The equivalency of the students of three kindergarten through grade 12 (K-12) exit programs in Saskatchewan (Canada) was investigated. The programs were: (1) the Adult Basic Education Program (ABE); (2) the Division IV program; and (3) the General Educational Development (GED) tests. Participants were 134 Division IV students, 67 ABE students, and 69 GED students. The programs were compared on the basis of: their student profiles; their performance on the General Ability Battery (GAB); student performance on the Arlin Test of Formal Reasoning (ATFR); and predictions of eligibility for college. Regression analysis indicated that a larger number of Division IV and GED students (83.6% and 84.1%, respectively) fell within the scores of university eligibility, using the GAB and ATFR tests as criteria, than did ABE students (47.8%). A larger percentage of GED students than ABE students had received formal schooling beyond grade 10. ABE students appeared less able in general to deal with the quantitative and verbal skills demanded by the GAB and the formal reasoning tasks of the ATFR. Twenty-four tables provide test scores. The student personal survey forms and samples of forms used in the study are appended. (SLD)