This work is a further validation of the findings of an earlier study of the development of a listening test to identify educational potential of disadvantaged Negro junior high school boys. The present study also sought to determine if the experimental boy's listening test (BoLT) is applicable to other ethnic and income level groups. The Bolt, a questionnaire, and two currently used standardized tests of aptitude and listening were administered to 182 low income Negroes, 132 middle income Negroes, 110 low income whites, and 192 middle income whites. Findings show that BoLT is not statistically unique as a measure of educational potential in the low income group. However, the two Negro groups preferred the test while the two white groups did not. Furthermore, there seemed to be no support for the hypothesis that the effect of disadvantagement is associated more with the development of reading proficiency than with verbal proficiency in general. It is concluded that BoLT is an important addition to the area of testing verbal ability and listening comprehension among low income Negro boys. (NH)