This evaluation summarizes progress made in implementing procedures to reduce racial bias in referral, assessment, and placement procedures for special education under a court-mandated desegregation plan in Chicago (Illinois). The Board of Education discontinued the use of intelligence tests in evaluating students for special education and formed a task force to concurrently design and validate an assessment procedure, reassess all students classified as educable mentally handicapped (EMH), enhance parent participation, and increase staff development. Although all of these efforts required extensive commitments of time and staff, they were not subsidized by any increases of funding or personnel. These objectives were seriously hampered by trying to achieve sequential goals within an inadequate time frame. A significant number of minority group students who had been identified as EMH were returned to the regular classroom as a result of reassessment, but black students are still overrepresented in EMH programs and the validity of some assessment procedures has not been established. Also, the decision to reassess students prior to or concurrently with validation and staff training raises questions about the accuracy of the reassessment. The following materials are appended: (1) an analysis of the progress in implementing recommended assessment procedures for special education; (2) an analysis of the progress in implementing other recommendations for special education; (3) a list of 18 references; and (4) a chart describing the assesment instruments. (FMW)