Direct and repeated measurement of academic performance in the curriculum is an alternative to traditional referral and assessment models used in psychoeducational evaluation. This study (with 107 intermediate grade students at high risk for learning disability) contrasted a screening and referral procedure that used weekly measurement of performance in reading, spelling, and written expression with a traditional teacher referral procedure. The groups were compared with respect to referral rate, cognitive functioning, achievement level, social behavior, sex differences, and identification as learning disabled. The number of students referred through weekly measurement was similar to those referred by teachers. In addition, the results indicated that academic achievement is almost the sole criterion used in teacher referral, although teacher-referred students appeared to be more likely to be rated as behavior problems. Finally, students referred through weekly achievement measurement were as likely to have an aptitude-achievement discrepancy as students referred by teachers. (Author/DB)