Two achievement tests that do have well established adult norms are the Wide Range Achievement Test - Revised or 3(WRAT-3) and the Woodcock Johnson Tests of Achievement-Revised (WJ-R). The WRAT subtests, however, do not measure reading comprehension or a person's ability to communicate effectively using written language. These are important components of one's academic achievement. In contrast, the WJ-R, breaks achievement down into many different levels. It also measures achievement across subject areas such as the sciences, social studies and humanities. Since it provides a comprehensive assessment of educational achievement the WJ-R is listed as a primary measure of current academic achievement. The WRAT can be used to update or provide more information about a specific area of academic strength or weakness.

There are also tests of specific types of academic achievement. Such tests include the TOWL, Woodcock Reading Tests of Achievement, Nelson Denny Test of Reading, etc. These tests can be used as supporting documentation.

Tests of educational achievement must be standardized and well normed. For this reason tests that a center may have written to use as a screening tool for reading or math would not be acceptable as documentation of academic underachievement. Such tests, though useful for an individual adult education center, have not been normed on a large population representative of the overall population of those who might take the GED.