This evaluation report examines effects of integrating 39 students with mental retardation in 5 elementary and 2 middle schools in Madison (Wisconsin) during the 1988-89 school year. Also reported is the integration of 20 students into the high school program. Data used included interviews and questionnaires with 16 general and 9 special education teachers, telephone interviews with parents of 36 of the integrated students, sociometric data from 13 of the classrooms, attitudinal responses of sixth graders at one school, and a questionnaire completed by parents of nonhandicapped children at one school. Thirty-nine findings are summarized. These include: the integrated students were generally accepted by their classmates, with 61 percent receiving sociometric ratings near the mean and 29 percent in the socially "neglected or rejected" range; integrated students had greater success in achieving eight Individualized Education Program goals than did matched students in traditional programs; parents of integrated students were generally satisfied, with 85 percent saying they would choose an integrated program over a more traditional model; 90 percent of parents of nonhandicapped students believe that academic and behavioral standards have been maintained; and general education teachers identified positive social effects for nonhandicapped students. (DB)