This study determined whether or not there were significant differences between ratings of parents and teachers on the Adaptive Behavior Scale, Public School Version. Interviews with parents of approximately 150 white and Spanish-surnamed children from 7 to 12 years assigned to educable mentally retarded (EMR) classes were used in conjunction with data from the 1972 feasibility and standardization study of the scale. Sex, ethnic status, and rator (parent or teacher) were considered in the analysis of differences between parent and teacher ratings. The results demonstrated that parent and teacher ratings of white and Spanish-surnamed children assigned to EMR classes were not significantly different. Furthermore, sex and ethmic status of the children did not affect the ratings. These results imply that pupils assigned to EMR classes function similarly at home and at school. (Author/BW)