AbstractScaled scores of the 10 mandatory WISC‐R subtests were factor analyzed for separate groups of black (N= 430) and white (N= 274) public school students. Two‐, three‐ and four‐factor solutions were examined using the iterated principal factor method. The factorial solutions were compared using coefficients of congruence, and each solution was compared to the standardization sample. Coefficients of congruence between the black and white first factor were .96, second factor .99, and third factor .74. Congruency between Kaufman's results and each racial group was also quite high, suggesting that the WISC‐R measures the same theoretical