The report presents data from the base year (1980) and first followup (1982) of a longitudinal study of U.S. high school seniors and sophomores. Students were asked in self-administered questionnaires whether they had any of seven specific handicaps; whether they had a condition that limited the kinds or amounts of work or education they could obtain; and whether they had participated in special programs for the physically or educationally handicapped. Using the reports of students in 1980 and 1982, the percentage of continuously handicapped students was estimated at 4% for the senior cohort and 6% for the sophomore. To examine explanations for inconsistency between student responses at the two times, student self-identification as handicapped was examined in relationship to cognitive tests, maintenance in school in 1982, and self-reported grades. Analysis revealed support for the hypothesis that self-reported handicap status is associated with real differences among students. Differences were also found in locus of control, self-esteem, and affective balance. Those students identified by teachers as handicapped in 1980 were likely to have poor test scores and were more likely to have dropped out by 1982. (CL)