This study explored whether the Kaufman Assessment Battery for Children–Second Edition (KABC-II) predicted academic achievement outcomes of the Kaufman Test of Educational Achievement–Second Edition (KTEA-II) equally well across a representative sample of African American, Hispanic, and Caucasian school-aged children (N = 2,001) in three grade groups (1-4, 5-8, 9-12). It was of interest to study possible prediction bias in the slope and intercept of the five underlying Cattell–Horn–Carroll (CHC) cognitive factors of the KABC-II—Sequential/Gsm (Short-Term Memory), Learning/Glr (Long-Term Storage and Retrieval), Simultaneous/Gv (Visual Processing), Planning/Gf (Fluid Reasoning), and Knowledge/Gc (Crystallized Ability)—in estimating reading, writing, and math. Structural equation modeling techniques demonstrated a lack of bias in the slopes; however, four of the five CHC indexes showed a persistent overprediction of the minority groups’ achievement in the intercept. The overprediction is likely attributable to institutional or societal contributions, which limit the students’ ability to achieve to their fullest potential.