document resume hone, lisa richards, ed. · document resume. ed 417 193 tm 027 740. author hone,...

DOCUMENT RESUME

ED 417 193 TM 027 740

AUTHOR Hone, Lisa Richards, Ed.TITLE GED Items. The Newsletter of the GED Testing Service, 1997.INSTITUTION American Council on Education, Washington, D.C. General

Educational Development Testing Service.ISSN ISSN-0896-0518PUB DATE 1997-00-00NOTE 62p.; Issues 2 and 3 were mis-numbered "Volume 13."PUB TYPE Collected Works - General (020) Reports - Evaluative

(142)

JOURNAL CIT GED Items; v14 n1-6 1997EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Academic Aspiration; *Adult Education; Adults; *Equivalency

Tests; *High School Equivalency Programs; Profiles; ProgramDescriptions; Teaching Methods; *Test Use; *Testing Problems

IDENTIFIERS *General Educational Development Tests; Monitoring; TestSecurity

ABSTRACTThis document consists of the six issues of the newsletter

of the General Educational Development Testing (GED) Service published during1997. The lead articles of the six issues are, respectively: (1) "Task ForceConsiders Improvements to Test Center Security Rules," by Cathy Allindiscusses the implementation of a monitoring team and security program forthe GED tests; (2) "Resources Now in Place To Aid Victims of 'GED for Sale'Fraudmongers," is a discussion of the steps the GED Service will take to helpthose who have been victimized by people promising an easy GED course withpassing guaranteed; (3) "More Adults Complete GED Tests; Most Plan FurtherEducation" observes that record numbers of adults in the United States andCanada completed the GED examinations in 1996; (4/5) "Summer ConferenceFocuses on Present Needs, Plans for Future Tests" discusses the GED AnnualConference; and (6) "Innovative Process Matches Innovative Spanish-LanguageTests to U.S. English Standard" discusses the development of Spanish-Languageversions of the GED Tests. A regular feature of this newsletter profilespeople who successfully earned their equivalency diplomas. All issues contain"Teaching Tips" as part of an ongoing series for instructors. These tipsfocus on such topics as science, mathematics, and standards for instruction,and are designed to help instructors prepare their students for the GEDexaminations. Other news and notes related to high school equivalencyprograms are included. (SLD)

********************************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

********************************************************************************

N

GED ItemsAmerican Council on Education

VolumeVolumeVolumeVolumeVolume

The Newsletter of theGED Testing Service

Issues included:

1997

14, No. 1 Jan/Feb 199714, No. 2 Mar/Apr 1997 (misnumbered Vol. 13)14, No. 3 May/Jun 1997 (misnumbered Vol. 13)14, No. 4/5 Sep-Oct 199714, No. 6 Nov/Dec 1997

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

)1(This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality,

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

BEST COPY AVAILABLE

N.

GEDItems more than 24,000 readers

VOLUME 1 4, NUMBER 1 AMERICAN COUNCIL ON EDUCATION JANUARY /FEBRUARY 1997

Task Force Considers Improvements to

Test Center Security Rulesby Cathy Al lin

In mid-1996, the AmericanCouncil on Education contract-ed with Leibman Associates, a

Washington-based consulting firm,to study the business practices of theGED Testing Service (GEDTS).The review recommends thatGEDTS develop and implement awell-integrated security program.

As a first step, on December 12and 13, 1996, GEDTS hosted a taskforce of GED Administrators andChief Examiners to review securityissues in test administration, OfficialGED Testing Center administrativeprocedures, as well as materials andpersonnel management.

Representing the GEDAdministrators were: Dorothy Oliver(NH), chair; Delane Boyer (NC);Larry Goodwin (PA); Linda HeadleyWalker (NY); Emma Rhodes (AR);Frank Shea (MA); Patricia Ta'ani(VA); Elvin Long (MO); DarleneVeltri (Federal Bureau of Prisons)

Inside Items

From the Director 2

GED Graduate Story 3

News and Notes 11

For GED Examiners 5

Teaching Tips 6

GED Administrators Linda Headley Walker (New York), Elvin Long (Missouri), and DarleneVeltri (Federal Bureau of Prisons)were among those who drafted improvements to GEDTSsecurity standards and operating procedures.

and Nancy Edmunds (CA).Dolly Whelan of Virginia and

Mary Grace Wendel of Arizona rep-resented the Chief Examiners. FredEdwards (Director of ClientServices), Joan Auchter (InterimDirector and Director of TestDevelopment) and Doug Becker(Director of Psychometric Services)as well as Rudy Mason (ShippingLiaison), Kati Niemi (Client ServicesManager), and Cathy Allin (ClientServices Coordinator) of GEDTSwere also in attendance.

The task force members quicklyand vigorously embraced their mis-sion, examined GED policy, dis-cussed what worked, what neededimprovement and what needed to be

completely re-thought.Eight major issues were dis-

cussed during the day and a half,nine more issues were reluctantlytabled. The following paragraphsdetail the task force's recommenda-tions.

Monitoring TeamThe task force recommended

that GEDTS establish a monitoringteam to evaluate the security mea-sures in place throughout each state,province, and territory, looking atthe department or ministry officeresponsible for the program as wellas local centers. They proposed that

continued on page 9

THE NEWSLETTER OF THE GED TESTING SERVICEBEST COPY/AVAILABLE

6'

From the Director

Massachusetts Board of Ed Explores Plan forGED Testing of Seniorsby Joan E. Auchter

n November 21, 1996,Massachusetts Board ofEducation Chair John

Silber recommended that the state"administer the GED test to all highschool seniors in March or April1997 to help identify the academicdeficiencies in the public schools andto .characterize the current status ofstudent performance inMassachusetts."

The plan, approved inDecember, provided for the entireseven-hour, 35-minute exam to beadministered to each of the state's60,000 graduating high schoolseniors. Although Silber's plan wasoriginally adopted by the Boardwith little discussion, news of thedecision brought on an extendedpublic controversy, during whichGovernor William F. Weld (R), rosein support of the plan.

The recommendation sparked adiscussion that shifted between "nostakes" and "high stakes" uses of theGED Tests, including proposals thatwould have predicated student grad-uation upon passing scores andnoted GED test scores on studenttranscripts. Under one plan, studentswho did not meet minimum scorerequirements would have had "failedGED" stamped on their diplomas.

Statewide, some critics arguedthat a test designed for high schooldropouts would set too low a stan-dard. Others said they feared that ifpassing the GED Tests became arequirement for graduation, teachersmight alter their curriculum, andconcentrate solely on the specificinformation needed to pass the tests.Students at high schools across the

state threatened to boycott the testsand stage protests.

In response to criticism that theGED Tests measure only minimumlevels of knowledge, we wrote to theeditors of the Boston Globe, illustrat-ing the inaccuracies, false assump-tions, and lack of information aboutthe GED Tests that characterizedmuch of the public debate. This wasour opportunity to directly addressprevalent myths about the tests!

Students who did not meet

minimum score requirements

would have had 'failed

GED" stamped on their

diplomas.

For example, many seemedunaware that the current minimumpassing score for the GED Tests isset so that only about 66% of all thegraduating high school students inthe United States would pass thetests if they took them.

Like many U.S. states,Massachusetts is in the process ofdeveloping statewide examinations,the last of which will be adminis-tered to 10th grade students.Although these examinations aretied to the development of nation-wide educational standards, studentand school comparisons will beavailable on a statewide level only.

The GED Tests are the onlyexamination accepted and used inevery U.S. state and territory to cer-tify an individual's eligibility for ahigh school equivalency diplomaand thus offered a viable national

benchmark for Massachusetts to usein the study.

Silber, formerly president andnow chancellor of BostonUniversity, stated that using studentperformance on the GED Tests asbasis for awarding diplomas wouldend "social promotions" and serve asa wake-up call to schools where stu-dent performance was consistentlypoor. In addition, the Globe report-ed, schools where a large proportionof seniors failed the tests were tohave been targeted for state takeover.

On January 15, 1997, the Boardreversed its decision to administerthe tests this spring. Frank Shea, theGED Administrator forMassachusetts, identified positiveoutcomes from the public debate:"Teachers, students, and the generalpublic are better educated about therigor of the GED Tests," he said,

continued on page 12

GED Items (ISSN 0896-0518) is pub-lished bimonthly by the GED TestingService of the American Council onEducation (ACE). GED Items is notcopyrighted. Readers are invited to copyany articles not previously copyrighted.Credit should be given in accordancewith accepted publishing standards.

Editor: Lisa RichardsAdvertising Manager: Lisa RichardsCirculation Manager: Debra Louallen-ColeCirculation Assistant: Zenitta Jones

Barry Munitz, ACE Board Chair,California State University SystemStanley 0. Ikenberry, President, ACESusan Porter Robinson, Interim Director,Center for Adult Learning andEducational CredentialsJoan E. Auchter, Interim Director, GEDTesting Service

Page 2 January/February 1997 GED Items

BEST COPY AVAILABLE

GED Graduate Story

Continuing Education Now a Way of Life for 70 -year-old North Carolina Manby Sharon K. Collins

Jooseph K. Sammonscame to CravenCommunityllege (CCC) about

two years ago to begininvestigating the possi-bility of continuing hiseducation.

In May 1996, heset aside some timefrom his busy scheduleto enroll in the GEDprogram. RosiaJoyner, in the learninglab at CCC, helpedSammons get into theprogram. What's sounusual about this?Mr. Sammons is 70years old and attended his last year ofschool in 1941.

Early in World War II,Sammons went to work for the rail-roads at the age of 16. The railwaysupervisor spoke to his parents andencouraged them to let him comework for the system. Sammons helda job with the railroads for 47 years.Starting as a telegrapher and ticketagent, he worked his way upthrough the ranks, working as a traindispatcher, chief dispatcher, trainmaster, and ending his career as anassistant superintendent. He workedin North Carolina, Florida andVirginia and changed areas of resi-dence as often as anyone in the mili-tary. He's lived in New Bern since1988 and loves the community.

Continuing his education was apromise he made to himself and hisfamily. Sammons has three childrenand six grandchildren. All three ofhis kids attended college: one sonhas a BS in nursing, another is a

emoc.... 0

Joseph Sammons takes a 'time out' From working at hiscomputer. Among his current projects is an autobiography.

supervisor for the local power com-pany. His daughter, a licensed realestate agent, attended LSU and theUNC school of business inCharlotte. Sammons is a Shriner, aRotarian, a Notary Public, and hasalso passed the real estate licensingexamination.

"If I am an inspiration or if Ican offer encouragement to others, Iwill have done what I wanted to doand I will be happy," he said.Sammons has several goals. He willpursue his two-year degree atCraven Community College andcontinue to a four-year institution.From there, he will proceed towardshis master's degree. He is also writ-ing his autobiography. What driveshim on? Sammons says he feels wecan never learn enough. He readseverything that he can and he says,"There is so much we cannot learnin a lifetime, but we can make theeffort." He adds that he's "justscratched the surface."

The community college offeredSammons many alternatives. "Thecollege can give people what theyare looking for," said Sammons."Everyone is friendly and willing tohelp you. When I first started,Rosia and Don King, the eveningcounselor [and GED Examiner],made me feel welcome and gave meencouragement." He credits themwith making his transition into col-lege a smooth one.

Sharon K. Collins is the Directorof Communications at CravenCommunity College in NewBern, NC.

Give your ADULTS with SPECIALLEARNING NEEDS the help they

need to pass the GED test!

/RS LARGE PRINTEducational Materials

Opening Up The World ofOpportunity

LRS... Providing custom-made en-hanced LARGE PRINT copies ofthe following publisher's GEDPreparation Materials...

KET GageGlencoe Cambridge

Contemporary Steck VaughnSouth-Western

LARGE PRINT reproductions ineasy-to-handle formats with sturdy

textbook bindings!

Library Reproduction Service800-255-5002

GED Items January/February 1997. Page 3

a..

A R(.414,41 PIA,S440% .104

4-tqg Scep,ett 5Ittotef14 Qt_

matt 4% g.41,4 E.MICHIGAN PRESCRIP-TIVE PROGRAM SERIESIN MATH AND ENGLISHThis program for high school stu-dents and adults in basic educationclasses is useful in any setting whereadults need to assess or upgrade theirEnglish and/or Math skills, such asfor job training, correctional institu-tions, as well as college-level reme-dial classes.

The Series utilizes untimed pretestswhich are scored quickly using aunique template; score data isentered onto the Prescriptive Sheetto identify areas which have beenmastered, while pinpointing thoseneeding further study. The StudyGuides (workbooks) provide in-structional reviews of all concepts,along with exercises and an answerkey. The pretests can be re-adminis-tered to chronicle a student's progress.

English Study Guides (workbooks)cover three areas of English skills:grammar (nouns, capitalization,verbs, modifiers, pronouns, preposi-tions), punctuation (commas, semi-colons, colons. apostgrophes, andhyphens) and word skills (synonyms,antonyms, homonyms, plurals, andspelling).

