A multi-year effort is being made to create a revised Spanish-language version of the Tests of General Educational Development (GED). It is necessary to ensure that the translated, adapted version maintains the same content and performance standards as the original English version. The final linking of the Spanish-language and English versions calls for a design that involves the administration of anchor or common items in the two languages to one biliterate sample, a sample that is equally proficient in both languages. This study evaluated the screening procedure for identifying and selecting graduating high school seniors who are equally literate in Spanish and English. A test that could be used for this purpose was developed based on the fourth GED test, "Interpreting Literature and the Arts," a test that does not rely on prior knowledge of literary works or familiarity with the language of literary analysis. The developed screening test was administered to 500 Hispanic high school seniors in Florida and California. In practical terms, only seniors whose number-correct scores are equal or different by one on the two language halves would be selected as balanced biliterates. In the pilot sample, 36% of the seniors met the stringent GED selection criteria. It was necessary to redo the analysis of differential item bias using only biliterate students after completing the screening. Results of this study appear to validate the screening procedure for identifying and selecting the biliterate students who will be used to link the Spanish-language translations of the GED tests to their corresponding English versions. (Contains 13 tables, 1 figure, and 9 references.) (SLD)