Public policy making relies on accurate information, but standardized and other mandated tests may not accurately evaluate the abilities and knowledge of individuals who are deaf or hard of hearing. Many individuals find tests difficult, but individuals who are deaf or hard of hearing may find them especially so. Reports from the 2008 Test Equity Summit indicate that many individuals who are deaf or hard of hearing are failing or scoring lower than expected on critically important tests even though they have demonstrated their knowledge of the test material in non-test situations. This discrepancy prompted Test Summit participants to question whether tests accurately measure the knowledge and aptitude of individuals who are deaf or hard of hearing. This paper suggests an action plan for better testing.