The problems of standardized tests with regard to Mexican American students, particularly "ethnic validity", are reviewed. Inadequate norm group representation, cultural bias, and language bias are purported by the author to be the most common faults of standardized tests. Suggested is the elimination of standardized testing as a principal means of individual or minority group oriented educational program assessment. Researchers and educators are reminded that Mexican Americans represent a complex, heterogeneous group affected in varying degrees by mixtures of culture and values and that their unique multivariate socio-cultural and linguistic characteristics must be recognized and accounted for. Alternatives suggested and discussed are: the use of criterion-referenced tests, use of culture free tests, use of "balanced" research and program evaluation methodology, sensitive interpretation of test data when the use of tests is unavoidable, and the development and use of culture-specific and dialect-appropriate measures. (Author/RC)