Welcome, arnav!
When interpreting evaluative data, one should also consider the larger context of your life and situation, about which I have minimal information, so please do take any offered hypothesis with a fair amount of caution.
Notably, you report at least four cognitive assessments that would be considered comprehensive batteries, as well as two screeners. Learners typically are not assessed this many times unless there is a question to be answered (such as a disability classification, diagnosis, or otherwise unexplained performance/functional discrepancy). Please do not share any personal information with us that you do not feel completely comfortable posting to a public forum, but do keep in mind that one or more of those factors (if they are relevant) can be quite important in accurate interpretation of your nominal test scores. Attempting meaningful fine-grained interpretation in the absence of that kind of information is not, perhaps, the most reliable of strategies. So I'll try to keep my thoughts to a relatively general level.
You do demonstrate pretty consistently that your overall reasoning ability appears to be in the optimally to moderately gifted range. If there is a preference, it might be toward fluid and quantitative reasoning, but that's not as consistent across administrations and instruments, and it's not clear what the trajectory is (sequence of test administrations), or if there were transient factors during any of the test periods, so I'd put less weight on that. Other than that (one of) the earlier test appears to have comparable development in verbal and nonverbal fluid reasoning, compared to relatively weaker verbal skills later. Hard to tell if any of the index-level findings are artifactual, though, or reflect score-lowering effects from prolonged unremediated skill deficits (e.g., dyslexia, ADHD, emotional impairment). You know your own history, so you can give this some thought.
I think we can safely say, however, that your data says you have strong intellectual ability in many areas, and that it is high enough that your access to academics and the opportunities that academic skills open are more likely to be limited by other factors than by your learning potential. (E.g., financial, time, social-emotional stressors, health, "soft" skills (such as social, emotional, organizational/executive function).)
