Although there is a proliferation of educational programs aimed at improving language, there have been only meager attempts to produce measures for diagnostic and evaluative purposes. The project herein described is an attempt to devise a test that could be used: (1) to identify specific speech deviations of black ghetto students in order that curricula could be based on the needs of individuals, and (2) to produce a relevant yardstick for pre-post evaluations. Authoritative opinions of speech differences between black ghetto and standard dialect were used as the basis for constructing test items that were subsequently administered to groups of disadvantaged black students and middle class white students. The criteria for item validity rested on the extent to which individual items could discriminate between the groups. Ninety-six of the 123 items reached the five percent level of significance. Recommendations to replicate these findings, reduce the length of the final form of the test, and add new categories to make the test more comprehensive are detailed. Tabulations of test results and sample forms of the test administered are included. [Not available in hard copy due to marginal legibility of the original document.] (Author)