According to Greenwald, AG, McGhee, DE and Schwartz, JLK (1998) an implicit association test (IAT) measures the attitudes of cognitive functions that determine judgment. The Implicit Association (Race) Test measures associations of words between groups of people of a certain race or ethnicity (for example, European American, African American) and the concepts of “good” and “bad.” The speed and ease with which an association is created is measured and taken as confirmation of an implicit prejudice, attitude, or belief for that social group. The IAT will help uncover any hidden biases and bring them to the forefront of consciousness so that children can become aware of their own biases and possibly through cultural exposure be able to show cultural acceptance (Benaji, M & Greenwald, 2013). An Implicit Association Test (Competition) will be administered to students in national public school systems and DoDEA facilities, with parental consent. The study will consider DoDEA high school youth ages 14 to 18 and test participation on at least 1,000 (n = 1,000). This means that two DoDEA high school facilities will participate in the study. The same IAT (Race) will be administered to two public schools with children aged 14 to 18 (n=1000). To be eligible to participate, all students in DoDEA facilities must have been enrolled in DoDEA facilities for their entire school-age careers, and all public school students must also have spent their school-age careers within the public school system. One of the DoDEA high schools (n=500) and one of the public schools (n=500) will be held as a control group and all students from both schools will be pre- and post-tested before the course begins. program, during...... middle of paper...... h identification and then through implementing a program like the Intergroup Relations Program expanded to a larger scale like the Michigan Student Study, we can reduce bias and promote cultural acceptance by implementing programs that cultivate cultural diversity and classroom discussion. The study proposes that, although implicit biases may exist in DoDEA structures, the school environment promotes an experiential cultural dynamic that allows minorities to thrive academically without bias for racial or ethnic differences in learning outcomes. Additionally, implementing diversity programs such as the IRP in a public high school may determine whether higher SAT scores can be achieved by minorities who participated in the program. Improving SAT academic performance in minorities can provide lasting educational benefits.