The IQ test for college students aged 18 or older: what to take, what it costs and how to read the number

0 The short answer

No IQ test is built for college students, so a university student aged 18 or older chooses the route by purpose: a campus or clinic evaluation for documentation, a supervised society exam for membership, a free screener for a rough look, or a normed online test for a scored profile. The score from any of them is read against a defined adult reference group, not against classmates, and a 2024 meta-analysis of Wechsler samples estimates the average undergraduate IQ at 102, near the middle of the general population and well below the 115 to 130 many people assume. ACIS is one normed online option with three one time prices, 15, 30 and 50 dollars, read on October 13, 2026, and it is not a clinical instrument, not for accommodations and not for admissions.

1 Is There an IQ Test Made for College Students, and Who Is This Page For?

There is no standardized IQ instrument designed for college students as a group, and the useful question is which of the existing assessments fits the reason you want a number. A search for the exact phrase on October 13, 2026 returned research on how intelligent undergraduates are, a page on converting an ACT score to an IQ, a school competition and roundups of free quizzes, and it returned no instrument built for students. That is not surprising. A published IQ test is built to compare a person with a defined population, such as adults of all educational levels, and a student population is a subset of that population, not a separate scale. The page on what a good IQ is and the page on how IQ scores are normed cover the scale itself.

This page is written for university students aged 18 or older. The ACIS norms cover adults aged 16 to 90, and nobody under 16 should use this page or the ACIS test. A younger reader who landed here from a search for "iq test for students" is better served by a school psychologist or a parent asking the school about an evaluation. The American Mensa join page we opened for this guide says its supervised test is open from age 14, and the choice to sit any test below adulthood is a decision for a family and a qualified professional, not for a website.

Students ask for an IQ test for five different reasons, and each one leads to a different assessment. The first is curiosity, a wish to see where you stand on measured cognitive abilities, and that points to a normed online test or a free screener. The second is a suspected learning disability, ADHD or another condition that a campus disability office would need documented, and that is a clinical evaluation by a licensed professional, not an IQ number from a website. The third is joining a high IQ society such as Mensa, which qualifies members through a supervised, standardized test or accepted prior scores. The fourth is a class, a thesis or an experiment that needs a measured ability, where the method matters more than the number. The fifth is to use the number for admission to a program, a scholarship or a job, and no test described on this page is for that.

2 What Can a College Student Take, and What Does Each Route Cost?

Six routes cover almost every reason a student has, their prices run from nothing to 2,500 dollars, and only some of them return an IQ score at all. The table lists each route with the published price we read on October 13, 2026 and what the output is. The schools named are examples of how campus services are priced, not a survey, and your own campus may charge differently or offer a different service.

Read the table as a map of purposes, not as a price ranking. The first three rows are clinical or quasi-clinical evaluations that exist to answer a referral question, and they answer it with a clinician's judgment; their cost depends on what the clinic bundles and who is eligible. The University of Maryland, Baltimore page says the 70 dollars is not covered by the student services fee, that a counselor does a phone triage before the testing psychologist decides eligibility, and that testing runs to at least four appointments of about one to two hours each. The Rutgers page says an initial session collects broad information and that official diagnoses cannot be given through the first session alone. The University of Victoria fee page does not itemize what its 2,500 covers, but it says the final report is released after full payment and a feedback session. The longer page on what an IQ test costs compares prices outside campuses, and the page on the adult testing process describes what a psychologist's evaluation involves, including the wait.

The Mensa row illustrates how a single number can hide different services. The American Mensa testing page says a qualifying score means you tested "at, or above, 98 percent of the general population" and that it cannot provide a detailed report with scores, percentile ranks or an IQ score. It is a pass or fail exam for a society, and the page on what the Mensa test requires and how to estimate your own score explains the cutoff. The last two rows are the ones most students mean by "an IQ test": a free screener and a normed online test. The section on free screeners below explains what the free route leaves out.

