An application of evaluation methodology to innovative educational programs through a case study of a Chicago suburban high school program for alternative education is presented. The evaluation methodology encompasses the difficulty in combining comparative programs, individual-diagnostic, and individual developmental measures, the selection of appropriate comparison groups and the definition of comparative program objectives, the psychometric issues of test selection, and the rationale for using a sophisticated statistical analysis to compensate for the absence of randomization. Reported data include standardized cognitive measures and both standardized and teacher-made affective measures. (Author/DEP)