With the aim of evaluating state policies on high school diplomas for adults, the Richmond, Virginia, public school system conducted a national survey on states and territories issuing diplomas or equivalency certificates on the basis of the General Educational Development test or other standardized tests; kinds and sources of tests being used; provisions for equating such tests or portions thereof in terms of high school credits; the status of credits earned in private schools, out-of-state public schools, trade or vocational schools, business schools, and home study programs; states with high school completion programs for adults, states giving credit for military training and related programs; and states recognizing occupational experience and competence in evaluating the academic achievement of adult candidates for diplomas or equivalency certificates. Responses indicated wide variations in policies and procedures as to the nature, extent, and conditions of programs of high school completion. When the states were ranked by affirmative responses to questions or parts thereof, 31 were found to have more liberal policies than Virginia, four were on a par with Virginia, and 14 were less liberal. Several changes in policy and practices were suggested for Richmond's program of high school completion for adults. (ly)