-tenure evaluation and outlines the common arguments that frame the debate on the purpose and necessity of evaluating tenured faculty. The authors describe current assessment practices and note that most new evaluation policies emphasize faculty development. In this study, surveys were distributed to the chief instructional administrator and the faculty leader at 934 community, technical, and junior colleges in all 50 states. Both groups were asked to assess their present system for evaluation of tenured or long-term faculty, to make judgments on the quality and effectiveness of the process, and to point out areas in need of improvement. Key findings include: (1) both instructional administrators and faculty leaders strongly believed that tenured or long-term faculty should be evaluated; and (2) most administrators and faculty felt that the emphasis on evaluation should shift from providing a basis for assessment of performance and decisions on retention, remediation, and dismissal to providing a basis for individual faculty development and improvement. The report concludes with specific recommendations for improvement based on the research findings. (Author/RC)