Researchers have typically found a mean difference of about 15 points between Blacks and Whites on traditional measures of intelligence. Some have argued that the difference between Blacks and Whites would be smaller on measures of cognitive processing. This study examined Black (n = 298) and White (n = 1,691) children on Planning, Attention, Simultaneous, and Successive cognitive processes (PASS theory of intelligence) as operationalized by the Cognitive Assessment System (CAS). Regression analyses, controlling for key demographic variables, showed an estimated CAS Full Scale mean score difference of 4.8, which is smaller than that found with traditional IQ. Correlations between the PASS scores and achievement were similar for Blacks (median of 0.70) and Whites (median of 0.64). Moderated regression analyses showed no interaction effect for race by CAS Full Scale with achievement, suggesting that there are similar relationships between the CAS and achievement for Black (n = 298) and White (n = 1,691) groups. Nonsignificant interactions resulted when the Black and White child groups were analyzed with smaller matched samples (n = 298; n = 298). These results add to the growing body of literature supporting the validity of the PASS theory as measured by the CAS and the utility of the theory for assessment of minority students. (Contains 3 tables.)