A bilingual language test was constructed and standardized on 384 children in three groups: Spanish-speaking Mexican-Americans, English-speaking Mexican-Americans, and Anglo-Americans. The three groups' scores were significantly different. Data on parents' income and education was obtained and compared to the children's test performance. No significant differences in scoring were found between different income or educational levels. This indicates that the group scoring differences may have been due to cultural or testing variables not related to income or education. (Author)