This paper maintains that many language-minority children in the United States are being given dis-equalized services by schools through inappropriate test screening. It is asserted that schools often use inappropriate standardized instruments to determine the English language fluency of limited English proficient (LEP) and language minority children, and that these instruments are often administered by school employees with little or no knowledge of the child's first language or culture. The interrelationship between test bias, test discrimination, and test fairness are also discussed. The paper concludes that schools need to address the cultural diversity of their student population and ensure that children's language proficiency is evaluated in an unbiased, non-discriminatory, and fair manner. (MDM)