A study examined the underlying factor structure of the aptitude tests and work samples being completed by students with educational disadvantages (limited reading and mathematics skills) who were assessed with the current assessment model in the Akron (Ohio) Public Schools. The amount of variance accounted for by the factors was also investigated, and clarification was sought to determine if any differentiation exists between races and between sexes on the assessment measures. The assessment battery studied included the following: Apticom Computerized Aptitude and Interest Assessment; Valpar Worksample 8, Simulated Assembly; and Valpar Worksample 6, Independent Problem Solving. Assessments were completed in the students' home schools, with two students tested simultaneously, switching positions at the halfway point. The study found that the abbreviated vocational evaluation battery is well accepted by students and that it provides adequate information to initiate vocational planning. The battery meets the needs of the school in that it assesses students quickly and is completed in one administration. The factor structure obtained suggests that this battery does a good job of measuring vital vocational skills. However, results could have been skewed by the referral process that may have provided more white male students than minority and female students and by the fact that the students assessed were in danger of dropping out. Further research to determine the impact of race and gender is suggested. (Contains 15 references.) (KC)