Abstract
There can be almost unanimous agreement among those of us who are involved in the evaluation of educational programs in the public schools that there is a great need for the development of innovative methods of analyzing student achievement data for the purpose of program evaluation. Most persons charged with the responsibility of project or program evaluation come equipped with the tools of behavioral research. We have attempted to apply experimental and quasi experimental designs, hypothesis testing, and inferential statistics to developmental or on-going programs and have found these methods inadequate. In his 1970 review of the literature on measurement and analysis techniques in evaluation, Sjorgren (1970) concluded that exploration with the methodologies of other fields should have a high priority:
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