The work of the Program Effectiveness Panel (PEP) of the United States Department of Education was examined. The PEP is the Department of Education's primary means of certifying or validating the effectiveness of educational programs. Thirty-three educational programs were validated by the PEP between January 1988 and December 1990. Over time, about 60% of applicant programs have been approved. A content analysis of successful program submittals and summaries of panelists' comments indicated that claims of student achievement were frequent and that the domains of achievement varied widely from basic academic areas (such as reading, mathematics, and science) to knowledge of such content as parenting practices, the visual arts, the law, and problem solving skills. Sources of evidence varied as well, from commercial tests and performance assessment to observation and interview data, school records, and attitudinal instruments. Several flaws in evaluation design in unsuccessful submittals were found by PEP members. These often included: (1) failure to assess the persistence of effects; (2) small magnitude of results; and (3) incorrect or inadequate analytic procedures. The PEP is notable for its focus on measured effects of programs. Its validation is an important component of federal efforts to disseminate exemplary programs and practice. Attachment A lists the name, claims summary, instruments used, and comparisons for each of 13 projects approved/validated between January 1988 and December 1989 by the PEP. (SLD)