The history of the efforts of the U.S. Congress to obtain evaluation data and reports for Elementary and Secondary Education Act (ESEA) Title I, projects is one of delay and frustration. Prior to the 1974 amendments to the ESEA, evaluation was negligible, not clearly defined, and not comparable across school districts. The Education Amendments of 1974, Section 151, includes specific instructions to the Commissioner of Education to develop models for evaluation and to report annually to Congress on the findings, so that Congress would have a basis for decision making. State and local evaluations shall be emphasized. The Commissioner is to develop a system for the identification of exemplary programs; several additional specifications are mentioned. Although some think that Congressional decisions are generally politically motivated, such reports as the National Institute of Education (NIE) study of compensatory education may have considerable impact on the actions of Congress. The NIE study has been initiated in response to Section 821 of the Education Amendments of 1974, which expresses Congressional concern over the lack of data evaluating Title I programs. (CTM)