A DISCUSSION WAS PRESENTED ON THE PROCEDURES OF EQUATING DIVERSE ABILITY SCORES OBTAINED BY DIFFERENT SCALED MEASURES. THE AUTHOR INDICATED THE NECESSITY OF EQUATING SUCH SCORES WHEN ABILITY IS TO BE TREATED AS A SINGLE INDEPENDENT VARIABLE IN SIGNIFICANCE TESTS AND IN COMPARATIVE ANALYSES OF DICHOTOMIZED GROUPS. A NEW RATIONALE FOR EQUATING ABILITY SCORES WAS DESCRIBED. IT WAS DESIGNED FOR A FORTHCOMING NATIONAL STUDY OF COMMUNITY COLLEGES TO MEET A SITUATION WHERE 10 DIFFERENT ABILITY TESTS WERE REPORTED BY THE PARTICIPATING INSTITUTIONS. THE RATIONALE SHOWED THAT ALL RAW ABILITY SCORES WOULD BE TRANSFORMED INTO PERCENTILES, OBTAINED FROM PUBLISHED NATIONAL NORMS FOR 13TH-GRADE COMBINED SEXES. AFTER PERCENTILES WERE OBTAINED, A CHART WAS PREPARED WHICH PERMITTED ASSIGNMENT OF ANY PERCENTILE TO AN APPROPRIATE STANINE, A SEGMENT OF A SCALE OF NINE. THESE STANINES WERE THAN CODED AS HIGH ABILITY, MIDDLE ABILITY, AND LOW ABILITY. THE HIGH-LOW GROUPING THAT RESULTED INCLUDED 23 PERCENT AT EACH END OF THE DISTRIBUTION. (JH)