A study tested the assumption that there would be no significant difference in the test scores of the California Achievement Test between students of monolingual Hispanic and bilingual Hispanic backgrounds. The sample tested two groups of first-grade children (21 children in all) with Hispanic backgrounds in Elizabeth, New Jersey. A comparison of the test scores indicated that there was no significant difference between the two groups. The hypothesis that a comparison of performance on a California Achievement Test administered mid-year will show no difference in reading readiness between students of bilingual and monolingual Hispanic backgrounds at the first grade level was proven. (Three tables of data are included; an appendix of test data is attached.) (Author/SR)