Scholastic Aptitude Test (SAT) scores of Asian, Hispanic, Black, and White students with similar socioeconomic backgrounds and access to similar instruction in the same large midwestern school district were compared. Income levels were determined by using federal guidelines for free and reduced school lunches. The population of the study consisted of 3,734 White students, 361 Black students, 58 Hispanic students, and 59 Asian students in the average-to-high income groups. Average-to-low income groups contained 80 White students and 139 Black students. A two-way multivariate analysis of variance (MANOVA) and a one-way MANOVA examined four null hypotheses in the 0.05 level of significance. The Scheffe' post hoc multiple comparison method was used along with eta-squared tests for complete data analysis. Mean SAT-verbal and mathematics scores for high-and-low income Blacks were lower than mean scores for Whites in either category. High-income White, Asian, and Hispanic students showed no significant difference in SAT-verbal and mathematics scores, except SAT-mathematics scores for Hispanics were significantly lower than those for Asians. High-income Black students had significantly lower SAT-verbal and mathematics scores than other groups. Five tables present study findings. (Author/SLD)