Math Study Guides (workbooks)cover a multitude of basic skills:addition, substraction, multiplica-tion, division of whole numbers,fractions, decimals, and percents, aswell as more advanced topics of sim-ple and compound interest, readinggraphs and charts, number systems,and elementary algebra and geome-try concepts.The 1996 Edition incorporates newfeatures to facilitate use..

ACADEMIC THERAPY PUBLICATIONS

20 COMMERCIAL BLVD.

NovATo, CA 94949Call Jar details. 1-(800) 422 7249

Are you ready for the distance

learning revolution?Two new publications are available to help you understand the evolv-ing nature of tomorrow's learning society. The Guiding Principles forDistance Learning in a Learning Society are meant to assist educatorsin the development and delivery of distance learning courses. TheDistance Learning Evaluation Guide offers a practical checklist for usein evaluating programs, courses, and modules. Key questionsaddressed by these publications include:

How can quality be assured in the development and delivery ofdistance learning?How will advances in technology affect education and training?

The publications are available as a set for $20.00 from the AmericanCouncil on Education, Central Services, Dept. ITM, One DupontCircle, NW, Washington, DC 20036-1193. Payment must accompa-ny orders to receive this special price; for credit card orders, fax (202)833-4730.

Don't let the revolution take you by surpriseorder your copies today.

"Many persons think that by hoarding money they are gaining safety forthemselves. If money is your only hope for independence, you will neverhave it. The only real security that a person can have in this world is areserve of knowledge, experience, and ability. Without these qualities,money is practically useless."

Henry Fordinventor/industrialist

Page 4 January/February 1997

BEST COPY AVAILABI F

GED Items

b

Annual Data Collecting...What's it to You?How many adults took the GED Tests last year? Howmany of them passed? Are more adults using special editions

of the GED Tests than in previous years?

by Debra Louallen-Cole

These and other importantquestions are answered eachyear in the annual report,

Who Took the GED? GEDStatistical Report (we often call it theAnnual Statistical Report or ASR).Reporting data from all participatingstates, provinces, and territories, theASR presents a clear picture of GEDand jurisdiction participation. Itshows, for example, that in 1995more than half a million adults inthe United States and Canadaearned General EducationalDevelopment (GED) credentials, thelargest number in the 54-year histo-ry of the program.

In addition, the 1995 totalbrings to more than 12 million theestimated number of people whohave received GED credentials since1949. More than 20 million adultshave taken the tests since they werebegun during World War II.

To publish an accurate statisticalreport, the GED Testing Service(GEDTS) must have complete juris-dictional data. GED Examiners andGED Administrators play a criticalrole in making sure the ASR is

Who Took the GED? GED1995 Statistical Report (item no.250795), is available for $20 plus $5shipping and handling, from:

GED Fulfillment ServiceP.O. Box 261

Annapolis Junction, MD 20701(301) 604-9073 (phone)(301) 604-0158 (FAX)

The new report, Who Took theGED? GED 1996 Statistical Reportis available in June, 1997.

accurate and published on time.How can you help?

Keep complete and accuraterecords of all GED testing atyour center. See Sections 2.3-2,4.4-1, and Appendix 6A of the1993 GED Examiner's Manual.

Report your testing statistics ontime. January 15, 1997 was thedeadline for Chief Examiners tosubmit statistical report forms tothe GED Administrator in thefollowing jurisdictions: Alabama,Alaska, Delaware, Georgia,Idaho, Illinois, Iowa, Kansas,Louisiana, Maine, Massachusetts,Michigan, Minnesota, Nebraska,Nevada, New Hampshire, NewMexico, Rhode Island, SouthDakota, Tennessee, Utah,Vermont, Washington, WestVirginia (except for the 19 cen-ters participating in the pilotscoring project), Wisconsin, andWyoming.

Submit a statistical report whena center closes. If your GEDTesting Center was closed beforeDecember 31, 1996 and is locat-ed in one of the above jurisdic-tions, you must also submit areport.

As always, contact your GEDAdministrator or the GED TestingService if you have questions orconcerns.

The GED Testing Service iscurrently exploring new and moreeffective ways to disseminate theGED Annual Statistical Report.

Testing center staff will be hearingmore about these innovations in thecoming months.

With the 1999 ASR, we willreport race, ethnicity, and genderdata for the 1998 calendar year.Please work with your GEDAdministrator to begin preparing forthis now You can make a differ-encereport your numbers accu-rately and on time!

Debra LouallenCole is theProject Manager for the PolicyResearch team at the GEDTesting Service.

ATTENTIONTEACHERS!!!

Order the NewLEARN MATH QUICKLY

andLEARN WRITING QUICKLYVideotapes for your classroom

STUDENTS LOVE THEM!

Easy to understandQuick resultsClassroom provenExtremely effective fortest preparation,especially GED Tests

For your FREE PREVIEW TAPE

Please write:

LEARN QUICKLYP.O. BOX 588

SOLANA BEACH, CA 92075

or call: (619) 259-9662Visit our web site @

http://www.id-m.com/leamquickly/


Teaching Tips: Test 3, Science

Science Objectives, Teaching and Testing:

Supporting the Goal of Scientific Literacyby Burton E. Voss

current progress in K-12science is being driven bysolidification of science

education goals. President Bush's1989 ("by the year 2000, U.S.students will be first in science andmathematics") and PresidentClinton's version of Goals 2000were conceived to develop nationalstandards and testing to determine ifstudents were attaining the goals.These plans were followed byvigorous efforts of national groupsthat developed Science for AllAmericans and Benchmarks forScientific Literacy (AmericanAssociation for the Advancement ofScience, 1990 and 1993); TheNational Science Education Standards(National Research Council, 1996);Scope, Sequence and Coordinationand the Handbook of Research onScience Teaching and Learning(National Science TeachersAssociation, 1989 and 1994). Theseare significant examples of thedriving forces in Science Educationthat will propel American studentsinto the 21st century.

The National Science EducationStandards support the national goalof scientific literacy for all students.Increased scientific literacy willbenefit our society: citizens will beable to use scientific principles andprocesses in making personaldecisions and experience therichness and excitement of knowingabout and understanding the naturalworld. Economic productivity willincrease in a society that is becomingincreasingly dependent on scientificand technological skills and peoplewill be able to engage intelligently in

public discourse and debate aboutmatters of scientific andtechnological concern.

Scientifically literate students

and adults can use their

knowledge to understand the

world around them and to

guide their actions.

Goals and ObjectivesThe author has had considerable

recent experience in incorporatinggoals and objectives of scienceeducation into a high school scienceproficiency test. The followingobjectives framework describes theactivities in which scientificallyliterate persons engage: usingscientific knowledge, constructingnew scientific knowledge andreflecting on scientific knowledge.These activities encompass the needfor science education objectives toimprove student understanding ofscience, to develop inquiry skills,and to be able to justify claims aboutthe uses and abuses of science andtechnology.

Teachers are encouraged tomake their teaching, their classroomactivities, and testing proceduresmore congruent with the scienceeducation reform objectives nowunder way.

Using Scientific KnowledgeScientifically literate students

and adults can use their knowledgeto understand the world aroundthem and to guide their actions.

Important types of activities that usescientific knowledge includedescription and explanation of real-world objects, systems, or events'prediction of future events orobservations; and the design ofsystems or courses of action thatenable people to adapt to andmodify the world around them.

Samples of high school usingobjectives are:

Explain the process of foodstorage and food use inorganisms.Explain and predict generalweather patterns and storms.Explain why seasons occur onearth.Explain how mass is conservedin physical and chemicalchanges.Describe general factorsregulating population size inecosystems.

Constructing New ScientificKnowledge

Scientifically literate students arelearners as well as users ofknowledge. With scientific literacycomes the ability to ask questionsabout the world that can beanswered by using scientificknowledge and techniques.Scientifically literate can alsodevelop solutions to problems thatthey encounter or questions theyask.

In developing solutions,scientifically literate students may usetheir own knowledge and reasoning

continued on page 8


GED materials

tI

as unique as

the peoplewho use them

Complete GEDPreparationReading Levels 8-12This affordable best seller haseverything a candidate needs tosucceedup-to-date instruction,

authentic practice, even test-taking tips to build confidence.Fully explained answers make it the ideal choice forindependent study.

Steck-Vaughn GED104Steck-Vaughn GED

Exercise BooksReading Levels 8-12These proven performers offer in-depth instruction andextensive practice in specific subject areas, along with anunmatched money-back guarantee. Your learners pass theGED, or we refund your money.

Mathematics

literature & the Arts'Wnting Skills

Science

L '

CCD_ AkkcIsh

Social Studies

Specific products meetspecific learner needs

L

Me.

6111 SAII I ISOM:

LITERATURE& THE ARTS

NAll 11111K

SOCIAL STUDIES1,1) SAll.l. BOOK

SCIENCE1.1.11 Sh11.1

THE ESSAY,All. I IMO,.

MATHEMATICS

.1.1sWRITING

,11,tis .,WO.

WO.

-Isselem.GED Skill Books NEW1Reading Levels 8-12Forty-eight page workbooks help learnersfine-tune a specific skill without excessclutter and expense. Eleven titles breaksubject areas into two or three smallerareas, so learners can focus on just theskills they need.

Order toll free 1-800-531-5015Va

4116

)6:4 Visit our Web sitefor special offers,

www.steck-vaughn.com0

information,and more!

?c4e In

STECKVAUGHNCOMPANY'ELEMENTARY SECONDARY ADULT LIBRARY

P.O. Box 26015 Austin, TX 78755

Award WinningACE-MATHVideos!

Eight mathseries in all!From Basicto Calculus!

Basic Mathematical SkillsBeginning Algebra

Intermediate Algebra - College AlgebraGeometry -Trigonometry

Calculus Probability & Statistics

"The students love them. Math test scoreshave improved, so everyone is happy!"

Suzanne DuPlantierAdult Ed SpecialistBaton Rouge, LA

"* * * *" Video Rating Guide

"The best tapes on the market"California Mathematics Council Quarterly

"Highly Recommended"Library Journal

Only $29.95 each!Includes rights to make up to two copies of each tape...

then check them out to students. just like a library!

Take the Mystery out of Grammar

THE GRAMMAR KEY

Adjectivesw h w

k m oAdverbs

Who Whatdoes did is was

Complete Teacher Pack $199.95(includes award winning computer software,combined instruction text and duplicatingworkbook with answer keys, duplicatingworkbook on diskette, 28-lesson video, andtwo student reference card packs.)

Classroom Duplicating Workbook $19.95Workbook on Diskette $49.95Instruction Text $19.95Spanish to English Text $24.95Stand-alone Video (80 min.) $39.95Computer Program $99.95Student Refrence Cards $19.9510 Computer Program Lab Pack $199.95Computer Program Site License $299.95

44 The beauty of this program issimpicity, consistency, and efficiency,'

Curriculum Manual, 1995

Video Resources Software11767 S. Dixie Hwy., Suite 222

Miami, FL 33156

1-888-ACE-MATHfor math videos

1-888-223-6284for Grammar Key

http://www.acemath.com

Science Objectives, from page 6

abilities, seek out additionalknowledge from other sources, andengage in empirical investigations ofthe real world. They can learn byinterpreting text, graphs, tables,pictures, or other representations ofscientific knowledge. Finally,scientifically literate students canremember key points and usesources of information toreconstruct previously learnedknowledge, rather than try toremember every detail of what theystudy.

Scientifically literate students

can describe the limitations of

their own knowledge and of

scientific knowledge in general.

Samples of high school constructingobjectives are:

Develop questions or problemsfor investigation that can beanswered empirically.Suggest empirical tests ofhypotheses.Design and conduct scientificinvestigations.Diagnose possible reasons forfailures of mechanical orelectronic systems.Recognize and explain thelimitations of measuring devices.Gather and synthesizeinformation from books andother sources of information.

Reflecting on ScientificKnowledge

Scientifically literate studentscan also "step back" and analyze orreflect on their own knowledge.One important type of analysis is thejustification of personal knowledgeor beliefs using either theoreticallyor empirically based arguments.Scientifically literate students canshow an appreciation for scientificknowledge and the patterns that it

reveals in the world; this ofteninvolves seeing connections amongdifferent areas of knowledge. Theymay be able to take an historical orcultural perspective on conceptsand theories or to discussinstitutional relationships amongscience, technology, and society.Finally, scientifically literate studentscan describe the limitations of theirown knowledge and of scientificknowledge in general.

Samples of high school reflectingobjectives are:

Justify plans or explanations on atheoretical or empirical basis.Describe some generallimitations of scientificknowledge.Show how common theories ofscience, mathematics, andtechnology apply in real-worldcontexts.Discuss the historicaldevelopment of key scientificconcepts and principles.Evaluate alternative long rangeplans for resource use andbyproduct disposal in terms ofenvironmental and economicimpact.Recognize the contributionsmade in science by cultures andindividuals of diversebackground.

