Standard setting (the process of establishing minimum passing scores on high-stakes exams) is a highly evaluative and policy-driven process. It is a common belief that standard setting panels should be diverse and representative. There is concern, however, that panelists with varying characteristics may differentially influence the results of the standard-setting process. The purpose of this study is to empirically examine whether or not the judgments of standard-setting panelists are related to select personal characteristics (gender and race/ethnicity) and educational context (geographic region and socioeconomic status) for two high-stakes examinations in one southeastern state. Results suggest that personal characteristics are not systematically related to level of recommended cut scores. Educational context, however, is an influential factor. (Contains 3 tables and 2 figures.)