The Behavior Analysis (BA) approach to Project Follow Through, a federally funded education intervention program, has reversed the trend of academic failure of poor children by improving the educational experience of poor children from 12 communities in the urban East, Midwest, rural South, and on Indian reservations in the West. The BA model is supported by a multifaceted evaluation strategy, predicated on four systematic process and outcome evaluation techniques. Each serves a unique function, is used on a continuous and regular basis, and is designed to complement the others. The first strategy, continuous progress assessment, is a computer-based system for monitoring the weekly academic progress of each child and classroom toward prescribed year-end curriclulm goals. The second evaluation technique is the annual testing of BA children and a comparable sample of non-BA children on a standardized achievement test. The third strategy calls for regular formal and informal observations of the classroom which allows the determination of possbile needs for additional and/or specialized training of the classroom staff. The fourth evaluation measure is a survey of consumer satisfaction of the program and its effects which provides a measure of the social validity of the program. (Author)