Evaluated was a summer program of reading and mathematics for handicapped pupils in special education classes consisting of two components: the speech/language impairment component, including 377 students, and the component for mentally retarded pupils, including 3l5 students. The speech/language component, designed to improve academic skills through individual or small-group instruction, lacked good definition of the relationship between speech/language improvement concerns and attempts to improve reading skills and did not meet the evaluation objective of mastery of at least one instructional objective by 70% of the pupils. The mental retardation component, largely social-recreational in design, exceeded the evaluation objective of mastery of at least one instructional objective formerly failed by 70% of the pupils, with nearly 88% mastering at least one new objective. However, higher-functioning pupils were restricted due to an insufficiency of range in portions of the training/assessment technique. (Criterion-referenced testing is explained, and results are appended in tabular form.) (Author/IM)