The thesis of this paper is that social class profoundly affects performance on IQ, aptitude, and specific school learning abilities and disabilities tests, and that a fair, quantitative measurement of socioeconomically depressed students is only possible with local or comparable norms. The controversial issue in such testing of students is the resulting educational programming which is usually quite limiting for low social status students, many of whom become classified as learning disabled. Facts and myths about social inequality and schooling are discussed. It is concluded that political action to improve the quality of life for socioeconomically depressed adults will have greater and quicker effects on children's test scores than school reforms. A list of references is appended. (Author/CG)