Samples of Anglo, Black, Mexican-American, and Papago Indian students (N=260 per group) were administered the Metropolitan Achievement Test and the Wechsler Intelligence Scale for Children-Revised (WISC-R). Various concepts of cultural fairness were identified from the literature and then used to design analyses of these data. Regression equations for each group were formulated and compared. Suggestions for interpretation of standardized test scores among culturally different students are provided on the basis of these data on cultural fairness. The formulation, application, and implications of pluralistic norms are discussed. (Author/RC)