This study addresses the test-disclosure-related need for more Graduate Record Examinations (GRE) General Test editions in a situation where the number of examinees is stable or declining. Equating is used to guarantee that examinees of different test editions are treated equitably. The data collection designs used in this study were: (1) Nonrandom Group External Anchor Test (NREAT); and (2) Random Group, Preoperational Section (RPOS). Bias and root mean squared error were calculated for the verbal, quantitative, and analytical GRE measures. Item response theory (IRT) and linear equating definitions were applied. In using RPOS or IRT, a high bias and root mean squared error were shown for equating the verbal and analytical measures, whereas a small amount of bias and a moderate amount of root mean squared error were shown for equating the quantitative measure. In using NREAT, quantitative equatings had moderate amounts of both bias and root mean squared error. Small amounts of bias and root mean squared error were shown in equating for the verbal measure. A list of references, data tables and figures, linear equating models, and notes on other equatings are appended. (JAZ)