Random samples of black and white EMR (Educable Mentally Retarded) students (N=69) from defendant districts in Marshall v. Georgia were compared on numerous variables related to preplacement evaluation, classification and placement in special education, and reevaluation. On nearly all variables black and white mildly mentally retarded (MMR) students were essentially the same. The few statistically significant differences were relatively small, suggesting slightly greater impairment on the part of white students classified as mildly retarded. Findings suggest the equal treatment notion of fairness was achieved in these defendant school districts. However, other legal notions of fairness, such as equal results, were not achieved and probably cannot be achieved without using different placement criteria for white and black students. Examination of these records indicated that only one student was clearly misplaced. Although the placements for 68 of the 69 students seemed appropriate, some aspects of many of the preplacment evaluations were below reasonable standards for best practices. Assessment of adaptive behavior was frequently not discussed explicitly. Some improvement in assessment practices was apparent from the original preplacement to the triennial reevaluations. References and data tables are appended. (Author/CL)