The question of whether improvements in assessment data for students referred to special education would result in the increased use of these data and a better basis for teaching decisions was studied. Six versions of an assessment report were prepared for a hypothetical child: four with increasing detail and information, one with an integrated description of the same information, and one giving another version of the complete report. Eighty teachers working with learning disabled children were asked to study one of the reports and answer a questionnaire on teaching decisions for reading, spelling, and arithmetic, and other pedagogical techniques. A one-way analysis of variance was performed on the data. Teachers presented with minimum information did not make as many decisions as did those given a full diagnostic report, but different versions of the complete report did not cause a difference in the number of decisions made. Teachers make a number of decisions, but must follow a fairly fixed education offering. This may limit decision making because the need for information for a student is limited by the alternatives the teacher uses. (SLD)