The IQ test for teenagers: what a 16 or 17 year old can take, and who has to say yes

0 The short answer

A teenager aged 16 or 17 can take an adult normed IQ test, and a teenager under 16 needs a child battery given by a psychologist or arranged through the school. Pearson publishes the WISC-V for ages 6:0 to 16:11 and the WAIS-5 for ages 16:0 to 90:11, so age 16 sits in the overlap, and ACIS is one online option with adult norms from age 16, at 15, 30 or 50 dollars for about 45, 110 or 175 minutes (prices read October 28, 2026). Any online score is unsupervised and not clinical, it cannot document a disability or open a gifted program, and a parent or guardian should be involved for anyone under 18.

1 Which IQ Test Can a Teenager Take at Each Age?

Age decides the route: from 16 an adult normed test is possible, and below 16 the route runs through a psychologist who uses a child battery, or through the school. The two Wechsler batteries Pearson sells show where the line falls. On its WISC-V product page, read on October 28, 2026, Pearson lists the age range as 6:0 to 16:11, which means 6 years 0 months through 16 years 11 months, with core subtests of about 60 minutes. On its WAIS-5 product page, read the same day, it lists 16:0 to 90:11, with 45 minutes for the 7 subtest Full Scale IQ and 60 minutes for the 10 primary index subtests. The page on the WAIS-5 age range explains how those ranges are used.

The two ranges share exactly one year of age. A 16 year old falls inside both, and nothing on either Pearson page says which battery a psychologist must choose in that year, so we state no rule for it. That choice belongs to the examiner and depends on the question being asked. A 17 year old is above the child battery range and inside the adult one.

Other publishers draw their own lines. American Mensa says on its testing page, read on October 28, 2026, that it is unable to offer its admission test to anyone under 14 and that it encourages younger children to submit testing done with a clinical psychologist or their school. ACIS norms cover ages 16 to 90, and nobody under 16 should take the ACIS test. These are three separate age floors set by three separate organizations for their own reasons, and none of them says anything about whether a given teenager should be tested at all.

Read the table as a map of eligibility, not as advice to test. Whether a particular teenager needs an IQ test at all is a separate question, and the sections below on consent and on what a score cannot do come back to it.

2 What Does Each Route Cost, and What Do You Receive?

Six routes cover most reasons a family asks, their prices run from nothing to several hundred dollars, and only some of them return an IQ score at all. The table lists each route with the figures we could verify on October 28, 2026. The training clinic fees are examples of how clinic services are priced, not a survey, and a private practice may charge differently. We did not find a published private practice fee we could verify, so we state none.

The sections that follow take the routes in the order a family usually meets them. The page on where to take an IQ test lists the in person and online options beyond these, and the page on what an IQ test costs compares prices across all of them.

3 What Does a Psychologist Evaluation of a Teenager Involve and Cost?

A psychologist evaluation is the route that answers a clinical or educational question with professional judgment, and it is priced as a whole evaluation, not as a test. Two university training clinics show the order of magnitude. The University of Wisconsin school psychology training clinic fee page lists a psychoeducational evaluation at 600 dollars and says a sliding fee scale is available based on family or individual need, but it does not say what the evaluation includes or which ages it serves. The Illinois State University Psychological Services Center page says the standard evaluation fee for the school year is 500 dollars, and it describes what that buys: a parent interview, a school visit, a review of school records, interviews with the classroom teacher, about 6 to 9 hours of diagnostic testing over three sessions, and a private conference to interpret results to parents and, if age appropriate, the student. The same page says insurance benefits typically do not apply at graduate student training facilities.

Those two prices are not a quote for any family, and a training clinic is not the only provider. They show something more useful: the cost of an evaluation is mostly the interview, the observation, the report and the feedback session, and the cognitive battery is one part. That is also why the price of the instrument itself explains little. Pearson prices the WISC-V complete print kit at 1,679 dollars and the WAIS-5 complete print kit at 1,784 dollars, and lists both at qualification level C, which marks them as professional instruments and not products for use at home.

For a teenager, the evaluation also changes who sits in which chair. The psychologist explains the purpose to the teenager and to the parent or guardian, and the report is written for the adults who asked for it. The page on the adult testing process describes the sequence of an evaluation, including the wait, from the perspective of an adult client, and most of it applies to an older adolescent with a parent in the room.

