Many postsecondary institutions currently administer standardized tests of general college outcomes; more than a quarter of Association of American Colleges and Universities (AAC&U) member institutions do so. Using standardized tests for accountability purposes has been contentious mainly because these tests do not measure every important outcome of higher education, and their administration is commonly perceived by faculty as an unwelcome intrusion into academic matters. With widespread use and with consequential decisions about academic programs sometimes influenced by test results, understanding the ways in which test scores may be legitimately interpreted is essential. To this end, a Test Validity Study (TVS) was designed to examine the relationships between the scores on three popular standardized tests of general intellectual skills that offer value-added reporting--the Collegiate Assessment of Academic Proficiency (CAAP) from ACT, the Collegiate Learning Assessment (CLA) from the Council for Aid to Education (CAE), and the ETS Proficiency Profile from the Educational Testing Service (ETS). This article provides an opportunity to make a non-technical presentation of the TVS's results and their implications for measuring general higher-order intellectual skills, written from the perspective of the TVS researchers from one involved test publisher (CAE). The authors share their reading of the TVS's results and offer corrections to the sometimes misleading coverage of those results published elsewhere. (Contains 1 table and 4 resources.)