This study describes the role of an advisory panel of minority educators in the development of the seventh edition of Stanford Achievement Test (SAT) and the second editions of Stanford Early School Achievement Test (SESAT) and Stanford Test of Academic Skills (TASK). Detailed information on the formation of this panel and the review process in which it has participated in the development of SESAT/SAT/TASK is presented. Eight categories dealing with sexual bias are outlined, as are three of ethnic stereotyping. Also, regional biasing (especially vocabulary) was identified and methods of solving it shown. Figures given as the result of the panel indicate that there is little bias in the item analysis edition; bias is detected to a greater degree in reading passages and in social science items. Bias sensitivity on the part of the test developers may minimize bias, but it does not always eliminate it, particularly in its more subtle forms. Minority group educators may be best equipped for detecting subtle bias. (CE)