Over a decade ago, Algozzine, Christenson and Ysseldyke (1982) presented data that indicated a very high percentage of referred students were determined eligible for special education. Assessment and decision making practices have changed significantly over the past 10 years. For example, there is a greater reliance on pre-referral practices, problem solving and curriculum-based assessment. In this paper we examine the extent to which there have been changes in the number of referred students assessed, and the number of assessed students declared eligible and served. Rates were consistent with earlier results: 90 to 92% of referred students were tested and 70 to 74% of tested students were declared eligible. Implications for practice, alternative explanations and future directions for research are provided.