Where you live changes the options. A student in Canada faces different institutions and prices, which the page on taking an IQ test in Canada sets out, and a student in the United Kingdom will find the same on the page about IQ testing in the UK.

3 What Do Campus Counseling and Disability Offices Do, and Is That an IQ Test?

A campus evaluation answers a clinical referral question, such as whether a student has a learning disability or ADHD and what adjustments follow, so any cognitive scores it produces are one input into a professional judgment and not a stand-alone number to take away. That is why the campus route is the right answer for one purpose and the wrong answer for curiosity. The U.S. Department of Education Office for Civil Rights explains the rules in its pamphlet on students with disabilities preparing for postsecondary education, which we read on October 13, 2026 in a copy hosted by Lane Community College. It says that to obtain an academic adjustment a student must generally show a current disability, that a school may set reasonable standards for documentation, and that it may require documentation prepared by an appropriate professional, such as a medical doctor, psychologist or other qualified diagnostician. It adds that an individualized education program or Section 504 plan from high school may help identify useful services but is generally not sufficient documentation.

The same pamphlet answers the question of cost. It says neither a student's high school nor the postsecondary school is required to conduct or pay for a new evaluation to document a disability and the need for an adjustment, so the student may have to pay or find funding for an appropriate professional. The three campus rows in the table above show how much that cost can vary: from a flat 70 dollars at one counseling center, to 450 dollars or nothing depending on a student health plan at another, to 2,500 dollars at a training clinic that also offers a sliding scale. Those are three schools, and the lesson is not their prices but the spread, and the fact that a student can pay almost nothing or a great deal for what is called the same service.

The University of Maryland, Baltimore page adds two cautions worth knowing before you book anything. A testing psychologist decides whether a student is eligible, and students who do not meet the criteria are given other resources or community referrals. The page also says the counseling center and the testing psychologist cannot guarantee that other entities, such as licensure boards, will grant the accommodations the report recommends. A student planning to sit a professional licensing exam should therefore check that body's documentation rules before the first appointment.

An online test, including ACIS, is not documentation for any of this. ACIS is not a clinical or diagnostic instrument, it is unsupervised, and it is not for school accommodations, and nothing in its report should be sent to a disability office as evidence of a condition or of a need. If you suspect a learning disability, ADHD or another condition, start with your campus disability services office, ask in writing what documentation it accepts and who may provide it, and ask what a first appointment costs and whether your student health plan covers it. The pages on ADHD and IQ, dyslexia and IQ and twice exceptional students explain how conditions and measured ability relate in general, and the page on who is allowed to administer an IQ test explains the qualification levels behind clinical instruments. The page on neuropsychological testing for adults covers the more intensive assessment that some referrals lead to.

4 What Is the Average IQ of a College Student, and Where Does the 130 Come From?

The best available estimate is that an undergraduate today averages about 102 on the Wechsler scale, close to the general population mean of 100, and the belief that students average 115 to 130 traces to data from the 1940s and 1950s. The estimate comes from Bob Uttl, Victoria Violo and Lacey Gibson, who published a meta-analysis in ScienceOpen Research in 2024, a venue that publishes papers first and opens them to peer review afterward, of mean IQ scores of college and university student samples tested with the Wechsler Adult Intelligence Scale between 1939 and 2022. We could read the abstract but not the full text, so every statement about the paper below comes from the abstract. It says the widespread belief is an average of 115 to 130 IQ points, that the authors traced the belief to obsolete intelligence data collected in the 1940s and 1950s when university education was the privilege of a few, and that more recent data indicate the IQ of university students and graduates dropped to the average of the general population. It reports that the average IQ of undergraduate students today is 102 and declined by approximately 0.2 IQ points per year.

