In order to assist psychosocial administrators in understanding the educational needs of their members, this study explores the correlates of achievement levels in reading and mathematics among a population of 248 urban psychiatric rehabilitation clientele at time of intake. Because academic assessment assists the staff in addressing the functional limitations of clients, such information can be used to design a set of rehabilitative services specifically tailored for individual members. Results revealed a specification effect in the data in which factors related to academic performance among minorities were different from those factors related to performance among non-minorities. Regression analysis indicated that age had greater predictive power for the scores of minority members, while parental marital status and clients' gender were significant only in the non-minority equations. The findings are discussed in terms of their implications for program development and planning by the psychosocial administrator.