A comprehensive analysis was conducted of existing public education programs in the State of Mississippi for school-age children and youth with severe handicaps. Specifically, the investigation focused on a discrepancy analysis of public school service systems for the target population in relation to eight identified educational practices common to model programs implemented nationwide: (1) home-school partnership; (2) chronologically age appropriate placement in public schools; (3) delivery of related services in integrated settings; (4) social integration; (5) transition preparation; (6) curricular expectations; (7) systematic data-based instruction; and (8) systematic program evaluation. A total of 65 of the 154 school districts in Mississippi were identified as serving five or more students with severe handicaps and 38 of these agreed to participate in the study. Interviews conducted with 124 special and regular education teachers and administrators and with 25 related service providers indicated discrepancies between current practice and the value placed on the exemplary practices examined, especially in the areas of social integration, transition preparation, and systematic program evaluation. Parents of 78 severely handicapped students were interviewed by telephone. Sixty-one percent were satisfied with their child's current educational program. (VW)