Fifty students (ages 7 to 16 years) attending a children's psychiatric center's psychoeducational program were assessed for achievement levels in reading, spelling, and arithmetic on admission and for gains made during the program. Among results were that students who stayed in the program 12 months or less made significantly more gains on pooled achievement scores than those who stayed in the program longer, and low arithmetic achievers later showed significantly greater prorated gains than the high arithmetic achievers. Greatest overall gains were in arithmetic, and reasons for this occurrence are discussed. (Author/PHR)