Racial and cultural test bias continues to be a major concern among all professionals involved in the placement and treatment of handicapped children. Though embroiled in social, political, and emotional snarls, the issue must be addressed, professionally, from a primarily empirical standpoint. This paper reviews the research program of the author and several of his colleagues in their attempts to evaluate empirically the merits of the cultural-test-bias hypothesis. There is little evidence to substantiate claims of bias for well-constructed, properly standardized tests. Correspondingly, minority and other disadvantaged children with low academic and aptitude test scores need remedial and special educational help just as much as do their white middle-class counterparts.
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