Cognitive and achievement levels were analyzed for 192 students (grades 1-12) served in generic special education resource rooms in a Texas community, using cognitive and achievement test data, service delivery information, and demographic data. Grade levels of the subjects were used as a constant in the data analysis. Among reported findings were that educable mentally retarded students were distinguished from other groups by low intelligence quotient (IQ) scores and overall academic achievement. The learning disabled group represented 74 percent of the total population, scored highest on all three IQ scores measured by the Wechsler scales, and were similar to the emotionally disturbed group on both cognitive and achievement measures. The emotionally disturbed group had slightly higher reading scores than the learning disabled group. Learning disabled, mildly emotionally disturbed, and orthopedically handicapped groups performed similarly on cognitive and achievement measures. Nine data tables are included. (JW)