A study was conducted to determine whether increased test-taking time on a college-level achievement test would differentially increase scores for selected subgroups of community college sophomores. The study sample consisted of 181 Miami-Dade Community College (MDCC) students who were classified on the basis of native language, ethnic group, and sex. An analog of the College-Level Academic Skills Test (CLAST) was developed according to CLAST specifications and administered to the subjects. For each group, three time-limit conditions were examined; i.e., 70 minutes, 75 minutes, and 80 minutes. The findings clearly indicated that increased time limits did not result in statistically significant increases in test scores for any of the groups examined. Based on study findings, it was concluded that the analog instrument was functioning as a power test and that increased time limits would probably not result in higher test scores on the CLAST. (Author/LAL)