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Abstract
Prevailing models of classification for mildly handicapped students are characterized by decision-making paradigms that rely almost exclusively on historical and/or current functioning information with little or no attention to data regarding the effectiveness of the treatment to which the student may be assigned. Classification models that include intervention effectiveness data have been proposed but rarely implemented. This study employs a program evaluation method to collect intervention effectiveness data for a special education program designed to serve mildly handicapped students with reading difficulties. The potential contributions of effectiveness data to decision-making are discussed within the context of a classification model.