Large numbers of black children are being inappropriately labeled as handicapped. One study in California has shown that as many as 75% of the minority students in public school programs for the educable mentally retarded were not, in fact, retarded. In many instances a student's behavior, rather than pure academic performance, was the primary basis for placement in a special education class. Culturally-based IQ examinations also result in placing a disproportionate number of minority students in these classes. Educational assessment should take cognizance of students' cultural background and experience and identify specific educational needs of the student, rather than focusing on inferred intellectual deficits. Assessors should also develop sensitivity to the environmental factors influencing the cognitive styles of minority children. The assessment of black students must be based on the same principles of objectivity that govern all psychological assessment. (WP)