A family should ask four things before booking. First, what question the evaluation is meant to answer, because a referral for attention, reading or learning difficulty is a different assessment from a curiosity about ability. Second, which battery the psychologist plans to use and why. Third, what the fee covers, including scoring, the written report and the feedback session. Fourth, who receives the report and whether it becomes part of a school record. None of these questions needs a technical answer, and a psychologist who cannot answer them plainly is a reason to ask somebody else.

4 What Can a School Do, and Does It Test for Giftedness?

A school evaluation under the federal special education rules asks whether a student has a disability and what the student needs, so it is a different thing from a gifted identification, which is a decision for the school or district. The rule is 34 CFR 300.301, on initial evaluations, which we read in the Electronic Code of Federal Regulations on October 28, 2026. It says either a parent or the public agency may request an initial evaluation, that the evaluation must be conducted within 60 days of receiving parental consent or within a timeframe the state sets, and that it must determine whether the child has a disability and what the child's educational needs are. Nothing in that text describes a search for high ability.

The consent rule sits next to it. 34 CFR 300.300 says the agency must obtain informed consent from the parent before it conducts the initial evaluation, and that consent for the evaluation must not be construed as consent for the initial provision of special education services. For a family this separates two decisions. Agreeing to an evaluation is not agreeing to a placement, and a parent who is unsure can ask what the evaluation will cover before signing.

Gifted identification is a different system from the federal special education rule. The National Association for Gifted Children says on its assessments and tests page that tests are common assessment tools for identification but should not serve as the sole source, and that an identification strategy including multiple assessments, both objective and subjective, is the best way to ensure no gifted learner is overlooked. Which evidence a district accepts, and which cutoffs it uses, is therefore a question for the district, and a family should ask it in writing.

The testing profession says the same from the measurement side. The Standards for Educational and Psychological Testing (AERA, APA and NCME, 2014), in Standard 12.10 and its comment, say that in educational settings a decision or characterization with major impact on a student should take into consideration not just scores from a single test but other relevant information. The comment adds that it may not be advisable or lawful to automatically accept students into a gifted program because an IQ is measured above 130, and that some students with measured IQs below 130 may be accepted on other evidence, such as a creativity test, a portfolio or teacher recommendations.

The practical consequence is a plain one. A score from an online test, including ours, does not open a gifted program, and no page on the internet can promise that a score will make a teenager eligible. The route to a program is a conversation with the school or district, starting with the counselor or the gifted coordinator, who can say what evidence the district accepts and who may collect it. Adults who were identified as children and now want to compare an old score with a new one are covered by the page on retesting a childhood score, and the page on gifted adults covers what giftedness looks like later in life.

5 Who Has to Agree When a Teenager Is Tested?

A teenager takes a test with the informed agreement of a parent or guardian, and the teenager's own assent counts as well, which is how the assessment profession handles anyone who cannot legally consent for themselves. The Ethical Principles of Psychologists and Code of Conduct (APA Ethics Code, effective January 1, 2017) sets this out in two standards we read in the published PDF on October 28, 2026. Standard 3.10(b) says that for persons who are legally incapable of giving informed consent, psychologists still provide an appropriate explanation, seek the individual's assent, consider the person's preferences and best interests, and obtain appropriate permission from a legally authorized person if such substitute consent is permitted or required by law. Standard 9.03(a) says informed consent for assessments includes an explanation of the nature and purpose of the assessment, fees, involvement of third parties, and limits of confidentiality, with sufficient opportunity to ask questions and receive answers.

The Standards for Educational and Psychological Testing say the same in their own words. Standard 8.4 says informed consent should be obtained from test takers, or from their legal representatives when appropriate, before testing begins, with listed exceptions that include testing mandated by law and testing conducted as a regular part of school activities. Its comment says consent implies that the test taker or representative knows, in language they understand, the reasons for testing, the types of tests, the intended uses of results and the range of material consequences of the intended use.

Those standards govern psychologists and test developers, and they are the model to borrow when no psychologist is present. An online test has no examiner to run the consent conversation, so the family has to run it. We do not describe a purchase age rule on this page, and we recommend that a parent or guardian be involved whenever the test taker is under 18. In practice that means three things done before anyone pays or starts:

• The teenager and the adult agree on why the test is being taken and what the result will and will not be used for.
• Both read the limits of the test, including that it is online, unsupervised and not clinical, before looking at a score.
• Both agree who will see the result, because a score a teenager shares with a school, a friend group or a social platform cannot be taken back.

