A group supportive testing procedure and acculturation level are investigated as to their influence upon achievement test scores of 150 culturally diverse inner city school students in grades four through six. The group supportive testing procedure was specifically designed as a facilitation strategy that attempted to mirror the more typical interaction style of minority children. The multidimensional measure of acculturation sought to elucidate whether students with particular acculturation profiles would present a particular test-taking performance. The experimental facilitative procedure employed did not improve either the Anglo or Mexican American children's test performance. The authors state (1) that minority group children should be administered group achievement tests under standard administration procedures, and (2) a student's sociocultural status, at least socioeconomic status and family size, appears to be a potentially relevant psychological construct that warrants further attention. (PN)