The paper, part of a research series on learning disabled (LD) adolescents, reports findings of a study on the variables which added significantly to group discrimination after ability and achievement had been controlled. Ss were 56 LD and 51 low achieving (LA) students in grades 7 through 12, their parents, and their regular classroom teachers. Assessment instruments topped a wide range of attitudes, behaviors, and characteristics of student Ss and their parents and teachers by asking them to answer a number of questions. LD adolescents, as a group, exhibited very low levels of achievement and the ability test scores were depressed. Once ability and achievement were taken into account, very litle else consistently added to the classification and discrimination process. Tables with statistical data make up more than half the document. (SB)