The assent half matters as much as the permission half. A teenager who is pushed into a test for a parent's reasons may try less, and a low or flat result then says more about the situation than about the teenager. The Guidelines for Psychological Assessment and Evaluation (APA, 2020) ask psychologists, in Guideline 8, to strive to be aware of the need for test selection, scoring and administration to reflect the appropriate normative comparison, situational influences, effort and standardized administration. A teenager who is willing and rested is the first of those conditions, and a family can supply it.

Mensa treats the question differently because it is a society, not a clinic. Its join page says anyone 14 or older can take its supervised, standardized test, and its testing page says it cannot offer testing under 14. The page on what the Mensa test requires explains the 98th percentile cutoff, which in our arithmetic from the normal curve falls near 131 on a scale with a mean of 100 and a standard deviation of 15.

6 What Does an IQ Test Measure in a Teenager?

An IQ battery samples several broad abilities in the Cattell-Horn-Carroll (CHC) model and combines them into a Full Scale IQ, and it does not measure how much a teenager has learned in a given class or how motivated or creative the teenager is. The page on what IQ measures and the page on the CHC model define the abilities. In short, crystallized ability (Gc) is the breadth and depth of acquired knowledge and verbal reasoning, fluid reasoning (Gf) is solving unfamiliar problems, quantitative knowledge (Gq) is numerical knowledge and reasoning, visual processing (Gv) is working with shapes and space, working memory (Gwm) is holding and manipulating information for a few seconds, and processing speed (Gs) is fast, accurate performance on simple tasks.

ACIS reports these as six indices, and each index has its own subtest pages, which describe the task format and nothing more. The Verbal Comprehension Index (VCI) draws on Antonyms, Vocabulary, Information, Synonyms and Similarities. The Fluid Reasoning Index (FRI) draws on Matrix Reasoning, Figure Weights, Visual Number Series, Logic Grid and Complex Relations. The Quantitative Reasoning Index (QRI) draws on Mathematical Achievement and Arithmetic. The Visual Spatial Index (VSI) draws on Visual Puzzles, Layer Rotation and Spatial Comprehension. The Working Memory Index (WMI) draws on Digit Span, Alphanumeric Sequencing and Visual Sequence. The Processing Speed Index (PSI) draws on Symbol Search and Coding. As examples, Matrix Reasoning is described on its page as visual pattern problems that sample abstraction, logic and nonverbal reasoning, Vocabulary as a definition test of word knowledge, and Digit Span as forward and backward digit recall.

Two features of these abilities matter specifically for a teenager. The first is that knowledge based abilities depend on exposure. The ACIS technical manual says verbal and knowledge tasks are affected by English proficiency and educational exposure, and a 16 year old has had fewer years of both than an adult of 30. A modest verbal or quantitative index in a teenager can therefore reflect years of schooling still to come as well as current ability, and that is the reason to read the index profile and not only the Full Scale IQ. The second feature is that, in the CHC account, reasoning with unfamiliar material and holding information in mind depend less on what has been taught than knowledge does, so the profile can separate the two. A gap between two indices is common and is not by itself a finding.

An IQ battery does not measure grit, curiosity, creativity, taste or character, and it does not predict a single life. The stability evidence in the next section is about the ordering of people within a group, not about any one teenager's future.

7 Is a Teenager's IQ Score Stable?

By late adolescence cognitive ability is highly stable in rank order, and a score at 16 or 17 is a far better guide to adult standing than a score from early childhood. The strongest evidence is the meta-analysis by Breit, Scherrer, Tucker-Drob and Preckel, published in Psychological Bulletin in 2024. Its abstract says the analysis relied on data from 205 longitudinal studies that involved a total of 87,408 participants. For an age of 20 years and a test-retest interval of 5 years, the authors found a mean rank-order stability of .76, with a model in which stability is low in preschool children, rises quickly in childhood and is consistently high from late adolescence to late adulthood. The abstract also says the decrease in stability as the interval between tests grows flattened out from an interval of approximately 5 years onward.

Two limits keep that result in proportion. First, rank order stability is a correlation between two measurements of the same people, and a correlation of .76 means the ordering of people is largely but not entirely preserved. Our arithmetic is that .76 squared is about .58, so about 58 percent of the variation in later scores lines up with the earlier ones. That leaves a large share that does not, and it is why a single teenager's score can move by more than a reader might expect. Second, the abstract says that stability at the level used for individual decisions can only be expected over the age of seven and for short intervals in children. A score from a young child, in other words, is a weaker guide to a score at 17 than a score taken in late adolescence is.

