In 1980, five federal special education longitudinal qualitative impact evaluations were all
prematurely terminated. Given the popularity of case studies as part of educational
evaluations, the increasing acceptance of qualitative methodology, and the probable
continuation of annual funding patterns that pose a threat to the completion of multiyear
studies, future studies of this sort are likely to find themselves similarly at risk. What
happened, why it happened, what salvage decisions were made and what could have been
done may have implications for the design of RFPs and evaluation plans so that the
salvageability and usability of future studies will be maximized.
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