The authors also give the reason, and it is arithmetic about who goes to university. They write that the decline is a necessary consequence of increasing educational attainment over the last 80 years, and that graduating from university today is more common than completing high school was in the 1940s. When a selective few attend, the group mean is high. When a large share of the population attends, the group mean moves toward the population mean. The abstract adds that students' IQ varies substantially across universities and is correlated with the selectivity of universities, measured by the average SAT scores of admitted students. So 102 is an average across samples, and a student at a highly selective campus and a student at an open admission campus are not described by the same number. Our arithmetic from the published 0.2 point figure is that a decade of that decline is about two points.

Three cautions keep the number in proportion. First, it is one meta-analysis, and the abstract also draws implications for employers, curricula and clinical practice that we do not repeat. Second, the samples were tested on one family of tests, the Wechsler scales, so the estimate does not describe tests that work differently. Third, a mean says nothing about any individual: the abstract does not report how widely individual students scatter around 102, and we state no spread. Our arithmetic on the standard normal curve with a mean of 100 and a standard deviation of 15 is that a score of 102 sits at about the 55th percentile of the general population, so a student at the estimated mean would be only slightly above the middle of all adults.

For a student, the practical reading is that scoring 105 or 115 does not mean falling short of a campus norm of 130, because no such norm is supported by the evidence. The pages on average IQ by college major, by education level and by university look at the group comparisons in detail, and the page on IQ versus SAT scores explains why an admissions score does not convert into an IQ.

5 Compared With Whom? What a Student's Score Is Measured Against

A normed IQ score places you within a defined reference group, so the same performance yields a different number depending on whether the group is adults of all educations, adults of your age or students, and a publisher must say which one it used. The Standards for Educational and Psychological Testing (AERA, APA and NCME, 2014), the joint reference for test developers and users, say in Standard 5.8 that norms, if used, should refer to clearly described populations, and that these populations should include the individuals or groups with whom test users will ordinarily wish to compare their examinees. Standard 5.9 asks that reports of norming studies specify the population sampled, the sampling procedures, the dates of testing and descriptive statistics, so that users can judge the appropriateness of the norms for the people they test. The APA's Guidelines for Psychological Assessment and Evaluation (2020) say the same from the user side: psychologists should consider the appropriateness of the normative group when selecting a measure, and the characteristics of the test taker in relation to the normative sample that supports valid interpretation of the results.

For a student, this has a concrete consequence. A mainstream IQ scale is set so that the reference population averages 100 with a standard deviation of 15, which the page on why the standard deviation is 15 explains. If the reference group is all adults, a student who scores 115 is one standard deviation above the center of all adults, and the table converts common scores to the share of that reference group scoring at or below them. These percentiles are our arithmetic from the normal curve, rounded, not figures from any test.

The table cannot be turned into a rank on your campus. To say where a score falls among students, you would need the spread of scores among that campus's students, and the 2024 abstract does not report one. The honest comparison is the one the test offers: where you stand relative to its stated reference group. The page on IQ score versus percentile explains why the two scales should not be mixed or averaged, and the percentile chart and rarity calculator convert any score.

One related point matters for a student whose first test is an online screener. A score from a quiz that does not name its reference group is a number without a scale. The 123test page we opened, for example, says its scores come from comparisons with other people who took the test, the norm group, with 100 as the average, and it does not name a specific norm sample. The ACIS report shows indices and a Full Scale IQ against adult norms covering ages 16 to 90, with percentiles and a 95 percent confidence interval, and the technical manual documents the instrument for a reader who wants the method.

6 Which ACIS Form Fits a Student Budget: Quick, Optimized or Full Scale?

The three ACIS forms trade price and time for how many of the six cognitive domains you measure, and the right choice for a student is the cheapest form that covers the domains the number will be used to describe. The facts below were read on the ACIS home page on October 13, 2026, and prices can change. Each form is a one time payment with no subscription, breaks are allowed, you have 30 days to complete a form, there is a free trial with no card, and a 5 day quality guarantee applies. The table adds our arithmetic on price and time per subtest, rounded, so the forms can be compared on the same footing.

