The beneficial effects of changing an answer on a multiple choice test were examined for elementary school students, with particular emphasis on the answer-changing behavior of minority versus non-minority groups and high-income versus low-income students. Test booklets from students in grade 2 and answer sheets from students in grades 4, 6, and 8 were examined for types and numbers of response changes made to the Iowa Tests of Basic Skills (ITBS). Students were categorized according to ethnic group (Black, Hispanic, or Anglo); family income (low or not low); sex; and achievement level indicated by ITBS composite percentile score. Three types of answer changes were recorded: (1) right to wrong; (2) wrong to right; and (3) wrong to wrong. Results were similar to those reported in other studies: 56 percent of the changes were from an incorrect answer to the correct one, 17 percent were from correct to incorrect, and 27 percent were from one wrong answer to another. All students changed at least one answer, resulting in higher scores for 88 percent and lower for 6 percent. Second graders and Black students averaged the most changes. There was no significant difference in the number of answer changes by low versus nonlow income students, but low income students benefited slightly less from their changes. (GDC)