New Test FormatsNewer types of item formats

have included the cluster problem,the text critique, and theinvestigation. A cluster problemrepresents a real-world context andasks a series of questions about it. Inmost cases the problem will includefour multiple-choice and oneconstructed response (short answer)which will involve all three kinds ofactivities defined in the frameworkdescribed in this article. A clusterwould have to include: at least three


Page 8 January/February 1997C

GED Items

Security Task Force, from page 1

the team include a former GEDAdministrator and that the monitor-ing activities take place in additionto the annual site visits, inservicetraining and other compliance mea-sures developed by each jurisdictionto meet current GEDTS securityrequirements.

High Level InvolvementThe task force noted that GED

program issues merit greater atten-tion at the upper administrative lev-els. Chief state school officers, col-lege deans and presidents, superin-tendents, and wardens need to be"up to speed" on the major issuessurrounding the GED Tests, espe-cially the importance of test security.Panel members said that GEDTSmust orient top-level educationalprofessionals toward a more accurateunderstanding of GED programneeds and benefits and urgedGEDTS to obtain across-the-board,senior-level commitment to the pro-gram by requiring senior institution-al officers to be signatories in theannual contracting process.

Transporting with CareMembers of the group agreed

that the GED program must changethe way that addendum sites are

viewed, evaluat-ed,selected,moni-tored, andadministered.

The taskforce deter-mined that per-manent staff atthe addendumsite should berequired to signonto the testsite securitymemorandum.The paneladded that all GED Administrators Delane Boyer (North Carolina) and Patricia Ta'ani

addendum site (Virginia) reviewed GED security practices at a December meeting.

personnel must be employed by thehosting Official GED Testing Centerand be registered with GEDTS.

Improved Distribution MethodsMembers of the task force said

that GEDTS must notify each GEDTesting Center when secure materi-als are shipped and include an esti-mated time of arrival on the notifi-cation. This procedure is one amongseveral that will be implementedimmediately. The panel also said thatGEDTS should enclose a check-inreport to the testing center, ratherthan a simple packing list, and add adescription of the check-in process.

TrainingGEDTS was directed by the task

force to continue and expand theproduction of staff training materials,including videotapes, examinationsfor Chief and Alternate Examiners,and case studies to aid inservicetraining. States, provinces, and ter-ritories, they said, will support thisactivity by continuing to hold annualjurisdiction-wide meetings, inservicetraining at GED Testing Centers,and one-on-one and low-ratio train-ing of all new GED Chief andAlternate Chief Examiners on anas-needed basis.


asteringthe G E DComputer study program.

INSTRUCTIVISIQN"The Academic Advantage"

Developed in collaboration withthe National Association ofSecondary School Principals.

Package includes all fivesubject areas: Writing, SocialStudies, Science, Mathematics,Literature and the Arts.

Includes three "practice tests" foreach subject, skill builders andreview of essential skills.

* Order before Dec. 31, 1996 and get 10% off site license.

/Colorful graphics

/Test & Tistorialmodes

/Hints C.9' strategies

/Site license under$1000.

/Mac & Windows

I I I : :

GED Items January/February 1995 Page 9

Science Objectives, from page 8

items that address using objectives,at least one item that addresses aconstructing objective, and one thataddresses a reflecting objective.

With scientific literacy comes

the ability to ask questions

about the world that can be

answered by using scientific

knowledge and techniques.

The investigation questionsfocus on experimental design and,thus, on constructing objectives.Students read a report of a scientificexperiment and then are asked torespond to two constructed responsequestions about the report thatcovers constructing objectives only.The questions evaluate studentability to find flaws in the design ofthe experiment and give suggestionsfor correcting the flaw(s).

The text critique or textcriticism item format asks studentsto read a passage from the popularpress (newspaper or periodical) andthen respond to two or threeconstructed response questionscovering only reflecting outcomes.

Suggestions for TeachingTeachers of students at all age

levels need to be alerted to the kindsof teaching strategies that can assistpersons in acquiring the knowledgeand skills that are essential for themto do well .on new forms ofassessment.

The following teachingstrategies will give the students theopportunity to do well.

Students should:

1. Discuss current scientific eventsthe read in newspapers andmagazines or view on television.

2. Design a science project,conduct it and write a report.

3. Take essay tests.

4. Take cluster-type format sciencetests (a problem, followed byfour multiple-choice questions,plus one essay question).

5. Make diagranis to explain theirthinking.

6. Write directions or proceduresfor other students to follow.

7. Use charts, tables, graphs, ordiagrams to interpret data.

8. Write an explanation of aphenomena they observed (e.g.,a tornado).

9. Discuss contributions to sciencefrom cultures and individualsfrom diverse backgrounds.

10. Make judgments and explaintheir reason(s) on how to solve areal-life science problem (e.g.,pollution)

11. Make predictions based on data.12. Formulate questions/problems

to be investigated.13. Critique the results of an

experiment or investigation.14. Apply their knowledge to

everyday science experiences.15. Explain data by applying

scientific principles.16. Outline their thinking by

making concept maps.17. Develop problem solving and

inquiry skills.

These, then, are suggestions forgoals, objectives, teaching strategies,and testing procedures that can helpstudents achieve the goals establishedby the national science educationstandards.

Burton E. Voss is ProfessorEmeritus at University ofMichigan and chairs the NationalScience Teachers Association

Assessment Subcommittee. Awidely published authority onscience curriculum and assessment,

Dr. Voss is also an educationalconsultant with the State ofMichigan.


Secure Storage ImprovementsAmong the topics reviewed in

detail was test center storage ofsecure testing materials. The taskforce unanimously recommendedthat GEDTS get more specific aboutstorage requirements for secure test-ing materials and require the filecabinet where secure materials arekept to have a sidebar lock to whichonly the Chief Examiner andAlternate Chief Examiner have keys(such locks cost about as much as"the C1ubTM" does for your auto-mobile). The sidebar locks come inseveral standard sizes and fit a widevariety of file cabinets. CurrentlyGEDTS requires that tests be storedin "a sturdy, locked file cabinet orsafe, accessible only to the ChiefExaminer and Alternate ChiefExaminer," (GED Examiner'sManual, Section 4.3-4.)

11,15.*.i 11,-4=

Nancy Edmunds last year instituted broadchanges in Examiner training and testsecurity in her home state of California.

Personnel QualificationsThe Security Task Force exam-

ined the current qualificationsrequired of all personnel chargedwith operating an Official GEDTesting Center. They recommendedthat GEDTS require all newlyappointed Chief Examiners, withoutexception, to hold at least aBachelor's degree and that GEDTSdiscontinue the practice of waiving



Music, Drama AugmentClassroom Learning, Attitude

GED-prep and ABE students atBroward Correctional Institution inPembroke Pines, FL are benefitingfrom the use of musical and dramaticelements in an educational setting.Their instructor, Jack Ruff, says,"We're presenting life skills to thestudents in many diverse ways."

Members of the ABE and GEDprograms at Broward CorrectionalInstitution recently performed asong and a one-act play. InmateYuonne Smith re-wrote the wordsto the current popular song, "IBelieve," to reflect how her newinterest in education and learninghas improved her outlook. Thegroup hopes to perform more musicsoon.

For more information, Jack

Ruff, Education Department,Broward Correctional Institution,P.O. Box 84-8540, Pembroke Pines,FL 33084.

Roster of GED AdministratorsBoasts New Names

The staff of the GED TestingService extends its thanks and bestwishes to the following GED

Administrators who retired or leftthe program during 1996. Many ofthem saw GED through two decadesor more of tremendous growth. Hatsoff to Connie Munro, AK; PatTaylor, AZ; Robert Cervantes, CA;Karen Torp, CO; John Lawrence,FL; Mary Ann Corley, MD; BurneyBouslough, NE; Donna Lane, OR;Donna Spalding, TN; MurrayMeszaros, UT; Dean Gagnon, WI;Len Badcock and Lenore PerryNewfoundland; Douglas Pelchatand D.H. "Mitch" Mitchell, CanadaForces.

New to the family of GEDAdministrators are: Jeff Cohen, AZIT (602) 542-5802; Mary

Willoughby, CO '22 (303) 866-6743;

Jacqueline Brown-Baxter, MD12 (410) 767-0538; Vicki Bauer,

NE 'zt (402) 471-4806; KathleenCole, WI (608) 261-6335; VirgKollar, Kwajalein 'a (805)238-7994ext. 1078; Alfred Capelle, MarshallIslands u" (692) 625-3394;

Christiane Blanchette, CanadaForces s" (613) 996-2429; Helen

Banfield, Newfoundland ' (709)729-2999.

Upcoming ConferencesTeachers of English to Speakers

of Other Languages (TESOL)Annual Meeting gets under way inOrlando, FL, March 11-15.

TESOL, 1600 Cameron Street,Suite 300, Alexandria, VA 22314.

National Conference on FamilyLiteracy takes place in Louisville,KY, April 20-22, with preconfer-ence workshops April 17-18.

NCFL (502) 584-1133.

COABE '97 hits Detroit, MI,May 28-31. Iv Gloria Mills (810)

340-6841.

AAACE '97 meets this year inCincinnati, OH, November 9-11.s" Judy Scherrer (513) 887-5021.

"Change in the world emanates from the inside outnot from the outsidein; therefore the highest calling that one can have is to understand one'sself, particularly in relationship to consensus reality."

Todd Rundgrenmusician/producer/computer software designer

The KET/GED SERIES forThe award-winning KET/GED Series has helped thousands of learners prepare for

The series' 43 half-hour video programs with accompanying workbooks help stu

strengthen their reading, writing, math, and test-taking skills.

Instructors find the KETIGED Series videotapes ...

flexible and self-pacing

student-friendly, using familiar, easy-to-use technology

effective with multiple learning styles

helpful in freeing valuable instructor time

excellent for students who are ready for independent study.

Call (800) 354-9067 today for your free KETIGED Series preview packag


Massachusetts, from page 2

"and there is a stronger workingrelationship between the K-12 pro-gram and GEDTS."

David Merkowitz, Director ofPublic Affairs for the AmericanCouncil on Education, lamented theBoard's January decision as a lostopportunity "to evaluate the effec-tiveness of the different high schoolcurricula offered across the state andto 'benchmark' the performance ofMassachusetts high school seniorsagainst a national standard."

As national standards and pro-posals for improved links betweenK-12 and postsecondary educationrise to the forefront of our nationaldiscourse, we expect more jurisdic-tions to propose similar studies.Should you become aware of anysuch discussions in your jurisdiction,please contact me.

Joan Auchter is the InterimDirector of the GED TestingService and directs the TestDevelopment unit.


that requirement for new ChiefExaminers who have "equivalentexperience." Under the task force'sguidelines, the "equivalent experi-ence" standard for Alternate ChiefExaminers would be a minimum offour years' standardized testing expe-rience and an Associate's degree.

Currently practicing GEDExaminers would be exempted fromthe new, more stringent, require-ments under a grandfather clause.

Next StepSeveral of the recommendations

described above will be implement-ed immediately, while others areslated for presentation to the entirebody of GED Administrators at thisyear's annual meeting in SanAntonio, TX. Additional recom-mendations may be considered atthat time.

The meeting provided a dynam-ic and productive exchange of ideasand experiences. All the participantscame away with a feeling of accom-

Larry Goodwin, the GED Administrator ForPennsylvania, takes a break From theserious discussion.

plishment, fellowship and renewedvigilance for the protection of theintegrity and validity of the GEDcredential.

Mary Catherine "Cathy" Allin isthe Coordinator for the ClientServices team at the GED TestingService.

ILLS '0N lltui3dDa tiolSutiseiy

GIVdaStisoci sn

uope.quEsio 39cadtioN

aoVISOclansanball NOI LDdZI2iOD ssniaav

0 I I-9£00Z JG NO,LONIHSVAL1OSZ 3Llfls JAN Timm liNioana allo

Nouvonaa NO lIDNIIOD NvonowvaDIAllaS DNIIS31, iNalsrdo-lanau INTNOLLVD11Cla -nnialsmo

stualIU39

GEDItem Smore than 24,000 readers

VOLUME 13, NUMBER 2 AMERICAN COUNCIL ON EDUCATION MARCH/APRIL 1997

Resources Now in Place to Aid Victimsof "GED for Sale" FraudmongersCandace-Cooke* called the GED Administrator for herstate to find out why she hadn't received her diploma."I took the test in January" she said, "and the school sentme a letter saying I passed." But her records were nowhere

to be found.

As Cooke's tale unraveled,Larry Goodwin, GEDAdministrator for

Pennsylvania, discovered the wholestory. Cooke had paid a New Yorkfirm $150 to take a course and testfor the GED at home. The results,she was led to believe, would get hera GED credential in her home state,Pennsylvania. "She wanted me tosend her a diploma," Goodwinrecounts. "Of course, I explained toher that we don't do business thatway. Now she just wants her moneyback, and I don't blame her."