Price per subtest is almost flat across the three forms, so the decision is not about value for money. It is about coverage. The six domains in the ACIS battery are verbal comprehension, fluid reasoning, quantitative reasoning, visual spatial, working memory and processing speed, which the page on the CHC model of cognitive abilities explains. A form that covers three of the six cannot describe the other three, and a form that covers five leaves one unmeasured, so choose by the question you want answered. A student who wants a first look at part of the profile fits Quick, and the page on what a short battery costs you explains what is lost in a short form. A student who wants a broader picture and does not want to commit three hours fits Optimized. A student who wants every domain, the fullest view of the profile and the Full Scale IQ with all twenty subtests, fits Full Scale.

Time is the other cost, and for a student it may be the larger one. The Full Scale form takes about 175 minutes, and the page on how long IQ tests take compares that with other instruments. Because breaks are allowed and a form can be completed within 30 days, a student can split it across study breaks, but doing so means the sessions are not identical in fatigue or setting, which the section on preparing below returns to. Our arithmetic on cost is that the Full Scale price of 50 dollars is about half the 99 dollar list price of the private Mensa test, though the two do different jobs: one returns a profile, the other a qualification.

7 What Do Free Screeners and Society Exams Leave Out?

A free screener gives a number from very few questions without a described reference group, and a society exam gives a pass or fail, so neither gives a student what a scored profile gives. That does not make them useless. A free screener is a fair way to see what the format feels like, and a society exam is the only route into a society that requires its own supervised test. The point is to know what you are not getting.

Take the free route first. The 123test IQ test page, which we opened on October 13, 2026, offers free tests with 8 questions (a culture-fair test of one question type) or 10 questions (10 question types), each question screen showing a 10 minute timer, and says results are instant with no registration. It says a completed free test returns either an IQ score estimate or the number of questions answered correctly, and that at least 10 answered questions are needed to calculate an IQ score. Paid versions with 25 and 44 questions are listed at 12.99 dollars each. The page says scores come from comparisons with other people who took the test, the norm group, with 100 as the average, and it does not name a specific norm sample or describe a confidence interval. None of this is a complaint about the site, which says what it is. It is a description of what a ten question quiz can offer: a rough ordering with a wide margin, and no stated reference group to anchor the number. The pages on free versus validated IQ tests and on whether online IQ tests are accurate set out the criteria for judging any such page.

The society route is different in kind. The American Mensa join page says you qualify by scoring in the top 2 percent on a test or by submitting prior scores, that a supervised, standardized test is open from age 14, that tests are given by certified member volunteers or at one of more than 400 approved private testing centers, and that membership dues are 107 dollars a year. It lists SAT, Stanford-Binet and CogAT scores among accepted prior results, and it mentions no student discount. The testing page gives the two prices in the table above and says the exam cannot provide a detailed report with scores, percentile ranks or an IQ score. The page we opened describes only supervised testing and does not mention unsupervised online tests, so a certificate or score from any online test should not be assumed to count. The page on high IQ society requirements compares Mensa with five other societies, and the page on IQ test certificates covers what a certificate from a website is and is not worth.

A student who sees "SAT" on the Mensa list may wonder whether an admissions score can stand in for an IQ. Whether a given score qualifies is Mensa's decision, and the cutoffs and dates it applies are on its pages. For the wider question of converting admissions or graduate exam scores into an IQ, the pages on IQ and the SAT, the ACT, the GRE, the LSAT and the GMAT cover correlation and the limits of conversion, and this page does not repeat them.

8 How Should a Student Prepare for an Unsupervised Online Test?

An unsupervised test depends on the conditions you create, so the preparation that matters is controlling those conditions, not studying items. The Standards for Educational and Psychological Testing comment on Standard 3.4, which asks for comparable treatment of test takers, that those responsible for testing should adhere to standardized administration, scoring and security protocols so that scores reflect the construct being assessed and are not unduly influenced by idiosyncrasies in the process. They add that computerized testing raises extra standardization concerns, that examinees working on older, slower equipment may be unfairly disadvantaged, and that unproctored administrations, where standardization cannot be ensured, can advantage some test takers over others, so results in those situations should be interpreted with caution. An online test cannot supervise you. What it can do is tell you the conditions it assumes, and you are the one who has to meet them.

