The effects of specific vs. nonspecific referral information and test data on school psychologists' decisions were investigated. Eighty-two psychologists reviewed a hypothetical case study and made psychoeducational decisions. Knowledge of a teacher's reasons for referral did not influence expectations or placement decisions, but test data on…

The question of whether improvements in assessment data for students referred to special education would result in the increased use of these data and a better basis for teaching decisions was studied. Six versions of an assessment report were prepared for a hypothetical child: four with increasing detail and information, one with an integrated…

Respondents (n=321) to a survey of learning disabilities teachers in the Chicago (Illinois) Public School system reported that, while they found several assessment procedures to be useful, they relied primarily on standardized test results for informing educational decisions. Most teachers indicated they had high levels of competency with all…