Assignment to an appropriate test level is crucial to the validity of standardized test scores. The present study examined the efficiency of the Reading Screening Tests and Mathematics Screening Tests developed by the Center for Assessment and Demographic Studies (CADS) of Gallaudet University for assigning levels of the Stanford Achievement Test, 8th edition (SAT-8), to deaf and hard-of-hearing students. Data were collected from programs participating in the 1990 test standardization with this population. It was found that while the screening procedures provide a credible means of assigning test levels, they are more effective for the SAT-8's Reading Comprehension, Total Language, Mathematics Computation, and Mathematics Applications subtests than for the Spelling and Concepts of Number subtests. This article concludes with recommendations in regard to individual subtest assignments.