Admission policies and practices for state-operated residential schools for the deaf were studied following the full implementation of Public Law 94-142. Questionnaires were returned by 56 school administrators representing 93 percent of the total number of residential schools for the deaf in the United States. Results include the following: 1) student referrals are based primarily on the degree of hearing loss; 2) 46% of the schools develop an individualized education plan (IEP) prior to placement; 3) local school districts are the major referral source, and 53% of the schools do not accept other sources of referrals; 4) there are no appreciable differences in admission policies/procedures in different regions and in schools with different types of governance; 5) parents are included, as required by P.L. 94-142, in placement and IEP development; and 6) the schools retain a high degree of autonomy in decisions to admit or deny admission to a prospective student. Recommendations include: the schools should clearly identify the type of disabilities, in addition to deafness, that can be served; the legality of the denial of admission should be reviewed; and the school should have the responsibility of evaluating prospective students and developing the IEP. Additional materials included in the document are: specifications for a model admission policy, recommendations for future research, a glossary, a questionnaire, and approximately 75 references. (SEW)