At the American Council onEducation (ACE), which operatesthe GED Testing Service (GEDTS),Receptionist Alice Khalif noticed atroubling trend in the calls sheanswers each day. "People respondto ads and send in their money, find-ing out too late that the ads arebogus. Their next step is to call us,and there's not too awfully much wecan do that that point."

Brenda West* saw an ad forGED diplomas in her local MailboxShopper and called GEDTS inWashington to find out whether theadvertisement was for real. The ad

promised a four- to six-week courseand "EZ Payments."

Imitation is often called the

sincerest form of flattery, but

the adage doesn't hold true

when people are led to believe

that one can buy a GED

diploma.

Lately, calls such as this oneseem to be on the increase, so Aliceand interim Outreach Director SteveSattler went to work on a plan ofaction and brought it to the GEDTSleadership for approval.

After gathering the details ofBrenda West's story, Steve did a littleinvestigation of his own, then fol-lowed up with the State AttorneyGeneral's Consumer Protection divi-sion. "I called the number listed inthe ad," he reported. "I was toldthat I could receive a GED in themail after paying $180 and complet-ing eight courses."

As a result, the company nowfaces an investigation.

* The victims' names were changed to protect their privacy.

Steve says that the fraud is oftenblatant: "One victim told us that sheasked the company representativewhat would happen if she didn't passthe exam, and the spokesmanresponded, 'Did you send in yourfinal payment?' She told him shehad. 'Then don't worry,' he replied,`you'll pass.'"

The action plan includes aresource list of state and local con-sumer protection services. "Nowwhen these fraud victims call us,"says Alice, "we'll be able to referthem to a local agency that can pos-sibly provide some satisfaction forthem."

In addition, Steve penned a let-ter and fact sheet which is being dis-tributed to newspaper advertisingdirectors.

What can members of the GEDcommunity do to help make sure

continued on page 7

Inside ItemsFor GED Examiners 9

From the Director 2


News and Notes 5

Teaching Tips 6

Plus...

Iowa's Amazing Rate 5

U.S. Consumer Contacts 8

THE NEWSLETTER OF THE GED TESTING SERVICE

,5BEST COPY AVAILABLE

_ -

GEDTS Alive and Well with ACEby Joan Chikos Auchter

While many of us in theimmediate GED familyhave shared information

about the future of the GED TestingService (GEDTS) in meetings, byletters, and by phone, others havemissed out on some of the conversa-tion. Many of you may still havequestions like these I hear:

"Will GEDTS remain at ACE?""Why did ACE review its rela-

tionship with GEDTS?""Will there be changes for

those of us in the field?"First, on February 23, 1997,

ACE reaffirmed its commitment toGEDTS. Dr. Stanley 0. Ikenberry,President of the American Councilon Education (ACE), recommendedthat ACE retain GEDTS; ACE'SExecutive Committee and Board ofDirectors approved.

Writing to the GED Admin-istrators, Dr. Ikenberry said,"Youpresented many cogent reasons forkeeping GEDTS at ACE, amongthem that the value of the GED Testlies in the states' credential. Yourstrong support of ACE'S continuedownership of GEDTS also con-vinced me that we, as partners, havethe ability to work together to pro-mote and develop our long-standingpartnership in adult educationalassessment and credentialing. I lookforward to building on the newlygenerated momentum and enthusi-asm for our continued partnership."

Second, it's important to thehealth of any organization to period-ically review itself. With Bob Atwellretiring as ACE President, the ACEBoard examined the mission align-ment and financial viability of everyACE department. As a result, somelong-established departments weredisbanded.

Atwell retained LeibmanAssociates, Inc., a management con-sultant firm, to review GEDTS' mis-sion alignment and financial opera-tional systems. The Leibman report,delivered in September, 1996, con-firmed that the missions of ACE andGEDTS are aligned and identifiedGEDTS' core competencies as testdevelopment and delivery.

"We, as partners, have the

ability to work together to

promote and develop our long-

standing partnership in adult

educational assessment and

credentialing."

Stanley 0. IkenberryACE President

Dr. Ikenberry also affirmed themission alignment. As he's fond ofsaying, "ACE is the AmericanCouncil on Education, not theAmerican Council on HigherEducation." Because six of every 10GED graduates plan to continuetheir education, the GED diploma isa bridge to those institutions.

The management review high-lighted necessary actions for stabiliz-ing GEDTS' financial footing,including cutting costs and raisingadditional revenue.

GEDTS is taking many steps toreduce costs, the most significant ofwhich is ending direct scoring inJune, 1997. Because we are struc-tured to develop and deliver highquality tests, we could not competesuccessfully with other organizationsthat provide scoring and do it well.Other cost savings focus on how we

print, package, store, and distributematerials, and on test constructionand validation.

Reducing costs is not enough.GEDTS owes ACE more than sixmillion dollars on a loan used tobuild the 1988 series tests. WhileACE will recover most of its invest-ment, the balance won't be repaiduntil 2000, the last year these testsare leased to GED Testing Centers.In examining its financial commit-ments, ACE has found that it can nolonger finance such large-scale,long-term loans. Therefore, we mustend our financial reliance on ACE.We've also learned that while ourcurrent pricing covers operationalcosts, it doesn't cover developmentcosts or adequate test security.

The GED 2000 Series Tests aretargeted for preview release in 2000,with January, 2001, as the dateexaminees will take the tests for thefirst time. There are research costsassociated with the new tests, inaddition to the cost of developingand producing new forms of thetests each year. Our partnership withthe states, provinces, and territoriesrequires flexibility and the capacityto rotate three unique forms yearly.

Test security is the Achilles' heelof any major testing organization.Leibman's report states, "althoughGED is taking steps to address this

continued on page 4

GED Items (ISSN 0896-0518) is pub-lished bimonthly by the GED TestingService of the American Council onEducation (ACE). GED Items is notcopyrighted. Readers are invited to copyany articles not previously copyrighted.Credit should be given in accordancewith accepted publishing standards.

Editor: Lisa Richards HoneAdvertising Manager: Lisa Richards HoneCirculation Manager: Debra Louallen-ColeCirculation Assistant: Zenitta Jones

Michele Tolela Myers, ACE BoardChair; President, Denison UniversityStanley 0. Ikenberry, President, ACEJoan C. Auchter, Interim Director, GEDTesting Service

Page 2 March/April 1997

1EGED Items

BEST COPY AVAILABLE

"Problem Child" GED Graduate Excels in College

With Help for Learning DisabilitiesI've been "different" all my life. Other kids called me"freak," "weirdo," and "dummy." At home, I was "the

problem child." The school counselors were baffled by my

performance on achievement tests. I did very well ineverything but math, and excelled in reading and vocabulary.

Why wasn't I "working up to my potential" in the

classroom?

by L. Rusty Russell

Frustrated, my parents andteachers told me I was stupid,that I didn't try hard enough,

or I didn't study enough, and that Iwas lazy. For a long time, I believedthem, and resolved to try harder.

Dad was a physician and Momwas a college graduate, so shouldn't Ibe able to do the work? But tryingharder didn't help. Soon my frustra-tion began to express itself in fits oftemper and fights. I spent a lot oftime in the principal's and coun-selor's offices.

My parents tried bribery, pun-ishment, counseling, but nothingchanged. By the time I was in juniorhigh, I hated school. In class, I waseither bored or I didn't understandwhat was going on. When I did par-ticipate, I was dubbed disruptivebecause I asked too many questions.

Eventually, I stopped askingquestions. Most of the time I readmy own books I'd brought to class,or just daydreamed. I became invisi-ble, a loner with few social gracesand virtually no friends. I left schoolat 17 but I soon discovered I neededa GED to get a job. I took the testsin April, 1974, and, again, got highscores in everything (except math).But best of all, I was finally donewith school.

I got by in the work world by

hiding my "quirks"limited mathskills, easy distractibility, no sense ofdirection, inconsistent memory,short attention span, a tendency toblurt things out, trouble carrying outlong verbal directions.

To avoid being "discovered," Itook low-paying jobs with lowexpectations. Unfortunately, thesesorts of jobs are notoriously boring,frustrating, or both. I went from jobto job, seeking one that suited mytalents and obscured my deficiencies.

As the years passed, it becameharder to find a job I could do thatpaid a living wage. I needed a col-lege education to compete. It wasanother year or so before I found thestrength to confront once more mygreatest source of pain and fearschool.

The university offered a studyskills class and I took it, hoping itmight solve one of my biggest aca-demic problems. They didn't teachyou how to study when I was inschool. It was a good class but itdidn't seem to help me.

For two and a half semesters, Istruggled on, until I heard that Imight get some help from the Deanof Students. So I made an appoint-ment. When I explained my diffi-culties to the counselor, I was sur-prised to learn I could be tested for a

learning disability, whatever thatwas, but I would have to wait almosta year for a testing date.

When the results were in, theytold me I had a math learning dis-ability. I'd always known somethingwas "wrong;" I just didn't know ithad a name. Now it was official,now people understood when Iexplained my problem. The real sur-prise, however, was the diagnosis ofAttention Deficit HyperactivityDisorder (ADHD). I didn't have anyidea what that meant at the time,and the psychologist didn't explain itvery well.

I was in shock. The only partthat penetrated for a while was thepart about it being something overwhich I had no control. There was areason why the problem childthefreak, the weirdo, the dummywasthe way she was. And it wasn't herfault!

My parents tried bribery,

punishment, counseling, but

nothing changed. By the time

I was in junior high, I hated

school.

I began reading everything Icould find on ADHD and learningdisabilities (LD). This monster had aname and I was going to learn all I

could about it.It turned out to be a painful

process that brought up lots of diffi-cult memories and two recurringquestions common to those who arediagnosed late in life: How comeno one saw what was wrong? Andwhy didn't anyone help me? I alter-

continued on page 4

GED Items March/April 1997m Page 3

Learning Disabilities from page 3

nated between relief and despairmuch of the time.

Impulsivity (verbally and physi-cally), easy distractibility, procrastina-tion, difficulty getting organized, alow tolerance for frustration, restless-ness, and a tendency to worry end-lessly are some of the ways ADHDmanifests itself in my life. Vital tomy efforts at managing my ADHDare education and structure.Educating myself about the disorderand its management remains anongoing process.

How come no one saw what

was wrong? And why didn't

anyone help me? I alternated

between relief and despair

much of the time.

Because I remember visual cuesbetter than verbal ones, I try to inte-grate as much structure as possibleinto my everyday life using things Ican see: lists, color-coding, post-itnotes, appointment books, alarmwatches, etc. These mechanismshelp to provide the external controls

I need to compensate for my unreli-able internal controls. I've also triedmedication in combination withother management' strategies, bothon a regular basis and as needed, andcurrently use it only as needed. Sofar it's worked pretty well.

One of the hardest things aboutthis disorder for me is its invisibility.The fact that you can't see ADHDor learning disabilities, and the diffi-culty in explaining them is at once ablessing and a curse.

Even now, realizing that my dis-ability is permanent, that I will neverexcel at certain things, can still havea depressing effect on me. But I'velearned to cope with, or manage,most of the more annoying symp-toms, to enjoy those that are useful,and to find a bit of humor in the restof them.

Rusty Russell learned she had amath learning disability andAttention Deficit Hyperactivity

Disorder two years ago, at age 40.She is now a full-time studentmajoring in professional writing atPurdue University, where she

earns "mostly A's and B's."

Director, from page 2

issue, more must be done" and urgesthat we develop and implement awell-integrated security program. InDecember, we hosted a task force ofGED Administrators and ChiefExaminers to assess security issues intest administration, materials man-agement, personnel, and inspection.While the final design and imple-mentation of an improved securityplan will take time, these initiativesrequire significant investment.

To underwrite improved securi-ty measures, to fund the GED 2000series tests, and to sustain the finan-cial viability of the program, wemust modify our pricing structurewhich brings us to the questionabout changes for those in the field.

To explore the options for gen-erating the needed revenue, we metwith almost all GED Administrators.After examining program require-ments, the 73 Administratorsendorsed a fee increase, providing uswith both operational guidance andtremendous support. This increaseamounts to $5.00 per examinee inaddition to the current $3.00.

While we don't want to over-charge GED candidates, we must


The Official, GED Website is up andrunning!For accurate, up-to-date information from the GED Testing Service of theAmerican Council on Education (ACE) about:

* Test Specifications

* Minimum Score Standards* Program History

* Interpretation of Test Scores

* Answers to the Most Frequently-Asked Questions

...and more, "point" to us!

http: / /www.acenet.edu (ACE home)http: / /www.ace net. edu /Programs /CALEC /GED /home.html (GED home)

Page 4 March/April 1997 GED Items

News and NotesBoost Literacy Support with aBirthday Card!

