The purpose of this study was to accomplish an Evaluability Assessment of Section 504 Policies with an emphasis on children diagnosed as Attention Deficit Hyperactivity Disorder (ADHD). Assessments of program objectives, activities, outcomes, and cost factors where accomplished at state and local education agencies in Mid-Atlantic States.

The eight steps of Evaluability Assessment, as defined by Wholey (1979), were used. The process included review of pertinent documentation regarding Section 504 and ADHD and on-site interviews with Federal policy-makers to ascertain the intended resources (cost), activities (assessment procedures and eligibility criteria), and outcomes (placement, treatment, and due process procedures) for ADHD children with a Section 504 Plan. A "Logic Model" was developed to compare to state and local agencies' policies. On-site visits were made to eight state agencies and a sampling of six local agencies in each state. Telephone interviews were conducted with two administrators and two teachers in each local agency. An Equivalency Model was developed to compare the federal, state, and local objectives.

An Evaluability Model was developed for each state education agency in the study. The model included resources, activities, and outcomes. A comparison was completed of the local agencies. The model also included evaluator's suggestions of performance objectives that appear feasible. This study was expected to clarify Section 504 goals and objectives for ADHD children at both the state and local levels.

The evaluability assessment indicates Section 504 in the local education agencies is not ready to be evaluated. Based on the criteria set forth by Wholey (1987), there is a lack of definition in the problem addressed and a lack of clear logic on the implementation of Section 504. There are no resources authorized for the implementation of Section 504 therefore cost becomes a barrier to the implementation.