The practical advice that follows is ours, drawn from that standard and from the research the linked pages review, and it is not a protocol from any test manual. Choose a time when you are rested and not under deadline pressure, since the pages on sleep and IQ, stress and IQ and anxiety and IQ review how those states relate to scores. Use a device and a connection you trust, in a quiet room, with notifications off, because a stalled screen on a timed subtest changes the measurement. Read the instructions and any practice items once, as Standard 6.5 asks test takers to be given instructions and practice to reduce construct-irrelevant variance, and then work alone, without search, an assistant or a classmate. If you get help, the number describes the helper, and Standard 6.6 says reasonable efforts should be made to ensure the integrity of scores. A student who finishes a long form in several sittings should keep those sittings alike in time of day and setting.

Do not prepare by drilling items from the test you will take. The page on how to prepare for an IQ test explains what helps and what hurts, and the page on why IQ tests are timed explains why speed is part of what several subtests measure. The retest evidence in the next section is a reason for caution as well: familiarity with a test raises scores for reasons that are not a change in underlying ability, and a number that rests on familiarity is harder to interpret.

9 Does Retaking an IQ Test Raise the Score, and When Is Repeating Worth It?

Retaking a cognitive test raises the score on average, by about a third of a standard deviation on the first retest, so a small gain between two sittings is not evidence of a real change. Jana Scharfen, Judith Peters and Heinz Holling pooled retest studies in a 2018 meta-analysis in Intelligence: 174 samples from 122 studies, 786 test outcomes and an overall sample of 153,185. Their abstract reports significant retest effects and no further score gains after the third administration, and says the cognitive operation, the content, the equivalence of the forms, the retest interval and the age of participants all influenced the size of the effect. In the results they report standardized gains of 0.33 for the first retest, 0.50 for the third administration and 0.52 for the fourth, with a gain of 0.17 between the second and third and 0.02 between the third and fourth, which they describe as no further gain.

The authors illustrate the first number in IQ terms: a person who scored 100 on a first test would be predicted to score 105 on a second, 107 on a third and 108 on a fourth. That matches our arithmetic, since 0.33 of a standard deviation of 15 points is about 5 points. They also report large heterogeneity: for the first retest, the standard deviation of the true effect is 0.32, which gives a prediction interval of 0.33 plus or minus 1.96 times 0.32, from minus 0.30 to 0.96. In plain terms, a retest can produce a gain, no gain or a loss, and the average hides a wide spread. Alternate forms showed significantly smaller retest effects than identical forms, by 0.15 for the first to second comparison, which means repeating the identical form exaggerates apparent change more than using an alternate form.

Three consequences follow for a student. A second sitting of the same test a few weeks after the first measures familiarity along with ability, and a gain of a few points is within what repetition alone produces on average. A difference between two different tests is a difference between two instruments, two reference groups and two measurement errors, and it should be read against the confidence interval of each. And a repeat is more informative when a different form is used, since alternate forms showed smaller retest effects, and when enough time has passed for your life to have changed, such as moving from school to a degree. The page on how IQ changes with age reviews the longer view, and the page on IQ tests for former gifted kids covers the case of comparing a childhood score with an adult one.

