The 1986 scores from the Statewide Student Assessment Test-II, a minimum-competency test required for high school graduation in Florida, were placed on the scale of the 1984 scores from that test using five different equating procedures: (1) linear method; (2) Rasch model; (3) three-parameter item response theory (IRT)--concurrent method; (4) three-parameter IRT--fixed-parameter method; and (5) three-parameter IRT--formula method. The results were compared, as well as the computer costs. Also, the results from six different lengths of anchor items were compared. The different equating methods yielded very similar results. They would be essentially equally satisfactory in this situation in which the tests were made parallel in difficulty and content item by item, and the groups of examinees were population cohorts separated by only two years. Computer costs for the linear method were the least--one-tenth the costs of the most expensive, the concurrent IRT method. An anchor of 10 items provided equating as effective as 30 items using the concurrent IRT method. (Author/GDC)