This study compared the effectiveness of several existing and proposed methods for statistically adjusting college grade point averages (GPAs) for course and departmental differences in grading standards, using first-semester grades from an entire entering class at a large state university (4,351 students), in 1988. Most of the adjusted GPAs produced by these methods functioned similarly and, despite high correlations with actual GPA, had greater internal-consistency reliability than actual GPA and were more predictable from Scholastic Aptitude Test (SAT) scores and high school rank (HSR). Most of the adjusted GPAs also functioned similarly with regard to sex differences in over-underprediction. The adjusted GPAs and actual GPAs exhibited the same small but significant sex differences in over-underprediction by SAT scores, but the adjusted GPAs displayed smaller differences than actual GPAs in over-underprediction by SAT scores and HSR. Seven tables present analysis results. (Contains 44 references.) (Author/SLD)