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In the United States, IQ tests are developed by and for whites. IQ tests and their derivates have been used on minorities not so much for prescriptive intervention purposes as for confirmation of suspiciously different behavior and for placement into special education and out of programs for the gifted, higher education, and advanced occupational positions. Efforts to assess and redress cultural bias in IQ tests have been problematic, at best. This is because retrospective analyses of fixed test content are inferior methodologically to a simultaneous analysis of all items in a previously unselected item pool. More basically, however, it must be asked whether the use of IQ tests, even if they were not biased, offers more benefits than disadvantages to the minority student. Although the answer to this question is probably "no," it seems likely that IQ will continue to be measured and that comparative studies of IQ will continue to use extant tests rather than develop new ones. Therefore, a focus on methodological problems in comparison is necessary, including matching and the analysis of environmental versus genetic variables. In addition, the effects of the test taking ambience as a whole must be examined, including a new study of the effects of test taking skills, examiner ethnicity, power tests, and other factors on minority group test performance and test readiness. It is not possible to defend IQ tests without consideration of the problems outlined above. (GC)