10 What Can an IQ Score Not Tell a Student About Grades, Majors and Admissions?

A score describes measured abilities relative to a reference group at one time, and it does not decide admission, a major, a grade or a person's prospects, so using it for those decisions is outside what an online test supports. The Standards make the point for educational decisions in Standard 12.10: in educational settings, a decision or characterization that will have major impact on a student should take into consideration not just scores from a single test but other relevant information, and in their comment they list school coursework, classroom observation and other test scores as examples. They add in Standard 1.4 that if a test score is interpreted for a use that has not been validated, it is incumbent on the user to justify the new interpretation with a rationale and new evidence, and Standard 9.4 makes the same demand where a test is used for a purpose with little or no validity evidence. A free or low cost online test comes with no evidence that its score should be used to choose a degree or to enter or leave a program. ACIS says plainly that its test is not for school accommodations or admissions, and that is the line this page keeps.

Group findings do not rescue individual use. That undergraduates average about 102 says nothing about whether you, with a particular score, will do well or badly in a given major, because the abstract of the 2024 meta-analysis reports a mean across samples and variation across universities, not a rule for an individual. The size of the relationship is worth seeing once. Bettina Roth and colleagues pooled 240 independent samples with 105,185 participants in a 2015 meta-analysis in Intelligence and found a population correlation of .54 between intelligence and school grades after correcting for sampling error, measurement error and range restriction, with the observed correlation at .44 and a substantial share of the variation across studies not explained by those artifacts. Their grade levels were elementary, middle and high school, not university, and our arithmetic is that a correlation of .54 means about 29 percent of the variance in grades is shared with the test, which leaves most of it elsewhere. The pages on IQ and academic achievement and IQ and success review the wider evidence, and a large part of what happens in a degree is knowledge, effort, health, money and chance, which the pages on intelligence versus knowledge and critical thinking versus intelligence separate from a score. A high score is not a reason to skip the work, and a modest one is not a reason to leave a field you are succeeding in.

Precision matters as well. A single number invites false exactness, and the Standards ask in Standard 2.14 that conditional standard errors of measurement be reported at several score levels where possible, which is why a report that shows an interval around the score is more honest than one that does not. Read the range. If the intervals around two scores overlap heavily, the data do not support calling one sitting or one person higher. The page on reliability and validity explains the difference between a score that repeats and a score that means what it is used to mean.

11 Which Route for Which Purpose? A Decision Guide

Match the route to the purpose in one sentence before you spend anything: if you need documentation, see a licensed professional through campus services; if you want a society, take its supervised test; if you want a scored profile for yourself, use a normed test; and if you want a rough look, use a screener. The table puts the purposes in the order students most often arrive with them, and every price is the one read on October 13, 2026.

Four steps keep the choice orderly. Write the purpose first, in one sentence. Check the age limits, since ACIS norms start at 16 and this page is written for adults aged 18 or older. Choose the cheapest route that answers the purpose, and read what it reports before paying: the sample report, the reference group and the interval. Then set the conditions for the sitting, as the section on preparing describes, and treat the result as a measurement with error, not a ranking of worth.

12 Where ACIS Sits, and What a Buyer Should Do

ACIS is a normed online test of adult cognitive abilities for personal use, and its strengths and its limits are the same fact: it is online, unsupervised, not clinical and in English only, and it is not a substitute for any route in the table that exists for documentation or membership. The facts below were read on the ACIS home page on October 13, 2026, and prices can change. ACIS has 20 subtests in six domains, reported as a Full Scale IQ and six primary indices: verbal comprehension, fluid reasoning, quantitative reasoning, visual spatial, working memory and processing speed. The three forms are one time payments with no subscription: Quick at 15 dollars, Optimized at 30 dollars and Full Scale at 50 dollars. Breaks are allowed, a free trial needs no card, a 5 day quality guarantee applies, and a form can be completed within 30 days. Scores are on the standard scale with a mean of 100 and a standard deviation of 15, scaled subtest scores run from 1 to 19, and the report gives percentiles and a 95 percent confidence interval, with adult norms covering ages 16 to 90. The technical manual documents the instrument, and this page quotes nothing from it.

