Two English language proficiency tests commonly given by universities and colleges to non-English speaking applicants were administered to 338 students in 5 Toronto high schools. The purpose of the testing was to relate test scores to students' background (language, immigrant status) and to school marks (English marks and others). Both tests appeared to be reasonably reliable in indicating those students who were having difficulty with the English language: Of the 50 students scoring below the common cut-off points, all but 5 did not speak English as a first language and almost all were not born in Canada (most arrived in the last 4 years). The report also discusses the relationship between test scores and school marks as well as the relationship among sub-tests performed well in general, problems did arise with "border-line" cases. The evidence was also not strong enough to recommend one test over the other. (Author)