Identification and placement practices in the area of mental retardation have been widely discussed; they are considered by many to be problemmatic. Little research has been completed with regard to exit criteria for children who should be reassigned to a regular classroom. The focus of this study was exit criteria. Typical assessment information as well as measures of achievement efficiency were used to predict program placement for a group of educable mentally retarded youngsters. Actual class placement was correctly predicted for 84% of the development sample. The results are discussed with regard to implications for assessment practices for the mentally retarded.
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