The evaluation methodologies used in the 1960s to evaluate various ESEA programs were shown to be inappropriate and inadequate for the evaluation of year-round educational programs. Due to their complexity and the various levels of decision-making, YRE programs require consideration of contemporary evaluation methodology. Due consideration is the use of the CIPP Evaluation Model in the development of the evaluation design. Several of the thirty steps of the CIPP Model are particularly important in the evaluation of YRE programs--the identification of the various levels of decision-makers, the writing of objectives stating performance criteria, the determination of the value of each objective, and subsequently, the determination of the priority of each objective. When each of these steps are considered in context with the remaining steps, the resultant evaluation design would provide the various levels of decision-makers with the appropriate information at the proper time in order to make responsible decisions regarding the effects of YRE programs. Responsible decision-making based upon the availability of appropriate information should be the goal of all evaluation efforts. (Author/KM)