A comparison study used the National Adult Literacy Survey (NALS) to describe the English-language literacy skills of individuals who passed the Tests of General Educational Development (GED Tests) and of those who did not. The research explored what the GED and NALS instruments measured in common and what was measured separately. Findings indicated that higher scores on the GED Tests corresponded to higher scores on the NALS literacy assessments. Passing the GED Tests tended to distinguish between persons whose literacy skills were in the moderate range and those whose skills were more limited. The probability of passing the GED Tests rose for each increase in demonstrated level of literacy. The average literacy scores of adults who passed the GED Tests fell within the moderate range on all three literacy scales--regardless of the test taker's age, sex, race or ethnicity, country of origin, geographic region, or disability status. About 3 in 10 GED test takers reported they were currently or previously enrolled in a program other than regular school to improve their basic skills. Employed examinees had higher average quantitative literacy scores than unemployed examinees. The GED Tests and the NALS instruments both assessed skills that appeared to represent verbal comprehension and reasoning. The GED Tests seemed to tap unique dimensions of writing mechanics and mathematics, the NALS--unique dimensions of document literacy. (Appendixes include methods, definitions of variables, and 18 data tables.) (YLB)