This discussion focuses on the use of appropriate and equitable tests for the screening and placement of language-minority students. It is proposed that evidence on the impact of testing on Hispanics indicates a relationship between testing practices and the benefits derived or not derived from the students' experience with public education. Public school testing programs determine access to special programs, the nature of instruction received, and the degree of segregation under which instruction is received. Test scores are often used to prematurely push students into an all-English curriculum. Labeling and assignment to special programs are seen as limiting student opportunities. It is concluded that the testing program as currently implemented in Texas does not simply provide an objective record of varying student outcomes, but actually contributes to putting students at risk of dropping out. Several areas of future research are suggested, including descriptive statistics of the limited-English-proficient population, district instructional practices and policies, and the success of current state policy. (MSE)