An evaluation was conducted on the effectiveness of classroom services authorized by 1969 Oregon legislation and provided to trainable mentally retarded (TMR) children between 4 and 21 years of age. During the 1969-70 school year, services were provided to 483 TMR children in 15 different projects administered by the Mental Health Division and 14 agencies contracted by the Division. Change evidenced by TMR students in the areas of self help skills, language development, and motor development was measured by Gunzberg's Progress Assessment Chart, Parsons Language Sample, and Teaching Research Motor Development Scale, respectively. Scales were used to evaluate students (368 were both pre- and posttested) in all 15 projects in October 1969 and again in April 1970. Thirty-five tables and graphs report the t-test values obtained for the TMR population in each of the three measures and in each of the subtests of each measure, t-test values determined by school for each measure and subtest, and t-test values by age level for each measure and subtest. Based upon comparison of pre- and posttest scores, it was concluded that TMR children along the entire age span of 4 to 21 years could and did learn from well organized, structured programs, in spite of the variables unique to each program. (KW)