Random House publishers, theNational Center for Family Literacy(NCFL), and local bookstores acrossthe U.S. are celebrating the Cat inthe Hat's 40th birthday all year long.

The stores will provide birthdaycards for the mischievous Seuss char-acter. For each card that a customerfills out and mails back to RandomHouse, the company will provideone book to a family literacy sitestarted through NCFL.

You can join in the celebrationand support family literacy programsat the same time. See your localbookstore for details and help morefamilies read together!

New Adult Education & TrainingBill Intro'd in House

The Employment, Training, andLiteracy Enhancement Act of 1997(H.R. 1385) was introduced thisspring by a bipartisan group of law-makers.

The bill picks up where thestalled CAREERS bill left off lastyear by consolidating more than 50employment, training, and literacyprograms into three block grants:one for adult employment and train-ing, one for the training of disadvan-taged youth, and one for adult edu-cation and literacy. Grants to stateswould be disbursed based on localeconomic and workforce priorities.

As written, the bill requires that85 percent of grant funds be spent inservice delivery, establishes core per-formance indicators, and directsstates to establish goals, benchmarksand measures.

H.R. 1385 has been approvedby the Education and the WorkforceCommittee and is expected to bebrought to the floor for considera-tion before the Memorial Day recess

Iowa's GED Pass Rate ExceedsNinety Percent!

Thanks to an integrated effortby ABE/GED instructionalprograms and the GED test-

ing delivery system in the state ofIowa, 92 percent of Iowa's 8,566GED test takers earned scores highenough to qualify them for a cre-dential during the 1996 calendaryear. An impressive 85 percentpassed the GED Tests on their firstattempt, while another seven percentpassed upon retesting.

In 1995, the total pass rate forIowa was 89 percent. This increase,a four percent change, represents thesingle biggest annual increase in thehistory of Iowa's GED testing pro-gram.

According to John Hartwig,GED Administrator for Iowa, "Iowahas always ranked in the top tenstates for GED candidates' pass rates.We believe that this high rate is due,to a large extent, to the fact that 94percent of Iowa's GED candidatesare direct referrals from instructionalprograms."

Official GED Testing Centersare established at each one of thestate's 15 community colleges.Transportation addenda are used toreach examinees in outlying areas.State GED regulations requirethat"walk-in" examinees must pass aGED Practice Test before they maybe scheduled for a testing session.Candidates referred from instruc-tional programs are also screened tomake sure they are ready to sit forthe seven hour and 35 minute exam.

If an examinee does not pass allfive subtests on the first attempt, heor she must wait six months beforeretesting, or an adult education pro-gram official must certify to theDepartment of Education that theexaminee has received additionalinstruction in the areas where he orshe did not earn qualifying scores.

Iowa's GED candidates areslightly younger, on average, thanthe program-wide average (24.7compared with 25.3) and more thantwo-thirds (68.73 percent) havecompleted at least the tenth grade.More than three out of five (63 per-cent) candidates reported that theywanted to earn a GED diploma toqualify for further education andtraining.

The minimum passing score ineffect for Iowa during the 1996 cal-endar year was a standard score of 35on each test and an average of 45.This standard is met by approximate-ly 70 percent of U.S. graduatinghigh school seniors.

For more information, contact Dr.John Hartwig, (515) 281-3636.

....., Amp-

:"41:-Ifr TEACHERS!!!

Order the NewLEARN MATH QUICKLY

andLEARN WRMNG QUICKLYVideotapes for your classroom

STUDENTS ,LOVE THEM!


30-Day Money Back Guarantee!

Please write:



or call: 888-LRN-FAST(TOLL FREE)

Visit our web site @http://www.id-m.com/leamquickly/

GED Items March/April 1997® Page 5

The GED Math Test:What Does it Take?by Myrna Manly

For the past few years (sinceleaving my position as theGED Mathematics Test

Editor), I have been consulting withagencies across the country thatwant to improve their math instruc-tion. From Maine to Iowa, I haveconducted workshops for teachersand supervisors. In my workshops, Ipresent ways to teach math thatfocus on problem-solving skillsrather than on the rote strategies ofcomputation.

To ensure that all participantsare aware that the GED MathematicsTest is a test of problem-solvingskills, I begin each workshop by ask-ing them to take one of the forms ofthe Official GED Practice Tests[published by Steck-Vaughn,(800)531-5015]. In addition to findingthe answers to the problems, I askthe participants to analyze the testand determine such things as howmany of the problems actuallyrequire the traditional paper andpencil algorithms, how many involvefractions, and how much algebra andgeometry are required.

When everyone has the realrequirements of the test in mind, Imake suggestions as to how theycould teach these concepts withoutwasting a lot of the students' time.Some of my suggestions are:

Teach estimation skills.Use calculators in yourclasses.

Integrate algebra as "general-ized arithmetic" from thebeginning of instruction.Encourage the use of com-mon sense to solve problems.

Certain questions and "chal-lenges" to my "suggestions" alwaysseem to arise during these work-shops. The following is a sample ofthose questions and my answers.

Q. How can you suggest that stu-dents use calculators in our classes whenthey are not allowed to use them on theactual GED Tests? Won't they becomedependent on them and need that"crutch" during the test?

A. I recommend that all stu-dents have a calculator at their desksat all times to use whenever theywant. This allows everyone equalaccess to the real stuff of mathemat-icsproblem solving. The studentslearn to perceive the calculator as atool to use whenever it is appropri-ate, not as a tool that will do every-thing for them. They learn that it isreally appropriate only for problemsthat require tedious computation.

Q. Why doesn't the GED TestingService allow the use of calculators on thetest?

A. There are issues of test secu-rity and equity that need to beaddressed satisfactorily before calcu-lator use can be implemented. TheGED Testing Service is planning toinclude calculator use with the newseries of tests that will be introducedbeginning in January, 2001.

Q. Many students come to our cen-ter for just a quick review of math,

because they need to take the GED Testswithin four to six weeks. What are themost important things to cover with thesestudents?

A. The most common weak-ness in math skills is the inability toapply computation skills to real-life

situations. Rather than reviewingcomputation, I suggest that you startwith word problems. Help studentsanalyze problems so they knowwhen to add, subtract, multiply, anddivide, and how to work through amulti-step problem.

Also, most students need tospend time learning how to writethe problem in mathematical terms.This is especially important to pre-pare for the "set-up" items (thosethat require only the method ofsolution and not the actual answer)on the GED Mathematics Test.Since there are usually many ways tofind an answer, students need to beable to recognize the correct answerchoice even if it differs from theirown method. Practicing this can bevery beneficial, since 25% of theproblems on each test form will beset-up items.

Q. Why is the test so tricky? Thequestions all seem to have a twist thatconfuses the student. Why don't they askthe questions straight out?

A. The test is not tricky. In fact,the GED Testing Service makesevery effort to insure that the prob-lems are straightforward, with onecorrect answer. However, the ques-tions are more than routine.Remember, this is a test of problemsolving, not of rote procedures. Eachitem represents a problem that needsa solution, not merely a routineexercise to be performed. In thisway, the test items measure theunderstanding of concepts, ratherthan the memorization of facts.

Myrna Manly is a mathematicsinstruction consultant and formerMath Test Editor for the GEDTests. This article has beenupdated from a popular article

which originally appeared in the

September/October 1991 issue ofGED Items.

Page 6 March/April 1997GED Items

2C

Fraud, from page 1

that diploma fraud schemes can'ttake advantage of uniformed con-sumers?

Notify the authorities if everyou become aware that someone inyour area is offering a "GED"through the mail. "The consumerprotection agencies at least have thelegal muscle and staff resources tomake something happen," says Steve."A copy to the GED Administratorwould also make sense since theAdministrator needs to know what'shappening in his or her jurisdiction."

"I was told that I could receive

a GED in the mail after

paying $180 and completing

eight courses."

Use the list on page 8 to referfraud victims to authorities who canoffer assistance. Other services maybe available in your area; perhaps alocal broadcast station has an inves-tigative unit or operates a hotline forvictims of deceptive trade practices.District attorneys, mayor's offices,county sheriffs, and local public ser-vice groups often provide similarservices.

Help spread the facts where youcanthe bulletin board in yourintake area, the Rotary Club lun-cheon, shopping venues, town halls.

There's only one GEDit'scopyrighted.GED Tests are offered only atofficially designated locationsnot by correspondence.You have to take five tests andmeet tough score requirementsto earn a GED diploma.GED diplomas can only beissued by your state, province, orterritory.The fee to take the GED Testsvaries, but never exceeds $60.The GED Tests aren't easyEach year to ensure their diffi-culty, they're administered to arepresentative sample of highschool seniors, 34 percent ofwhom fail.Imitation is often called the sin-

cerest form of flattery, but the adagedoesn't hold true when people areled to believe that one can buy aGED diploma. By educating thepublic and protecting the rights ofpeople who have been mislead bydeceptive practices, we're alsodefending the reputation of the realGED.

MOVING?Now's the time to tell us!Correct your current mailing label andforward it to:

Debra Louallen-ColeCirculation ManagerGED ItemsOne Dupont Circle, NW Suite 250Washington, DC 20036

Your help in reducing costs is appreciated!

Aw WiroginACE-MATIW s 1eits i



Intermediate Algebra College AlgebraGeometry -Trigonometry

Calculus - Probability & Statistics"The students love them. Math test scores

have improved, so everyone is happy!"

Suzanne DuPlantierAdult Ed SpecialistBaton Rouge, LA

"* * * * " Video Rating Guide

"The best tapes on the market"California Mathematics Council Quarterly



then check them out to students. just like a library!


THE GRAMMAR KEY


Classroom Duplicating Workbook $19.95Workbook on Diskette $49.95Instruction Text $19.95Spanish to English Text $24.95Stand-alone Video (80 min.) $39.95

Computer Program $99.95Student Reference Cards $19.9510 Computer Program Lab Pack $199.95Computer Program Site License $299.95

The beauty of this program issimpicity, consistency, and efficiency,/



Miami, FL 33156

1-888-ACE-MATHfor math videos



GED Items2 .1

March/April 1997a Page 7

State Attorneys General, Consumer Affairs ContactsServe as Resource for GED Diploma Scam Victims

city, county and state con-sumer protection officesprovide consumers with

important services. Depending onthe laws and regulations in your area,they may mediate complaints, con-duct investigations, prosecute fraud,provide educational materials andserve as consumer advocates.

Local consumer protectionoffices are familiar with area busi-

nesses, ordinances and state laws andcan be found in the government sec-tion of your telephone book. Insome areas, television or radio sta-tions operate a consumer hotline as apublic service. If you can't find onein your area, or if you think theproblem may be statewide, contactthe state office, usually a division ofthe attorney general's or governor'soffice.

Try calling the office beforesending a written complaint. Findout whether the office handles thetype of problem you've discoveredor if you must use a special form.Many offices distribute alerts on avariety of consumer issues and mayhave printed brochures available.

Following is a listing of stategovernment consumer protectioncontacts.

AlabamaDennis Wright, Chief Director,Consumer Affairs Division, Office ofAttorney General, 11 S. Union St.,Montgomery, AL 36130(334)242-7334, Fax: (334)242-2433Toll free in AL: (800)392-5658

AlaskaThe Consumer Protection Section in theOffice of the Attorney General has beenclosed. Contact your local Better BusinessBureau, small claims court or privateattorney.

American SamoaJennifer Joneson, Assistant AttorneyGeneral, Consumer Protection BureauP.O. Box 7, Pago Pago, AS 96799011 (684)633-4163Fax: 011 (684)633-1838

ArizonaSydney K. Davis, Chief CounselConsumer Protection, Office of theAttorney General, 1275 W.Washington St., Room 259, Phoenix,AZ 85007(602)542-3702, 542-5763

In Tucson: (602)628-6504, TDD:(602)542-5002, Fax: (602)542-4377Toll free in AZ: (800)352-8431

Also contact the County or City Attorneyfor the area in which you reside.

ArkansasKay Dewitt, Director, ConsumerProtection Division, Office ofAttorney General, 200 Catlett Prien,323 Center St., Little Rock, AR72201

(501)682-2341, TDD: (501)682-2014Voice/TDD toll free in AR:(800)482-8982

CaliforniaMarjorie Berte, DirectorCalifornia Department of ConsumerAffairs, 400 R St., Suite 3000,Sacramento, CA 95814(916)445-4465, TDD: (916)322-1700Toll free in CA: (800)952-5200

Office of Attorney General, PublicInquiry Unit, P.O. Box 944255Sacramento, CA 94244-2550(916)322-3360, TDD: (916)324-5564Toll free in CA: (800)952-5225

Also contact the Consumer Affairs,

Consumer Protection, or DistrictAttorney's office in the city or county inwhich you live.

