A Harding School (Worthington, Ohio) population of 77 adolescent patients, ages 12 to 17, were administered the Woodcock Reading Mastery Tests and the Key Math Diagnostic Arithmetic Tests. Averages were calculated for the length of hospitalization, age at admission, full scale intelligence quotient (IQ), average grade equivalent gain for the total period, and the average grade equivalent gain per month. The expected grade achievement and the expected grade level were calculated for the reading and mathematics program, respectively. A Pearson's Product Moment Correlation was used to determine the relationship of pretest and posttest performance to years behind grade level, as well as between length of hospitalization and grade equivalent gain per month. Among the seven major results found were that (1) there is no significant correlation among the age at admission, IQ, and length of hospitalization, or between IQ and age at admission; (2) there is a significant negative correlation between years behind expected grade achievement and the pretest or posttest grade equivalent for Woodcock Reading and Key Math; and (3) there is no significant correlation between severity of psychiatric diagnosis and grade equivalent gain per month for the Woodcock Reading and Key Math. (PN)