JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Biometrika Trust is collaborating with JSTOR to digitize, preserve and extend access to Biometrika. SUMMARY Serial correlation in the within subject error structure in longitudinal data with unequally spaced observations is modelled using continuous time autoregressive moving averages. The models considered have both fixed and random effects in addition to serially correlated within subject errors. Two approaches are presented for calculating the exact likelihood for a model when the errors are Gaussian. The first calculates the covariance matrices for each subject for assumed values of the unknown parameters and estimates the fixed parameters by weighted least squares. The second uses a state space model and the Kalman filter to calculate the exact likelihood. Both methods involve the use of complex arithmetic. Nonlinear optimization is used to obtain maximum likelihood estimates of the parameters.

Two notions about the delivery of services to disadvantaged, deprived, and mildly retarded children are advanced: (a) that insufficient attention has been given to the fact that certain~;pecial education labels imply deficiencies UTld shortcomings in children and (b) that no systematic inquiry has been made of children's perceptions of the labels and services offered them. Analyses of data from several studies involving more than 10,000 public school students, graduates, and dropouts; college students; prospectiue and inseruice teachers; UTld counselors revealed (a) that children reject the labels culturally disadvantaged and culturally deprived as descriptive of themselves, (b) that acceptance of such labels is associated toith lowered school attitudes, (c) that teachers hold lowered expectations for performance of the deprived and disadvantaged child, (d) that the educable mentally retarded report (and teachers confirm] stigma associated ioith' special class placement, alld (e) that few strategies for the management of stigma in classes for the educable mentally retarded have been developed by teachers.

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A variety of practical and theoretical issues pertinent to the evaluation of mainstreaming programs are presented, including (a) a critique of large and small mainstreaming evaluation studies, with emphasis upon the adequacy of models and the insights they yield for improved evaluation designs; (b) problems and issues in the evaluation of educational treatments, including attention to the variables of instructional time, instructional integration, stating goals and objectives, assessing teacher willingness to accommodate the handicapped child, and monitoring child progress; (c) considerations related to appraising dependent measures (attitudes, achievement, acceptance, cost/effectiveness); and (d) a discussion of issues unique to the evaluation requirements of Public Law 94–142. The paper concludes with a presentation of guidelines for developing and appraising mainstream evaluation reports, and the observation that problems related to the evaluation of mainstreaming programs are not insurmountable.