Based on a sample of 12 school sites in California, the report documents the effectiveness of the secondary Resource Specialist Program (RSP) which provides instruction and services for handicapped students--primarily the learning disabled--who are assigned to a regular classroom for a majority of the school day. A number of program components are examined: entrance criteria and caseload characteristics, resource specialist's and aide's roles, staff services, budget, and classroom activities. Three different program types are profited--the Learning Skills Class (for elective credit remediation), Parallel Class (for graduation credit), and the Tutoring Center (designed to support the regular academic program). Sections also address student performance and progress, coordination issues (such as student scheduling and classroom activities), staff satisfaction, and student perception of their performance and of the resource specialist program. Noted among findings are: (1) that entrance to the RSP was determined by academic achievement, consistent measues of academic growth were not collected by most programs; (2) that two-thirds of the RSPs established a beneficial relationship with the counselor's office; (3) that most resource specialists, with the exception of those in the tutoring center, were satisfied with major aspects of the RSP; and (4) that student responses to the RSP were generally favorable. Recommendations are made regarding program emphasis, responsibility, eligibility, and monitoring. A copy of the program administrative questionnaire is included. (SW)