The study analyzed data concerning students enrolled in special education classes in Alabama's 130 (67 county and 63 city) public school systems, including student counts by age, grade in school, school district, type of exceptionality, and personnel needs. Analysis indicated a considerable variation among school systems in the distribution of exceptionality types, the proportion of special education students at different age and grade levels, teacher/pupil ratios in special education classes, and the reported need for additional special education teachers. Possible causes for these differences may include random variations, referral patterns, a shortage of well-trained administrators and teachers, community pressures, and discrepancies in classification procedures according to race. The major demographic correlates of general rates of exceptionality included population growth, employment in selected white-collar occupations, income, and residence in urban locales--all of which were found to be positively associated with both the rate of exceptionality and the teacher/pupil ratio. The proportions of the population classified as "black" or residing in urban areas were also highly correlated with several specific categories of exceptionality. Results have implications for testing procedures and interpretation as well as implementation of policy guidelines for placement of students in special education programs. (DB)