The use of Stanford Achievement Tests (SATs) with hearing impaired students is considered. Background of the test is given, and the SAT-HI (SAT for the Hearing Impaired) is discussed in terms of its content, item wording, and norms. Among six specific recommendations made are to use the SAT-HI because it minimizes floor and ceiling effects, standardizes administration and provides norms based on hearing impaired students; examine the content of the SAT-HI to determine its relevance to the curriculum; do not interpret the scores of hearing impaired students as precise estimates of ability; and use raw scores, when applicable, or scaled scores to assess student growth. (CL)