This study aimed at evaluating the effects of the implementation of high school athletic classes, and examined the correlation among four evaluations and different responses to the effects of athletic class implementation among the athletic office personnels. This study adopted the CIPP evaluation model to develop an "evaluation form of effects of high school athletic implementation" questionnaire done by 286 athletic class staff and tutors in 26 schools, with 231 effective questionnaires collected. The statistic methods used were Pearson correlation, t-test, one-way ANOVA. Six main findings were obtained. First, the four CIPP evaluations were apparently correlated in ideal and practical implementations. Second, male staff held more positive attitude toward the athletic class, implementation than the female staff. Third, the seniority expected more but evaluated more highly about athletic class teacher-student conditions, expenditures, facilities, and teaching materials than the middle-status staff. Fourth, in the ideal-condition product evaluation, the seniority scored higher than the juniority. Fifth, there was apparent difference between the ideal and the practical phases in each evaluation; among them, the results of the input evaluations varied greatly, and the results of the context evaluations varied least. Sixth, in the ideal phase, the average scores of each evaluation, factor and dimension were positive except for "make students acquire normal academic performance." In the practical phase, only the scores of the context evaluation and the institution structure were positive. The other three evaluations and eight dimensions did not reach the positive level.