The meta-analysis does not say a score is fixed, and it does not say that a gain or a drop is impossible. It describes groups. A teenager's result is also affected by how the person felt that day, how much they tried, the amount of practice and measurement error, which the page on reliability and validity explains. A reasonable reading is that a score at 16 or 17 describes where the teenager stood on the day, relative to the reference group, with a margin that the confidence interval makes visible.

For the reader whose question is about a score taken years ago, the next section explains how the reference group changes the number, and the retesting page linked above takes the question from the adult side.

8 How Is a Teenager's Score Read, and Against Whom?

A normed score places a person within a defined reference group, so the same performance gives a different number depending on the group, and a 16 or 17 year old taking an adult normed test is compared with adults, not with classmates. The ACIS adult norms cover ages 16 to 90, so a 16 or 17 year old who takes the test is compared with the adult norms and not with the child norms that a battery such as the WISC-V provides. The page on how IQ scores are normed explains the general process, and the page on average IQ by age shows why the reference group matters. The Standards for Educational and Psychological Testing (AERA, APA and NCME, 2014), in Standard 5.8, say norms, if used, should refer to clearly described populations that include the individuals or groups with whom test users will ordinarily wish to compare their examinees. A parent who wants a comparison with other teenagers needs a battery normed on teenagers, and that is the child battery route through a psychologist.

Scores arrive on three scales. A scaled subtest score runs from 1 to 19, with a mean of 10 and a standard deviation of 3. An index score and the Full Scale IQ sit on the standard scale with a mean of 100 and a standard deviation of 15, which the page on why the standard deviation is 15 explains. A percentile says what share of the reference group scored at or below the person. The three are not interchangeable, and the page on IQ score versus percentile explains why they should not be averaged. The table below converts common standard scores to percentiles. These percentiles are our arithmetic from the normal curve, rounded, and they are not figures from any test.

Every ACIS form also reports a 95 percent confidence interval around the Full Scale IQ. The interval is the honest way to read a single number: it says the score is the center of a range, not a point. For a teenager the interval deserves extra attention, because the same person may sit at a slightly different place on another day, and the general explanation of why is in the section above. We do not state any ACIS reliability figure here. The documentation for the battery is in the technical manual.

Precision also depends on how much was measured. A single subtest score is the least precise piece of information a report contains, because it rests on one task. An index combines several subtests and is better. A Full Scale IQ combines the most. This is general psychometrics and not an ACIS statistic: the more varied evidence a score draws on, the less any one lucky or unlucky task moves it. The Guidelines for Psychological Assessment and Evaluation (APA, 2020) say in Guideline 7 that psychologists strive to recognize that more than one reliable and valid measure is appropriate to assess all relevant domains of functioning, and that convergence and divergence of information from multiple sources increases confidence in the results. A family should read one report as one source and keep the school record, teacher observations and the teenager's own account beside it.

9 Does a Retest or a Second Test Change the Score?

Taking a cognitive test again usually raises the score a little, and the gain comes from familiarity with the task, so a second test within a short time says less about change than a first. The best evidence is the meta-analysis by Scharfen, Peters and Holling in Intelligence in 2018. The authors found 174 samples from 122 studies, with 786 test outcomes and an overall sample size of 153,185. They report a first retest gain of 0.33 standard deviations, further gains to 0.50 at the third administration and 0.52 at the fourth, and no further gains after the third. Their inclusion criteria required a mean sample age between 12 and 70 years, so the results cover teenagers. The authors found that the type of ability and content, the equivalence of test forms, the retest interval and participant age all have a significant influence on the size of the effect.

For a teenager on a scale with a standard deviation of 15, a gain of 0.33 standard deviations is about 5 points. That conversion is our arithmetic, applying a standardized gain to the IQ scale, and the study itself reports its effects in standard deviation units. The paper also reports a standard deviation of the true effect of 0.32 for that first retest gain, which gives a prediction interval running from about minus 0.30 to 0.96, so the true gain differs a good deal from study to study. A gain of 5 points is an average and not a promise.

