Two groups of learning disabled (LD) secondary school students (ages 16-18) were studied to determine if such factors as levels of intelligence and achievement contribute to success in high school. The first group of students (N=10) were sophomores enrolled in special education resource classes for one period each day and were addressing Louisiana state criteria for high school graduation. The second group of students (N=10) were second-year students enrolled in an alternative special education program addressing separate minimum standards and pursuing a certificate of achievement. The study sought to identify and compare differences in intelligence and achievement that resulted in the students being placed in one group or the other. Results indicated a significant difference between the two groups in educational achievement scores, particularly in reading and arithmetic, favoring the first group comprised of resource students. No significant differences appeared for IQ scores. (VW)