The limits are plain. ACIS is not a clinical or diagnostic instrument, so it cannot tell you whether you have a learning disability, ADHD or any other condition, and it should not be offered to a campus disability office as documentation. It is not for hiring, for school accommodations or for admission to high IQ societies, and because it is unsupervised it carries the caution the Standards attach to every unproctored administration. A student who needs any of those should use the routes above. What ACIS offers is a measurement of six domains in one battery at one time prices from 15 to 50 dollars, with an interval and percentiles that let you read the number honestly, and a free trial so you can see the format before paying.

What a buyer should do is apply the same checks to every test, this one included. The Standards for Educational and Psychological Testing (AERA, APA and NCME, 2014), which the American Psychological Association co-publishes with the other two bodies, give the reading rules used on this page: norms should refer to clearly described populations, results from unproctored administrations should be interpreted with caution, scores should come with their precision, and a use not validated for a test is the user's responsibility to justify. The APA's Guidelines for Psychological Assessment and Evaluation (2020) add that the choice of a measure should consider the appropriateness of the normative group and the characteristics of the test taker in relation to it. So ask five questions: who is the reference group, is a confidence interval shown, what conditions does the test assume, what use has it been validated for, and what will it cost in money and time. Then use the result for what it can support, which is a better-informed view of your own cognitive profile, and not for what it cannot, such as a diagnosis, a degree or a verdict on your ability. The pages on the full scale IQ, professional versus online IQ tests and the adult IQ test go further on choosing between routes.

13 Sources Behind This Page

Every third party fact and figure on this page comes from the documents below, opened or verified on October 13, 2026, and any figure we derived ourselves is labeled in the text as our arithmetic. Prices and policies on commercial and campus pages change, so check the page before you pay.

1. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. Washington, DC: AERA. Open access edition: https://www.testingstandards.net/open-access-files.html
2. American Psychological Association (2020). APA Guidelines for Psychological Assessment and Evaluation. Approved by the APA Council of Representatives, March 2020. https://www.apa.org/about/policy/guidelines-psychological-assessment-evaluation.pdf
3. Uttl, B., Violo, V., and Gibson, L. (2024). Meta-analysis: on average, undergraduate students' intelligence is merely average. ScienceOpen Research. Abstract read through the Crossref record. https://doi.org/10.14293/S2199-1006.1.SOR.2024.0002.v1
4. Scharfen, J., Peters, J., and Holling, H. (2018). Retest effects in cognitive ability tests: A meta-analysis. Intelligence, 67, 44 to 66. https://doi.org/10.1016/j.intell.2018.01.003
5. U.S. Department of Education, Office for Civil Rights. Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities, read October 13, 2026 in a copy hosted by Lane Community College. https://www.lanecc.edu/sites/default/files/migrated-files/disability/students_with_disabilities_preparing_for_postsecondary_education_know_your_rights_and_responsibilitiesocrn10172019.pdf
6. University of Maryland, Baltimore, Student Counseling Center. Psychoeducational Testing, read October 13, 2026. https://www.umaryland.edu/counseling/services/psychoeducational-testing/
7. Rutgers University, Office of Disability Services (RADR). Student Evaluations and Assessments, read October 13, 2026. https://radr.rutgers.edu/resource/student-evaluations-and-assessments
8. University of Victoria, Psychology Clinic. Fees, read October 13, 2026. https://onlineacademiccommunity.uvic.ca/psychologyclinic/fees
9. American Mensa. Join Mensa, read October 13, 2026. https://www.us.mensa.org/join/
10. American Mensa. Testing, read October 13, 2026. https://www.us.mensa.org/join/testing/
11. 123test. IQ test, read October 13, 2026. https://www.123test.com/iq-test/
12. Roth, B., Becker, N., Romeyke, S., Schäfer, S., Domnick, F., and Spinath, F. (2015). Intelligence and school grades: A meta-analysis. Intelligence, 53, 118 to 137. https://doi.org/10.1016/j.intell.2015.09.002

14 Frequently Asked Questions