Recent research shows that the Scholastic Aptitude Test (SAT) systematically underestimates girls' ability to succeed in college, and suggests that this is because of a subtle pervasive bias in the construction of this and most other standardized tests. This issue brief reviews the research on gender bias in college admissions testing and the impact of test bias on girls, discusses the function of testing in U.S. society, and suggests some alternatives for addressing this problem. (DB)