ColoradoConsumer Protection Unit, Office ofAttorney General1525 Sherman St., 5th FloorDenver, CO 80203-1760(303)866-5189

Also contact the District Attorney for thecounty or city in which you live.

ConnecticutMark A. Shiffrin, Commissioner,Department of Consumer Protection165 Capitol Avenue, Hartford, CT06106(860)566-2534, Fax: (860)566-1531Toll free in CT: (800)842-2649

DelawareMary McDonough, Director,Consumer Protection Unit,

Department of Justice, 820 NorthFrench St., Wilmington, DE 19801(302)577-3250, Fax: (302)577-6499

District of ColumbiaHampton Cross, Director,Department of Consumer andRegulatory Affairs, 614 H St., N.W.Washington, DC 20001(202)727-7120, Fax: (202)727-8073,727-7842

FloridaJames P. Kelly, Director, Departmentof Agriculture and Consumer ServicesDivision of Consumer Services. 407 S.Calhoun St., Mayo Building, 2ndFloor, Tallahassee, FL 32399-0800(904)488-2221, Fax: (904)487-4177Toll free in FL: (800)435-7352

Cecile Dykas, Assistant DeputyAttorney General, Economic CrimesDivision, Office of Attorney General,110 S.E. 6th St., Fort Lauderdale, FL33301(954)712-4600, Fax: (954)712-4658

Also contact Consumer Affairs, ConsumerProtection, or the District Attorney for thecounty or city in which you live.

GeorgiaBarry W. Reid, AdministratorGovernor's Office of ConsumerAffairs, 2 Martin Luther King, Jr.Drive, S.E., Suite 356, Atlanta, GA30334(404)656-3790, Fax: (404)651-9018Toll free in GA: (800)869-1123



For GED Examiners

Attitude Builds Goodwill Between Local

Recruiters and GED Testing CenterGED Testing Centers some-times report strained rela-tions with their local mili-

tary recruiters. In contrast, the cen-ter at Washtenaw IntermediateSchool District in Ann Arbor,Michigan, has a long and productiverelationship of cooperation andgoodwill. How have they managedto make this happen?

"We begin with the absoluteconviction that we are in the busi-ness of opening doors," observesMarjorie Mastie, the center's ChiefExaminer. "The young people whocome to us for GED testing havestumbled at some point in their for-mal education and are finding, as aresult, that doors are closed to themeverywhere. Most employers won'thire a dropout; colleges and trainingprograms generally won't admitthem; and military recruiters can'taccept them. It's when this realiza-

tion dawns that they turn to us."Every possible effort is made to

work within the candidate's dead-line. If someone has a job offer thatwill only stay open until the start ofthe next work day, for example, theExaminer may send the essay bysecure fax for scoring, receive theessay score back by fax, score all the

other portions immediately andremain late to print a transcript.

With this extra effort, the exam-inee can leave the testing center thatevening with an official score reportin her hand to present the nextmorning to her new employer.

Similarly, if a recruiter says thereis an opening if he can get a youngperson to the Military EntranceProcessing Stations in Detroit by9:00 a.m. Friday, the center will fitthe person in for testing on Tuesday

As Pvt. Brian Miller and Sgt. 1st Class Mark Trim look on, Maj. Kurt Hill, battalion executive

officer, presents Marjorie Mastie with a plaque of recognition from the Michigan Army

National Guard. Photo courtesy of The Reporter Newspapers.

evening and Thursday morning.On Friday morning at 7:30

a.m., someone will arrive extra early

to generate the transcript the youngman or woman needs to take along.

Recently, Washtenaw's programreceived a special tribute. In a cere-mony witnessed by more than onehundred Army National Guardmembers, some of them recentGED graduates, Mastie took deliv-ery of an award engraved with thesewords: "Presented to Mrs. MarjorieM. Mastie, Washtenaw IntermediateSchool District, in appreciation ofyour support and dedication to theeducation of our future leaders andthe Michigan Army NationalGuard."

"We've worked hard to cultivategoodwill and pleasant relations withlocal recruiters, admissions officers,and employers," Mastie noted. "Allof us are trying to give people a sec-ond chance at success. We do ourbest when we remember that we'reon the same team with the folkswho provide the opportunities."



pir LARGE PRINTEducational Materials


LRS...Providing custom-made en-hanced LARGE PRINT copies ofthe following publisher's GEDPreparation Materials...

KET Gage

Glencoe Cambridge

Contemporary Steck Vaughn

South-Western


textbook bindings!


GED ItemsMarch/April 1997. Page 9

2'

Consumer Protection, from page 8

HawaiiJo Ann M. Uchida, Executive DirectorOffice of Consumer Protection,Department of Commerce andConsumer Affairs, 235 S. BeretaniaSt., Room 801, P.O. Box 3767,Honolulu, HI 96813-3767(808)586-2636, Fax: (808)586-2640

Also contact the Office of ConsumerProtection for the city nearest you.

IdahoBrett De Lange, Deputy AttorneyGeneral, Office of the AttorneyGeneral, Consumer Protection Unit650 W. State St., Boise, ID 83720(208)334-2424, Fax: (208)334-2830Toll free in ID: (800)432-3545

IllinoisPatricia Kelly, Chief, ConsumerProtection Division, Office ofAttorney General, 100 W. Randolph,12th Floor, Chicago, IL 60601(312)814-3000, TDD: (312)793-2852

Charles Gil Fergus, Bureau Chief,Consumer Fraud Bureau, 100 W.Randolph, 13th Floor, Chicago, IL60601(312)814-3580, TDD: (312)814-3374Toll free in IL: (800)386-5438

Also contact the nearest Regional Office in

Carbondale, Champaign, Chicago, DesPlaines, Edwardsville, or Springfield.

IndianaLisa Hayes, Chief Counsel andDirector, Consumer ProtectionDivision, Office of Attorney GeneralIndiana Government Center South,5th Floor, 402 W. Washington St.Indianapolis, IN 46204(317)232-6330Toll free in IN: (800)382-5516

IowaWilliam Branch, Assistant AttorneyGeneral, Consumer ProtectionDivision, Office of Attorney General1300 E. Walnut St., 2nd Fl., DesMoines, IA 50319(515)281-5926, Fax: (515)281-6771

KansasC. Steven Rarrick, Deputy AttorneyGeneral, Consumer ProtectionDivision, Office of Attorney General301 W. 10th, Kansas Judicial Center

Topeka, KS 66612-1597(913)296-3751, Fax: (913)291-3699Toll free in KS: (800)432-2310

Offices also located in Johnson Co.andTopeka.

KentuckyTodd Leatherman, Director,Consumer Protection Division, Officeof Attorney General, 1024 CapitalCenter Drive, P.O. Box 2000,Frankfort, KY 40601-2000(502)573-2200

Robert L. Winlock, Administrator,Consumer Protection Division, Officeof Attorney General, 107 S. Fourth St.Louisville, KY 40202(502)595-3262, Fax: (502)595-4627

LouisianaTamera R. Velasquez, Chief,Consumer Protection Section, Officeof Attorney General, P.O. Box 94095,Baton Rouge, LA 70804-9095(504)342-9638, Fax: (504)342-9637

There is also an office for Jefferson Parish.

MaineStephen Wessler, Chief, Consumerand Antitrust Division, Office ofAttorney General, State House StationNo. 6, Augusta, ME 04333(207)626-8849

MarylandWilliam Leibovici, Chief, ConsumerProtection Division, Office ofAttorney General, 200 St. Paul Place,16th Floor, Baltimore, MD 21202(410)528-8662 (consumer hotline)TDD: (410)576-6372, Fax: (410)576-6566

Branch offices located in Salisbury and

Hagerstown. Howard, Montgomery, andPrince Georges counties also operateConsumer Affairs divisions.

MassachusettsGeorge Weber, Chief, Consumer andAntitrust Division, Department ofAttorney General, One AshburtonPlace, Boston, MA 02108(617)727-2200, Fax: (617)727-5765

Also contact the District Attorney for theregion or county in which you live. Severalcities also operate Consumer Affairs offices.

MichiganFrederick H. Hoffecker, Assistant inCharge, Consumer ProtectionDivision, Office of Attorney GeneralP.O. Box 30213, Lansing, MI 48909(517)373-1140, Fax: (517)335-1935

Also contact the Consumer Protection Unitfor your area.

MinnesotaCurt Loewe, Director, ConsumerServices Division, Office of AttorneyGeneral, 1400 NCL Tower, 445Minnesota St., St. Paul, MN 55101(612)296-3353

Agencies also located in Hennepin Co.andMinneapolis.

MississippiLeyser Q. Morris, Special AssistantAttorney General, Director, Office ofConsumer Protection, P.O. Box22947, Jackson, MS 39225-2947(601)359-4230, Fax: (601)359-4231Toll free in MS: (800)281-4418

MissouriDoug Ommen, Chief Counsel,Consumer Protection Division, Officeof Attorney General, P.O. Box 899Jefferson City, MO 65102(573)751-3321Toll free in MO: (800)392-8222

MontanaAnnie Bartos, Chief Legal CounselConsumer Affairs Unit, Departmentof Commerce, 1424 Ninth Avenue,Box 200501, Helena, MT 59620(406)444-4312, Fax: (406)444-2903

NebraskaPaul N. Potadle, Assistant AttorneyGeneral, Consumer ProtectionDivision, Department of Justice, 2115State Capitol, P.O. Box 98920,Lincoln, NE 68509(402)471-2682, Fax: (402)471 3297

NevadaPatricia Morse Jarman, Commissionerof Consumer Affairs, Department ofBusiness and Industry, 1850 E. Sahara,Suite 101, Las Vegas, NV 89158(702)486-7355, Fax: (702)486-7371TDD: (702)486-7901Toll free in NV: (800)326-5202

New HampshireChief, Consumer Protection andAntitrust Bureau, Office of Attorney


General, 33 Capitol St., Concord, NH03301(603)271-3641, Fax: (603)271-2110

New JerseyMark S. Herr, Director, Division ofConsumer Affairs, P.O. Box 45027,Newark, NJ 07101(201)504-6534 ,Fax: (201)648-3538

Also contact the Office of ConsumerAffairs or Consumer Protection for thecounty, city, or township where you live.

New MexicoConsumer Protection Division, Officeof Attorney General, P.O. Drawer1508, Santa Fe, NM 87504(505)827-6060Toll free in NM: (800)678-1508

New YorkSusan Somers, Deputy Chief, Bureauof Consumer Frauds and Protection,Office of Attorney General, StateCapitol, Albany, NY 12224(518)474-5481, Fax: (518)474-3618Statewide toll-free hotline (800)771-7755

Also contact the Regional Offices in thecity or borough nearest you. Most countiesand cities also operate consumer protection,consumer affairs, or citizen services offices.

North CarolinaAlan S. Hirsch, Special DeputyAttorney General, ConsumerProtection Section, Office of AttorneyGeneral, Raney Building, P.O. Box629, Raleigh, NC 27602(919)733-7741, Fax: (919)715-0577

North DakotaDarrell Grossman, Director,Consumer Protection Division, Officeof Attorney General, 600 EastBoulevard, Bismarck, ND 58505(701)224-3404Toll free in ND: (800)472-2600

OhioHelen MacMurray, Consumer Fraudsand Crimes Section, Office ofAttorney General, 30 E. Broad St.,State Office Tower, 25th FloorColumbus, OH 43266-0410(614)466-4986, TDD: (614)466-1393Toll free in OH: (800)282-0515

Robert F. Tongren, Office ofConsumers' Counsel, 77 S. High St.,15th Floor, Columbus, OH 43266

Voice/TDD: (614)466-9605Toll free in OH: (800)282-9448

There are Ohio Prosecuting Attorney'soffices in Franklin, Montgomery, Summit,and Portage counties. Also check listings for

consumer affairs or neighborhood services.

OklahomaJane Wheeler, Assistant AttorneyGeneral, Office of Attorney General,Consumer Protection Unit, 4545 N.Lincoln Blvd., Suite 260, OklahomaCity, OK 73105(405)521-4274, Fax: (405)528-1867Consumer Hotline: (405)521-2029

OregonPeter Sheperd, Attorney in Charge,Financial Fraud Section, DepartmentofJustice, 1162 Court St. N.E.,Salem, OR 97310(503)378-4732, Fax: (503)373-7067

PennsylvaniaJoseph Goldberg, Director, Bureau ofConsumer Protection, Office ofAttorney General, Strawberry Square,14th Floor, Harrisburg, PA 17120(717)787-9707Toll free in PA: (800)441-2555

Also contact the Bureau of ConsumerProtection for the city nearest you or the

office for Consumer Affairs or ConsumerProtection in the county where you live.

