This paper presents a summary of the current status of efforts to include students with mental retardation in mainstream educational programs. It begins with a summary of a New Jersey federal court's ruling requiring more inclusive education and a discussion of the commitment of the Arc (formerly The Association for Retarded Citizens of the United States) to greater inclusion. The benefits of inclusive education for students with and without disabilities are briefly reviewed. Summary data (for 1989-90) are then given on placements nationally in eight different instructional arrangements. The next sections provide national and individual state data on the extent to which children with mental retardation are being educated in the following instructional settings: regular classes, resource rooms, separate classrooms, and separate schools. A summary points out that only 6.7 percent of children with mental retardation are being educated in regular classrooms and that children with mental retardation are much more likely than children with other disabilities to be in segregated settings. Ranking of states by a weighted formula finds most states place fewer than 10 percent of children with mental retardation in regular classes. The paper ends with a call to action for policymakers and administrators in the federal, state, and local governments as well as Arc chapter members. An appendix provides a table of state data. (DB)