This matters in three situations a family will meet:

1. A teenager who took a school or clinic battery recently and now wants an online score. The two scores come from different instruments, with different tasks and reference groups, and a difference between them is not a gain or a loss. Where the second test resembles the first, familiarity may also lift it. The safest reading compares the two as separate estimates and treats a gap of a few points as noise.
2. A teenager who wants to try again after a disappointing result. An immediate retake mostly measures the practice effect. Waiting longer may reduce the role of memory for the tasks, but the authors note that retest interval and age are confounded in their data, so we draw no rule about how long to wait.
3. A parent who wants to track change over years. Compare scores from the same kind of test taken under similar conditions, keep the time gap long, and expect some movement in either direction.

The Standards for Educational and Psychological Testing (AERA, APA and NCME, 2014) say that policies concerning retesting should be communicated to test takers. A family should read the terms on the purchase page before paying, and should not buy a second form hoping to improve the first.

10 What Does an Unsupervised Session Need to Go Well?

An unsupervised session works when the conditions match what the test assumes: a quiet room, a working device with sound, enough time for the form, and a teenager who is willing and rested. The APA assessment guidelines already quoted ask for standardized administration and attention to situational influences and effort, and an online test hands those conditions to the family.

Sound is the first requirement. Three ACIS subtests present their items as audio and need working sound: Digit Span, Alphanumeric Sequencing and Arithmetic. A teenager who cannot hear them clearly cannot be fairly scored on them, so headphones and a volume check belong before the first subtest. Layer Rotation, by contrast, carries no words at all according to the manual, which is useful to know for a teenager whose first language is not English, although the test as a whole is English only.

Time is the second. The three forms take about 45 minutes for Quick, about 110 for Optimized and about 175 for Full Scale, and 175 minutes is long for a single sitting. ACIS allows breaks, saves progress between subtests and gives 30 days to complete a form, so a teenager can take it across several days. Starting a long session after a full school day can produce a result that reflects tiredness more than ability, so a rested start is better. This is advice from general testing practice, not a measured finding.

The third is the help question. A parent in the room can answer a technical question about the device, but should not hint at answers, look over the shoulder or coach during a subtest. A teenager looking up a word or using a calculator on a reasoning task changes what is being measured, and the report then describes the helped performance. The free trial opens without a card and shows what the format feels like, and finished trial subtests are kept if the person later unlocks a form that includes them. The page on a free IQ test explains what the free route includes and what it leaves out, and the page on a normed processing speed test describes the shortest way to see what a timed ACIS subtest feels like.

For a teenager, there is one more condition that has nothing to do with the device. The teenager should know in advance that the score will not be used to rank them, that a low result is not a verdict, and that nobody is entitled to the number except the people they choose. A result taken under that understanding is more useful and less likely to leave a mark.

11 What Can a Teenager's Score Not Do?

A teenager's IQ score cannot decide admission to a gifted program or a school, document a learning or attention condition, or choose a career, and treating it as if it could is the main way these tests do harm. Each limit has a source on this page. Gifted program placement is a district and state decision, and the testing profession says a decision with major impact on a student should not rest on a single test score (Standard 12.10, discussed above). The school special education route evaluates disability and educational need by the federal rule above. Diagnosis of conditions such as attention or learning disorders belongs to licensed professionals, and ACIS is not a clinical or diagnostic instrument. It is also not for school accommodations, for hiring or for admission to high IQ societies.

A family looking at careers should keep the score in proportion. A score describes abilities as of one day, and it is one input among interests, values, grades, health and opportunity. The page on IQ tests and career guidance takes that question further and explains where an ability profile helps and where it does not. For a teenager who wants a profile of strengths and weaknesses and not a single number, the page on the IQ profile test explains why a profile can matter more than a total.

Teenagers also meet a crowd of products that look like IQ tests and are not. Reaction time games, memory games and brain training apps measure something, but a score on one of them is not an IQ and has no reference group, as the page on Human Benchmark and IQ explains. A family on a tight budget should read the page on the cheapest IQ test before concluding that only a free quiz is affordable, since the Quick form costs 15 dollars.

Finally, a score says nothing about worth. A teenager with a high number is not more valuable, and one with a low number has not been told something final. Group statistics, such as the average IQ at a given age on the page on the average IQ, describe populations and are never a prediction for an individual. The stability evidence above shows that, even by adulthood, a score is a snapshot with a margin.

