A review of current research on workplace literacy programs reveals few programs reporting rigorous evaluations. Assessments are often limited to the completion of questionnaires, surveys of program participants, and anecdotal reports of effectiveness. Occasionally, a standardized reading test provides an indication of learner gains. Only a few evaluations provide follow-up data on the impact of programs on job performance, retention, or earning power. Trends among programs for which more rigorous evaluations have been performed are as follows: (1) effective programs require significant resources in terms of learner time on task; (2) effective private programs report learner cost figures more than double those of average public programs; and (3) effective programs integrate basic skills training with workplace technical training and usually involve counseling, on-the-job training linkage, and analysis of the basic skills needed on learner jobs. The eight-volume Job Training Partnership Act evaluation plan is the most thorough guideline for evaluating the effectiveness of preemployment literacy programs. Stufflebeam's Context, Input, Process, Product evaluation model has been modified by outside consultants for use with workplace literacy programs. This model uses interviews, document analysis, observations, and test data to determine program goals, sufficiency of resources, sufficiency of learning methods, and evidence of goal attainment. (14 references) (YLB)