When interpreting the results of a norm-referenced testing program, the availability of several expectations of test scores is desirable. Toward this objective, academic aptitude test data (the Short Form Test of Academic Aptitude) and school socioeconomic data were collected from the participants in the 1970 standardization of the California Achievement Tests. Multiple regression analyses were performed to relate (1) the SFTAA school means, and (2) the school socioeconomic data to the CAT school means. Comparative results were presented. The conclusion was that achievement test school means may be predicted quite accurately from both aptitude test school means and school socioeconomic data. (Author)