Standardization methodology was used to analyze omitted responses of Hispanic examinees on the Scholastic Aptitude Test. Study or focal groups were 2,956 Mexican-Americans, 3,230 Puerto Ricans, and 278,009 White test-takers. Results indicate that both Mexican-Americans and Puerto Rican students omitted fewer items than White students of comparable ability but that Mexican-Americans tended to omit even less. Examination of items with the least differential omit rate by both Hispanic groups indicate that items with true cognates or words with a common root in English and Spanish were omitted differentially less. Some dependency on ability level was observed for the omit patterns of Puerto Rican examinees. (Contains 2 tables, 6 figures, and 18 references.) (Author/SLD)