The study sought to determine if significant predictive relationships could be found between diagnostic psychological test data and the changes in academic achievement of learning handicapped children participating in a resource specialist program for one period per day. The 102 students, with a mean age of 9 years, were administered the Wide Range Achievement Test (WRAT) at the time of resource program placement and during April 1981, to obtain pre-scores and post-scores which were used to calculate a change score. Significant yearly increases in reading, spelling, and arithmetic grade levels were found. However, analyses of age-normed standard change scores showed significant increases in only the reading standard score, with actual decreases in spelling and arithmetic abilities. The search for significant predictors of academic improvement revealed the Peabody Picture Vocabulary Test was the best and often the only significant predictor of grade level and standardized WRAT change scores. Scores on the Wechsler Intelligence Scale for Children-Revised were not found to be consistently related to change data. (JDD)