The orientation of this report is that of identifying educational projects which can be considered clearly exemplary. The largest section consists of a 22-step procedure for validating the effectiveness of educational projects using existing evaluation data. It is not intended as a guide for conducting evaluations but rather for interpreting data assembled by others using a wide variety of experimental and quasi-experimental designs. As such, its coverage is not restricted to "good" designs. It encompasses all of the commonly employed evaluation models, but is not so much concerned with assessing the relative usefulness of various designs as with the deficiencies and hazards inherent in each of them. It also offers suggestions for correcting those results when certain measurement or analysis principles have been violated. Included as appendices are a discussion of the issues surrounding use of criterion-versus norm-referenced tests, description of the logic and mathematical structures of certain regression models, and an overview of the hazards associated with the use of percentiles and grade equivalent scores to describe academic performance. (Author/DEP)