The objectives of this program evaluation were to gather information and normative data about the students referred for psychoeducational evaluation; to determine the diagnostic profile of students referred for special education; and to use the information gathered to determine future program direction and possible program modifications. Students (N=55) in non-public schools referred for psychoeducational evaluation because of learning problems were evaluated. Students were evaluated using the Wechsler Intelligence Scale for Children III and the Wide Range Achievement Test-Revised (WRAT-R). After the evaluation these students were assigned to one of three dispositions which determined an intervention of increasing intensity in behalf of the student. The first level was teacher/psychologist consultation. The second level was multidisciplinary team meeting including the parent. The third level was a multidisciplinary team meeting with referral for an individualized educational planning meeting. Results indicated that there were no significant differences in psychologists' case dispositions using intelligence scores as dependent variables. As achievement scores in reading and spelling on the academic screening measure, the WRAT-R, yielded the only significant differences among case dispositions, a classroom based assessment of academic skills would be a viable alternative to the varied assessment batteries currently being administered. (ABL)