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Stability of measurement of basic achievement skills in reading and mathematics is crucial to the validity of an instrument that purports to assess academic achievement of hearing-impaired youngsters. Test-retest coefficients computed over a 5-year interval for the 1973 edition of the Stanford Achievement Test-Hearing Impaired Version (SAT-HI) generally reflect adequate stability for a national sample of hearing-impaired students in the primary to secondary school range. Yet, ethnic background was found to be an important variable influencing stability, specifically for black students. Educational decisions related to class placement or remedial services that were made solely on the basis of results of the 1973 edition of the SAT-HI for this population may warrant caution.