Item analysis was made of results of a national achievement testing program of nearly 19,000 primary and secondary school hearing impaired students enrolled in special educational programs in the Spring of 1971. Testing instrument was the Stanford Achievement Test Series (Form W). Individual test items or descriptions of the academic information each item purports to measure are shown, followed by percent of correct answers for the item. Analysis of results showed a trend for students to do well on items measuring mechanical skills of reading and writing, but not on items measuring overall reading comprehension and inferential understanding of paragraphs. A similar division of abilities was noted on test items measuring mathematical ability. Data collection methods are reviewed. Given are an explanation of item analysis, suggestions for its usages, and qualifications and limitations of the test results. (KW)