Puerto RicoJose Antonio Alicia Rivera, SecretaryDepartment of Consumer Affairs(DACO), Minillas Station, P.O. Box41059, Santurce, PR 00940-1059(787)721-0940, (787)726-6570

Rhode IslandChristine S. Jabour, Esq., ConsumerProtection Division, Department ofAttorney General, 72 Pine St.,Providence, RI 02903(401)274-4400, Fax: (401)277-1331TDD: (401)453-0410Toll free in RI: (800)852-7776

South CarolinaHaviard Jones, Senior AssistantAttorney General, Office of AttorneyGeneral, P.O. Box 11549Columbia, SC 29211(803)734-3970, Fax: (803)734-3677

Philip S. Porter,Consumer Advocate,Department of Consumer Affairs,P.O. Box 5757, Columbia, SC 29250

(803)734-9452, TDD: (803)734-9455Toll free in SC: (800)922-1594

South DakotaDivision of Consumer Protection,Office of Attorney General, 500 E.Capitol, State Capitol Building,Pierre, SD 57501-5070(605)773-4400, Fax: (605)773-4106TDD: (605)773-6585Toll free in SD: (800)300-1986

TennesseeMark Williams, Director, Division ofConsumer Affairs, 500 JamesRobertson Parkway, 5th Floor,Nashville, TN 37243-0600(615)741-4737Toll free in TN: (800)342-8385

All complaints must be sent in writing tothe above address for processing.

TexasTom Perkins, Assistant Attorney,General and Chief, ConsumerProtection Division, Office ofAttorney General, P.O. Box 12548Austin, TX 78711(512)463-2070

There are Regional Offices in Dallas, ElPaso, Houston, Lubbock, McAllen, andSan Antonio. Also contact the DistrictAttorney for your county.

UtahFrancine A. Giani, Director, Divisionof Consumer Protection, Departmentof Commerce, 160 E. 300 South, Box146704, Salt Lake City, UT 84114-6704(801)530-6601, Fax: (801)530-6001Toll free in UT: (800)721-7233

VermontJohn Hasen, Assistant AttorneyGeneral and Chief, Public ProtectionDivision, Office of Attorney General109 State St., Montpelier, VT 05609-1001(802)828-3171, Fax: (802)828-2154

Virgin IslandsVera Falu, Commissioner,Department of Licensing andConsumer Affairs, Property andProcurement Building, Subbase #1,Room 205, St. Thomas, VI 00802(809)774-3130, Fax: (809)776-0605


GED Items March/April 1997. Page 11

Director, from page 4

continue to provide tests that arenationally recognized, valid and reli-able. People take the GED Tests toearn a high school diploma. It's ourresponsibility to ensure that thisdiploma has meaning to institutionsof higher education and employers.

This fee increase will allow us todevelop the 2000 series tests, imple-ment more stringent security proce-dures and ensure sustained financialviability. There will be no additionalprice increases from GEDTS before2001. In addition, we will performfeasibility studies as we exploreoptions for the new tests and deliv-ery systems, and involve the GEDAdministrators in decisions thatcould raise the cost of the newseries.

I hope this explanation answersyour questions about the status ofthe GED Testing Service. We thankyou, our partners, for both yoursupport and guidance through thiscritical time.

ILLS "oN 3FuladDU `uol2u!tisuit,

GIVc1aSe3sod sn

uo9rz!uEsio lgolduoN

Consumer Protection, from page 11

VirginiaFrank Seales, Jr., Chief, Antitrust andConsumer Litigation Section, Officeof Attorney General, 900 E. Main St.Richmond, VA 23219(804)786-2116, Fax: (804)371-2086

Robert E. Colvin, Project ManagerOffice of Consumer Affairs,Department of Agriculture and,Consumer Services, WashingtonBuilding, Suite 100, P.O. Box 1163,Richmond, VA 23219(804)786-2042, TDD: (804)371-6344,Fax: (804)371-7479Toll free in VA: (800)552-9963

Also contact the nearest Commonwealth'sAttorney, or the Office of ConsumerAffairs for the county where you live.

Washington

Contact the nearest Consumer ProtectionDivision, Office of the Attorney Generalin: Bellingham, Kennewick, Olympia,Seattle, Spokane, Tacoma, or Vancouver.Call the local number listed or:Toll free in WA: (800)551-4636TDD toll free in WA: (800)276-9883

West VirginiaJill Miles, Deputy Attorney General,Consumer Protection Division, Officeof Attorney General, 812 Quarrier St.,6th Floor, Charleston, WV 25301(304)558-8986, Fax: (304)558-0184Toll free in WV: (800)368-8808

The city where you live may operate aDepartment of Consumer Protection.

WisconsinWilliam Oemichen, AdministratorDivision of Trade and ConsumerProtection, Department ofAgriculture, Trade and ConsumerProtection, 2811 Agriculture Drive,P.O. Box 8911, Madison, WI 53708(608)224-4950, Fax: (608)224-4939Toll free in WI: (800)422-7128

There are regional offices in Altoona,

Green Bay, and Milwaukee. Also contactyour local District Attorney or Shenff.

WyomingMark Moran, Assistant AttorneyGeneral, Office of Attorney General123 State Capitol BuildingCheyenne, WY 82002(307)777-7874, Fax: (307)777-6869

aaaiNivuvno 30V,LSOcl NI:111,L121ausanbali NOILD3111300 ssaliaav

£911-9£00Z DO NOIONIHSWAOSZ alms AvNi 1,NOdfICI aNO

NouvDnaa NO lIDNIIOD NvDnowvamoias oNiusai INI3WdMaAaa 'INTNOLLVDfliaa TV1131130

2E stualIU39


VOLUME 13, NUMBER 3 AMERICAN COUNCIL ON EDUCATION MAY/JuNE 1997

More Adults Complete GED Tests;

Most Plan Further EducationRecord numbers of adults inthe United States andCanada completed the

General Educational Development(GED) Tests and earned their highschool equivalency diplomas lastyear, says an annual report releasedMonday, June 2, 1997. A higherpercentage of them also indicatedthat they planned to use the diplomato pursue postsecondary educationand training.

The report, Who Took theGED?, finds than more than three-quarters of a million people(758,570) completed the GED Testsin 1996that's a five percentincrease over the previous year andthe largest number in the 54-yearhistory of the program. More thanhalf a million (524,482) GED testtakers earned their diplomas last yearby meeting their jurisdictions' scorerequirements. This figure beats theprevious record set in 1995 and rep-resents a 16 percent improvement inthe program-wide pass rate over thepast decade.

"It's great news for the nationthat the number of people who earnGED diplomas each year continuesto grow," said Stanley 0. Ikenberry,President of American Council onEducation (ACE), the associationwhich operates the GED TestingService. "It's even better news thatthe majority plan to go on to collegeor other forms of postsecondaryeducation."

Nearly 65 percent of those whotook at least one of the five testsduring 1996 reported that theywanted to earn the diploma to quali-fy for further education and training.

Nearly 65 percent... reported

that they wanted to earn

the diploma to qualify

for further education

and training.

In some jurisdictions, notablyAmerican Samoa, Maryland,Missouri, Montana, NorthwestTerritories and Virgin Islands, thisfigure exceeded 85 percent. JanetBaldwin, Director of Research forGEDTS, noted, "These numbersshow that the GED increasingly isbeing viewed as a stepping stone tofurther advancement."

Several jurisdictions reportedthat more than 88 percent of theirexaminees earned scores highenough to qualify for the jurisdic-tion's equivalency diploma. Thesejurisdictions include the Canadianand United States military, Alaska,Idaho, Iowa (see GED Items, vol.13, no. 2, p. 5), Maine, Nebraska,Oregon, Vermont and Wyoming.

The score requirements formembers of the military varydepending on the service member'sresidency; Alaska, Iowa, Maine,Vermont, and Wyoming employed a

minimum score requirement of 35on each test and a 45 average duringcalendar year 1996 (a standard metby 70 percent of graduating highschool seniors). Idaho and Oregonwere using the new program-wideminimum score requirement of 40and 45 during 1996 (66 percent).The score standard in effect forNebraska during 1996 was a mini-mum of 40 on each test or an aver-age of 45 (75 percent). EffectiveJanuary 1, 1997, the minimum stan-dard score was raised to 40 and 45for all jurisdictions offering equiva-lency diplomas based on GED testscores.

In 1996, Texas became the firstjurisdiction to test more than100,000 people in a single calendaryear. Since 1971, the Lone Star statehas awarded more than one millionGED credentials.

The average age of GED diplo-ma recipients in the U.S. and terri-tories last year was 25. In Canada,the average age was 30. Nearly fourin five (78 percent) GED credentialsearned worldwide are awarded to

continued on page 8

Inside Items

Viewpoint page 2

Teaching Tips 6

News and Notes 4

THE NEWSLETTER OF Tl1 GED TESTING SERVICE

2' BEST COPY AVAILABi,

Viewpoint

Silence May be False IndicatorTeaching GED courses can be both exhilarating andexasperating. To become a GED instructor, I was told Imust be willing to speak for two and one-half hours (7:00 to9:30 PM) to a half-asleep audience. Little more than thiswas revealed about the position.

by Diana M. Estill

Having been a teenage parentand high school dropout, Iwanted to set an example.

With a tenth grade education and aGED certificate for a springboard, Igraduated summa cum laude with aB.B.A. degree. If I could do it, oth-ers could, too. This is the message Iwanted to deliver.

In blissful ignorance, I contactedthe local junior college to apply for aGED position. "I want this job somuch...heck, I'd probably teachthese classes for free," I told the pro-gram's director.

"Well, good," she chuckled,"because that's just about what you'llbe doing."

No training was available. Shehanded me the current textbook andthe name and telephone number ofanother GED course instructor."Call her if you need any help withlesson planning," my new supervisorsaid.

The text, over 500 pages long,barely fit in my brief case. I couldn'timagine how anyone could coverthat much material in 25 classroomhours. I remembered that telephonenumber and called to find out.

When Ms. Wizard (not her realname, of course) answered my call,she had such a sweet, grandmother-ly-sounding voice that I wanted toask for her best cookie recipe insteadof magical lesson plans. Desperate,yet hopeful, I voiced my concern.

"Why of COURSE you can'tcover the WHOLE book, dear," theretired high school English teachertold me. "You just do the best youcan."

The first day of class arrivedbefore I'd barely finished skimmingthe material. When I saw"Geometry," sheer panic grippedme. It had been 20 years since I'dtaken the GED Tests, and theyhadn't included geometry then. I

hadn't encountered geometry in col-lege either. How could I now teachwhat I hadn't ever been taught?

I'd never been particularly adeptwith spatial references; how could Iteach myself? Trudging through thissection of the book, I used cola cansand shoe box lids to grasp the meth-ods for computing the volume ofcylinders and area of rectangles. Itworked, so I decided to teach theseconcepts using the same visual propsthat had solidified them for me.

To my disappointment, myGED class was taught off-campus, ata high school eight miles away. I

had hoped to expose my GED stu-dents to the college experience toprime them for further educationalpursuits. There's an energy on col-lege campuses that one simplydoesn't feel after hours in deteriorat-ing high school classrooms.

Upon arrival for my first class, Ifound the desks too small for manyto use and a teacher's desk cluttered

with daytime activities. Looking outat the sea of blank expressions, Inoted the few visible textbooks werethe WRONG COLOR!

At least a third of the class didn'thave a book, and those who did hadbeen sold the wrong text by the col-lege bookstore. Since we weren't oncampus, a quick exchange was outof the question. Even worse, thebookstore was open late only onenight per weekthe same night asour class.

The text, over 500 pages

long, barely fit in my brief

case. I couldn't imagine

how anyone could cover that

much material in 25

classroom hours.

Books aside, my first prioritywas to determine the number ofyears of education each student hadcompleted. One man in his mid-forties said he had dropped out ofschool in the fifth gradeinMexico. He had been permitted,with little more than a primaryschool education and limited com-mand of the English language, toregister for GED Preparation.

By the time I had finishedteaching my first GED class, I hadenough material to add three pagesto the "Instructor's Comments" sec-tion of the course evaluation form.

My program director responded,though she couldn't do much tohelp. Classroom space on campuswas limited. The off-site locationhad been selected because more stu-dents dropped out of that highschool than any other in the area.Classes taught at this location, she

Page 2 May/June 1997 GED Items

I) 47'

explained, were convenient to thosewho needed them most.

Tutoring, which I had requestedfor many in dire need, was not avail-able because GED Preparation was aNON-CREDIT course.

The challenges related to teach-ing mathematical formulas at 9:00PM had been noted by previousinstructors, also. However, this wasthe only time slot available. (By thetime I dismissed class each night, thelawn sprinklers were on and theparking lot lights were of

After two years of teachingunder these circumstances, I lookedat my instructor's contract for theupcoming semester and set it aside.

At the final class session thatsemester, I greeted my handful ofremaining students. A youngwoman I'll call Sylvia was sitting, asusual, front center. She stared backat me with her now-familiar,comatose look. I'd been unable toascertain whether Sylvia was fluentin English. Since she refused to par-ticipate in group discussions, I con-cluded that she wasn't.

