THE PURPOSE OF THIS INVESTIGATION WAS TO DETERMINE WHETHER THE PRELIMINARY SCHOLASTIC APTITUDE TEST PRESENTED A DIFFERENTIAL DIFFICULTY FOR RACIAL AND SOCIOECONOMIC GROUPS. THE SUBJECTS WERE TWO GROUPS TOTALING 1,410 NEGRO AND WHITE HIGH SCHOOL SENIORS IN AN INTEGRATED HIGH SCHOOL WHO HAD TAKEN THE TEST. THEY WERE DIVIDED INTO THREE SOCIOECONOMIC LEVELS ON THE BASES OF FATHER'S OCCUPATION, FATHER'S AND MOTHER'S EDUCATION, AND A SPECIAL INDEX (HOUSE-HOME). A THREE-FACTOR ANALYSIS OF VARIANCE DESIGN (RACE, SOCIOECONOMIC STATUS, AND ITEMS ON THE MATHEMATICAL AND VERBAL SECTIONS OF THE EXAMINATION) WAS USED TO INTERPRET THE RESULTS. THE AUTHORS FOUND THAT FEW ITEMS PRODUCED AN UNCOMMON DISCREPANCY BETWEEN THE PERFORMANCE OF NEGRO AND WHITE STUDENTS AND THAT, IF THE TEST SCORES WERE DISCRIMINATORY, THE DISCRIMINATION WAS A RESULT OF PARTICULAR ITEMS ON THE TEST RATHER THAN OF THE TEST AS A WHOLE. (NH)