This study examined the following research hypotheses for fifth graders taking the Texas Assessment of Academic Skills (TAAS) tests in the El Paso (Texas) Independent School District in 1990-91: (1) ethnicity is positively predictive of TAAS status; (2) socioeconomic status (SES) is positively predictive of TAAS status; (3) gender is positively predictive of TAAS status; and (4) interaction, for the population, exists among the variables of ethnicity, SES, and gender. The sample consisted of 363 students, of whom 191 did not master 1 or more areas of the test. Ethnicity and SES were positively predictive of TAAS status. White students and those from higher SES homes were more likely to pass the TAAS. Gender was not predictive of TAAS status. Interaction existed between the variables of ethnicity and SES, but not between ethnicity and gender and SES and gender. Results indicate that the impact of ethnicity and class on TAAS scores is significant. Recommendations are made for TAAS use and modification. Two appendixes show the percentages of students mastering the TAAS and passing all three subject areas. (Contains 48 references.) (SLD)