The first eight chapters of this book introduce the topic of test bias. The basic issues involved in criticisms of mental tests and arguments about test bias include: (1) variety of tests and test items; (2) scaling of scores and the form of the distribution of abilities in the population; (3) quantification of subpopulation differences; (4) meaning of IQ and the psychological nature of intelligence; and (5) reliability, stability, and validity of test scores. The remaining chapters focus on the author's review of empirical research on the issue of test bias. The author concludes that the currently most widely used standardized tests of mental ability are, by and large, not biased against any native-born, English-speaking minority groups on which the amount of research evidence is sufficient for an objective determination of bias. For most nonverbal standardized tests, this generalization is not limited to English-speaking minorities. The author acknowledges that blacks have not benefited from standardized tests as other groups have but does not attribute this to test bias. The author feels that claims of bias and unfair use of tests must be objectively investigated, but before the use of tests is rejected it must be determined if alternatives would guarantee less bias. (Author/MK)