A persistent problem in U.S. educational research has been how to explain the continuing low performance on standardized tests by certain racial and ethnic minority-group students, such as Chicanos. This chapter identifies abusive practices stemming from standardized testing that help to shape school failure among Chicano students, and discusses proactive research and policy strategies to enhance Chicano school success. Following a brief overview of the functions of educational testing, test abuse with respect to Chicano students is analyzed for intelligence tests and competency based tests. The section on intelligence testing covers history, early efforts in the 1960s and 1970s to provide nondiscriminatory assessment for Chicano students, test bias research and Chicanos, the responsibilities of test publishers and school psychologists in helping to promote nondiscriminatory assessment, and the need to link nondiscriminatory assessment with nondiscriminatory schooling. The section on competency testing covers minimum competency tests used as standards for high school graduation and teacher competency tests, and focuses on concerns about the psychometric integrity of tests and the reliance on tests as the sole or primary source of data for educational decision making. Impacts on minority group students and on the supply of Chicano and bilingual teachers are examined. Along with abusive testing practices, the notion of limited "educability" also is instrumental in creating barriers to educational opportunities for Chicanos. Eight research and policy oriented ideas are offered to improve educational testing and promote Chicano school success. Contains 145 references. (SV)