The need for appropriate diagnostic and measurement tools for Hispanics and other minority students is emphasized by: (1) problems experienced in properly placing students in language programs as mandated by the provisions of the 1974 "Lau versus Nichols" court decision; (2) the likelihood that Hispanic students will perform poorly in current minimal competency tests that do not reflect their cultural educational experiences; and (3) the overrepresentation of Blacks and Hispanics in special education classes. No one test can fairly evaluate any child. What is needed is a set of multiple assessment techniques that will explore the child's total development. Such techniques would include criterion referenced tests, systematic observation, language dominance and language proficiency testing, medical evaluation, use of home environment data, and determination of children's learning styles. In addition, the quality of evaluation should be assured through continuous monitoring, recruitment of competent evaluators, and emphasis on the teacher's role in guaranteeing fair evaluation of the child. (Author/MJL)