A discriminant analysis was performed to ascertain what psycho-educational assessment variables made the greatest predictive contribution to the classification of high school students referred for Child Study Team evaluation. Thirty-nine students classified as learning disabled were compared to 47 classified as ineligible for special services. Variables found significant were the Full Scale Intelligence Quotient, the Wide Range Achievement Test (WRAT) arithmetic subtest, a question from the student interview, and most importantly the WRAT spelling subtest. Includes 18 references. (PB)