New Canadian minority students, ages 6-16 were the subjects of this study on evaluation practices, educational policies, and placement procedures. The term denotes immigrants of West Indian, East Indian, or Portuguese origin, or other non-Anglo-Saxon background. Structured interviews were conducted with 34 Ontario boards of education and with 245 school administrators and practitioners. Although students were typically placed by age, this initial decision was frequently changed because teachers reported low achievement; it was difficult to decide if this was a language or a learning problem. Teacher-made tests were the most frequently used, followed by the Weschler Intelligence Scale for Children and the Wide Range Achievement Test. Teachers monitored placement in the absence of tests. Most boards offered English as a second language and learning disabilities programs. Most modified standardized test content and administration; boards criticized the general use of tests for minorities. Twelve boards required counseling of minorities during placement but there was little evidence for it, possibly because counselors felt that minorities should be relegated to special education consultants. Recommendations for implementing the Ontario government's policy of multiculturalism included inservice training and cooperation among boards. The interview questionnaire and an extensive bibliography are appended. (CP)