Some in school psychology are calling for the de-implementation (DI) of certain cognitive test interpretation practices in favor of an almost singular focus on psychometric g (the full scale IQ score). New research, methods, and theories suggest the announcement of the death (DI) of CHC broad composite score interpretation is premature. Recent non-g (emergent property) network science-based cognitive theories (e.g., process overlap theory; dynamic mutualism) have emerged as promising models for understanding cognitive test data and human intelligence. The results of recent psychometric network analysis (PNA) of the WJ IV will be featured. Implications for interpretation of the WJ IV cognitive measures will be discussed. This research suggests that the working memory-attentional control complex (Gwm-AC) may be central to intellectual performance and academic learning. This CHC-grounded WJ IV research will be augmented with recent PNA of CHC cognitive-achievement data that demonstrates the potential benefits of using network theories and methods to improve the link between cognitive testing research and academic interventions. Collectively this research suggests a paradigm shift away from grouping CHC abilities into tidy hierarchical structures (with psychometric g at the apex) to complex network models of interacting CHC abilities—models that will require assessment professionals to embrace non-g approaches to the interpretation of cognitive test data. Participants are expected to be familiar with CHC theory and the WJ IV.