An ethnically stratified sample of 150 children referred to School Study Teams (SSTs) were administered the WISC-III and the WRAT-R, and assigned by research criteria to one of three groups: (a) students with mental retardation, (b) students with borderline intelligence, and (c) students with average intelligence. One third of the referred White students and slightly over half of the Black and Hispanic students scored in the borderline IQ range (71-85). Of those borderline students who subsequently received special education, the overwhelming majority within each of the ethnic groups was served as learning disabled. Comparisons of the three groups on achievement and teacher ratings were performed. Differences between borderline and average ability referred students were far more pronounced than differences between borderline and students with mental retardation. Results were discussed in terms of the continuing difficulty experienced by borderline students in general education and the appropriateness of educational resources and services provided them.
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