Guidelines are presented for evaluating instructional materials with regard to racist, sexist, cultural, religious, economic, and other bias. Schools play a significant role in promoting or negating societal points of view. Although no attempt is made to prepare an exhaustive list of indicators of bias, examples are given of bias through stereotypes, biased language, omission of groups from discussions of issues, and perspectives on people who are defined only in terms of their relationship to others. Some overall considerations about dealing with bias are discussed. Teachers need to know how the district and school will reach agreement to ensure reasonable consistency with regard to bias, and they should be aware of the process of selection of supplementary materials for texts that are not up to district standards. Computer software should be examined for bias just as printed materials are. A reprint from the Council on Interracial Books for Children identifies "Ten Quick Ways To Analyze Children's Books for Racism and Sexism." Another attachment is "A Look at Literature about Indian Peoples 'through Indian Eyes.'" The 24 questions in this checklist are an example for identification of bias about other groups as well. Specific sections of Washington state law pertaining to the selection of instructional materials are included. The final attachment is an instrument for evaluating instructional materials. (SLD)