12 Where ACIS Sits, and What a Buyer Should Do

ACIS is one normed online option for a teenager aged 16 or 17, with real strengths and plain limits, and the decision to use it belongs to the teenager and a parent or guardian together. The strengths are concrete. It offers a Full Scale IQ and six primary indices with percentiles and a 95 percent confidence interval, and it covers all six CHC domains in its Full Scale form. It is a one time payment with no subscription: Quick is 15 dollars for 6 subtests in 3 domains and about 45 minutes, Optimized is 30 dollars for 13 subtests in 5 domains and about 110 minutes, and Full Scale is 50 dollars for all 20 subtests in six domains and about 175 minutes. These prices were read on October 28, 2026 and can change. A Custom Test costs 5 dollars per subtest, and at 10 subtests the Full Scale form costs the same. The refund policy, quoted literally, is: "Full refund within 5 days if the report does not deliver the features described at checkout or a technical issue prevents you from accessing your results." That is a conditional guarantee, not an unconditional money back one.

The limits are as concrete. ACIS is online and unsupervised, it is not a clinical or diagnostic instrument, it is not for school accommodations, hiring or admission to high IQ societies, and it is English only. Its norms start at 16, so nobody under 16 should take it, and for a younger teenager the right route is a psychologist or the school. The report compares a teenager with adult norms, which is a different comparison from a child battery normed on teenagers. The Standards for Educational and Psychological Testing (AERA, APA and NCME, 2014) put the user's responsibility plainly. Standard 5.8 asks that norms refer to clearly described populations and that users know when norms are less appropriate for some groups or individuals, Standard 8.4 asks for informed consent from test takers or their legal representatives, and Standard 12.10 asks that a decision with major impact on a student take in more than a single test. The APA Guidelines for Psychological Assessment and Evaluation (2020) and the APA Ethics Code (2017, Standards 3.10 and 9.03) say the same about norm groups, consent and assent. We cite them as the yardstick this page tries to meet, not as endorsements of ACIS.

A buyer should do this, in order:

1. Check the age. If the teenager is under 16, stop here and call the school counselor or a licensed psychologist.
2. Have the consent conversation. A parent or guardian and the teenager agree on the purpose, who sees the score and what the limits are.
3. Pick the form that fits the question. Quick for a first look, Optimized for a broader profile, Full Scale for all six indices. The page on the best online IQ tests compares alternatives, and the page on cognitive ability tests describes the wider category.
4. Start with the free trial. It needs no card, and it shows what the format feels like before anything is spent.
5. Read the report as one source. Keep the confidence interval in view, compare the index profile and not only the total, and do not use the number for a school decision.

13 Sources Behind This Page

Every figure above is traceable to one of the following, and each is linked at the point where it is used. Prices and age ranges were read on October 28, 2026 and can change. Any figure we derived ourselves is labeled in the text as our arithmetic.

• Pearson Assessments. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) product page. Age range, core subtest time, qualification level and kit price, read October 28, 2026.
• Pearson Assessments. Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5) product page. Age range, completion times, qualification level and kit price, read October 28, 2026.
• Breit M, Scherrer V, Tucker-Drob E, Preckel F. The stability of cognitive abilities: A meta-analytic review of longitudinal studies. Psychological Bulletin, 2024, volume 150, issue 4, pages 399 to 439.
• Scharfen J, Peters J, Holling H. Retest effects in cognitive ability tests: A meta-analysis. Intelligence, 2018, volume 67, pages 44 to 66.
• American Educational Research Association, American Psychological Association and National Council on Measurement in Education. Standards for Educational and Psychological Testing, 2014. Standards 5.8, 8.4 and 12.10 and their comments, read in the open access edition.
• American Psychological Association. Ethical Principles of Psychologists and Code of Conduct, 2017 amendment, Standards 3.10 and 9.03.
• American Psychological Association. Guidelines for Psychological Assessment and Evaluation, 2020, Guidelines 7 and 8.
• American Mensa. Take the Mensa Admission Test, fees, minimum age and qualifying percentile, read October 28, 2026.
• American Mensa. How to Join Mensa, supervised test from age 14, read October 28, 2026.
• U.S. Department of Education regulations. 34 CFR 300.300, Parental consent, Electronic Code of Federal Regulations, read October 28, 2026.
• U.S. Department of Education regulations. 34 CFR 300.301, Initial evaluations, Electronic Code of Federal Regulations, read October 28, 2026.
• National Association for Gifted Children. Assessments and Tests, read October 28, 2026.
• Illinois State University Psychological Services Center. Child and adolescent assessment, standard evaluation fee, read October 28, 2026.
• University of Wisconsin school psychology training clinic. Fee schedule, read October 28, 2026.

14 Frequently Asked Questions