The Wechsler Intelligence Scale For Children (WISC) and the Metropolitan Achievement Test (MAT) were administered to seventh graders in a New York City school located in a depressed area with a Negro population approaching 100 percent. Full scale and subtest scores were analyzed. A factor analysis of the WISC, MAT, and the two scales combined was conducted using an oblique rotation. Data from this analysis are presented and compared to those obtained in a 1959 investigation using the original WISC standardized population. The hypotheses that the present sample has a basically different intellectual structure from that of the normative group was not supported. The effects of disadvantage seem to be evident in the pattern of high and low subtest means, in which the lowest means are on two subtests (Information and Vocabulary) which are both highly open to cultural and educational influence, and also the best subtests for predicting the academic performance of the group. (Author/RC)