An entire elementary school system with 60 percent white and 40 percent black children was given several ability tests administered by 12 white and eight black examiners. The tests measured verbal and nonverbal IQ, perceptual-motor cognitive development, "speed and persistence" under neutral and motivating instructions, listening attention, and short-term rote memory for numbers. With the exception of the "speed and persistence" test, on which the white examiners yielded higher mean scores than black examiners for both white and black pupils, the results for the cognitive ability tests showed that the race of the examiner had unsystematic and negligible effects in the testing of white and black pupils. These conclusions apply to the IQ test results of both group-administered as well as individually-administered tests. (Author)