Again, that night, I felt asthough I were chipping at a glacierwith an ice pick.

By 9:00, I was so excited tohave completed the semester, I letclass go a half-hour early. Sprinting

the entire four blocks to my car, Islowed as I neared the vehicle andbegan to chant, "No. I will not signthat contract! I'm through with thisexercise in futility. I have hadenough!"

I felt as though I were

chipping at a glacier with

an ice pick.

"Miss... Miss. Excuse me," asmall voice called out.

I turnedand saw Sylvia."Yes?" I inquired, somewhat

startled."I just wanted to tell you how

much this class meant to me," shebegan. With one arm outstretched,she displayed an infant's photo dan-gling from her key chain. "Eversince little David died, I haven't hadmuch to look forward to," she con-tinued. "He got some kind ofmeningitis and died two days afterwe found out about it. It happenedlast year." She paused for a moment.

Words failed to surface from myheart, which now ached at thesound of her confession. My inter-pretation of her silence and with-drawn demeanor had been tragicallyinaccurate. Here, literally under mynose for ten weeks, had been a

woman who had just lost her two-year-old child. I had not knownbecause I hadn't sought to learn themystery behind her sullenness.

"I know I'll pass my GED,"Sylvia began again. "The way youshowed us how to do math was real-ly good. I understood it...and Inever did in high school." I wishedSylvia luck in her new life, drovestraight home, found my contract forthe next semesterand signed it.

It is easy to become skeptical ofthose who remain silent in the class-room and of your own teachingability whenever little feedback isforthcoming.

Silence, I have learned, is notalways an indicator of a student's oran instructor's deficiencies. In fact,Sylvia taught me more than I think Itaught her.

Diana Estill is a Dallas-basedfreelance writer whose articles have

appeared nationally in suchnewspapers as The WashingtonPost, The Miami Herald, andThe Dallas Morning News.She was recently selected to serve

as a U.S. Delegate toUNESCO's Fifth InternationalConference on Adult Education,which takes place in Hamburg,Germany in mid-July.

The KET/GED SERIES forThe award-winning KETIGED Series has helped thousands of learners prepare f9r









Call (800) 354-9067 today for your free KETIGED Series preview pack

GED Items

2SMay/June 1997. Page 3

Award WinningACE-MATHVIdeos!



Intermediate Algebra - College AlgebraGeometry -Trigonometry

Calculus - Probability & Statistics

"The students love them. Math test scoreshave improved, so everyone is happy!"

Suzanne DuPlantier

Adult Ed SpecialistBaton Rouge, LA

" * * * *" Video Rating Guide"The best tapes on the market"

California Mathematics Council Quarterly



then check them out to students, just like a library!


THE GRAMMAR KEY

PINS


Classroom Duplicating Workbook $19.95Workbook on Diskette $49.95Instruction Text $19.95Spanish to English Text $24.95Stand-alone Video (80 min.) $39.95Computer Program $99.95Student Reference Cards $19.9510 Computer Program Lab Pack $199.95Computer Program Site License $299.95

46 The beauty of this program issimpicity, consistency, and efficiency,'



Miami, FL 331561-888-ACE-MATH

for math videos



News and NotesNAASLN Makes a Move

The National Association forAdults with Special Learning Needs(NAASLN) is moving its associationheadquarters to Washington, DC.NAASLN, a practitioner-centeredmembership association, is dedicatedto helping all Americans becomelifelong learners and productive citi-zens through learner-centered pro-grams that address the needs ofadults with disabilities and other spe-cial needs.

The association's president isWilliam R. Langner. NAASLN'snew offices are located at 808 17thStreet, Suite 200, Washington, DC,20006-3910, (202) 223-9669.

Clinton Letters AvailableCongratulatory letters to GED

graduates from President Clinton arenow in stock at the GED TestingService offices in Washington. As inprevious years, the letters, printedon White House stationery and suit-able for framing provide a "pat onthe back" to recent GED graduates.

To obtain copies, specify thename of your GED Testing Center,Chief Examiner and the quantitydesired in writing. Mail or fax to theattention of Clarice Ulu at GEDTS,One Dupont Circle NW, Suite 250,Washington, DC, 20036, fax(202)775-8578. Orders are filled ona first-come, first-served basis. Oneorder per testing center, please.

House Focuses on Adult Ed and

Training NeedsThe House of Representatives

on March 30 passed H.R. 1385, theEmployment, Training, and LiteracyEnhancement Act of 1997. The billconsolidates more than 50 programsinto three block grants to states; onefor adult employment and training,one for training disadvantagedyouth, and a third for adult educa-tion and literacy.

A related bill, focusing on voca-tional education, is scheduled forintroduction in the House and com-mittee markup in mid-June. As cur-rently proposed, funding authorizedfor the voc ed bill would go to sec-ondary schools as well as postsec-ondary institutions and would pro-vide for the continuation of thepopular and successful tech prepprograms. In the Administration'sversion of the bill, 15 percent of thefunds would go for statewide pro-grams, such as technology projects,and 5 percent would go towardadministrative costs. The House billseeks to reduce these levels andmandate that more funds go directlyto local programs.

The Senate version rolls the twoHouse bills into one, with separateauthorizations from the three "fund-ing streams" voc ed, adult ed, andjob training. The Senate bill isexpected to be ready for introduc-tion by early July.

Apply electronically for federalstudent aid. It's fast free, and easy.

1

1wkwAwgedcgoviotiic4s/OPE/exims. him!

Page 4 May/June 1997 y'0 GED Items

GED materials

A

_ tthe peoplewho use them

ovaComplete GEDPreparationReading Levels 8-12This affordable best seller haseverything a candidate needs tosucceedup-to-date instruction,

authentic practice, even test-taking tips to build confidence.Fully explained answers make it the ideal choice forindependent study.

Steck-Vaughn GED16"Steck-Vaughn GED

Exercise BooksReading Levels 8-12These proven performers offer in-depth instruction andextensive practice in specific subject areas, along with anunmatched money-back guarantee. Your learners pass theGED, or we refund your money.

Mathematics

literature &the AnsWriting Skills

I A

Science7--

<AI) 1..k( isf.

Social Studies

Specific products meetspecific learner needs

1.1.11 SKILL 1100K

LITERATURETHE ARTS

1.1:11 SKII 1101,

SOCIAL STUDIES1,1.11 11010.

SCIENCE1.1.11 Skil, ROOK

THE ESSAY51:11.1. BOOK

MATHEMATICSo1.

.101,13viROING.

. ,,,

GED Skill Booksill"Reading Levels 8-12Forty-eight page workbooks help learnersfine-tune a specific skill without excessclutter and expense. Eleven titles breaksubject areas into two or three smallerareas, so learners can focus on just theskills they need.

Order toll free 1-800-531-5015Va

ci),,?:es Visit our Web site

for special offers,information,www.steck-vaughn.com STEcKvAuGHN0 -v COM P ANY

(.4 and more!e In

3

ELEMENTARY SECONDARY ADULT LIBRARY

P.O. Box 26015 Austin, TX 78755

Teaching Tips: Standards for Instruction?

World Class Teachers for World Class Learning...Are You an Accomplished Teacher?by Adrian Davis

many exemplary teacherswork in the nation'sschools, but their work is

not rewarded, appreciated, and usedproperly. The National Board forProfessional Teaching Standards(NBPTS) was established to correctthese problems by recognizing andcertifying excellence in teaching.

According to the NationalBoard for Professional Teaching(NBPTS), the world class schoolsAmerica requires cannot exist with-out a world-class teaching force.Only persons who have been prop-erly educated and trained to workwith the diversity of students inAmerica are best qualified to accu-

rately evaluate student needs andprogress, to translate complex mate-rial into language students under-stand, and to exercise and act onsound and principled professionaljudgment in the face of uncertainty.

NBPTS' core propositions foraccomplished teachers embody thesecharacteristics. They forcefully statethat accomplished teachers:

are committed to students andlearningknow their subject matter, andhow to teach it to their studentsmanage and monitor studentlearningthink systematically about andlearn from their teaching, and

are members of learning com-munities.

NBPTS believes that the singlemost important action the nationcan take to improve schools is tostrengthen teaching. A 63-memberBoard of Directors, the majority ofwhom are practicing teachers, gov-ern NBPTS. The NBPTS is sup-ported by governors, teachers unionsand school board leaders, administra-tors, college and university officials,business executives, foundations andcitizens. NBPTS works to:

establish high standards for whataccomplished teachers shouldknow and be able to do,

NBPTS Social Studies/History Teaching Standards SummaryPreparing for Student Learning

Knowledge of StudentsTeachers understand students' cognitive, physical, and socialdevelopment in order to guide their practice and relationships

with students.

Knowledge of Subject MatterTeachers possess broad knowledge of social studies and history

to establish curriculum based on major concepts, themes, andprocesses in those subjects.

Advancing Student LearningAdvancing Disciplinary Knowledge & UnderstandingTeachers use strategies that engage students in learning about U.S.and World History, Economics, Political Science, and Geography.

Promoting Social UnderstandingTeachers use strategies that promote understanding of sociology,

culture, and future trends.

Developing Civic CompetenceTeachers develop in students the knowledge, skills, and attitudes

for responsible citizenship in a constitutional democracy.

Supporting Student LearningInstructional Resources

Teachers select, adapt, and create varied resources for social studies

and history and use them productively.

Learning EnvironmentsTeachers create and foster learning environments characterized by

trust, equity, risk-taking, independence, and collaboration.

AssessmentTeachers employ a variety of methods to obtain useful information

about students' learning and development to assist students inreflecting on their own progress.

ReflectionTeachers consider their practice, using student performance and

developments in the field to extend their knowledge, improve theirteaching skills, and refine their philosophy of education.

Family PartnershipsTeachers understand and value the role of parents and guardians;

seeking partnership with them.

Professional ContributionsTeachers work with others to foster growth and development of

colleagues, school, and their field.

Page 6 May/June 1997 GED Items

develop and operate a nationalvoluntary system to assess andcertify teachers who meet thestandards, andadvance related educationreforms to improve studentlearning.

NBTPS is developing standardsfor teachers in more than 30 certifi-cate fields, and assessments to mea-sure achievement of those standards.One of those fields is SocialStudies/History.

The NBPTS Social Studies/

History Teaching Standards

In 1992, at the behest of theNational Board, committees of ele-mentary, middle, and secondarysocial studies-history teachers andprofessionals began developingadvanced standards for teachers ofstudents ages 7-18 and older. Thestandards are an important part ofthe art and science of social studiesand history teaching.

Teacher Assessment: Includes

Portfolio

The National BoardCertification process provides anextensive professional developmentexperience and it measures accom-plishments through a two-partassessment a portfolio prepared atthe school site, and written exercisescompleted at an assessment center.

The portfolio and assessmentgives teachers the opportunity todemonstrate their practice andreflect on their own teaching. In theschool site portfolio, teachers showexamples of their practice including:

their students' work,videotapes of classwork,written commentaries by theteacher on his or her own work,andevidence of their contributionsto their professional community.

At the assessment center, teach-ers show their expertise by respond-ing to a series of exercises question-ing them about their knowledge andteaching strategies.

Take Control of Your TeachingDestiny!

Consider participating in theassessment process. You can preparefor candidacy by ordering andreviewing the standards for your cer-tificate area. Call 1-800-22TEACHto order the standards in your field

($5).If this is not the ideal time for

you to pursue National BoardCertification, or if NBPTS certifica-tion is not yet available, you can stillparticipate in the work of theNational Board by promoting yourown professional teaching excel-lence.

Focus on Your Development

Think and write about yourteaching philosophy (WhatTeachers Should Know and BeAble to Do, $1.50, from NBPTScan help focus your analysis ofyour own teaching philosophy).Think through some of the bestthings you have done in yourclassroom during the past fiveyears and why they so effectivelyengaged students. Start a port-folio of these examples.Consider taking a writing pro-cess class to strengthen yourwriting skills and to becomemore adept at writing.Videotape your classes; analyzehow you teach and how stu-dents respond to your teaching.Update your resume describingyour professional developmentexperiences, service to the com-munity, and work with students'families.Establish a network of teacherswith whom you can work onprofessional development.

(NBPTS can help with on -linebulletin boards.)Visit the official web site of theNational Board for ProfessionalTeaching Standards at:http://www.nbpts.org

The single most important

action the nation can take to

improve schools is to

strengthen teaching.

The Greater Good

Make issues of quality andaccomplished teaching animportant part of your school ortraining center improvementefforts.Work to create incentives andrewards for accomplished teach-ing in your school or center.Organize a study group for your

continued on page 8



ats. LARGE PRINTEducational Materials

cc


LRS...Providing custom-made en-hanced LARGE PRINT copies ofthe following publisher's GEDPreparation Materials...

KET GageGlencoe Cambridge

Contemporary Steck VaughnSouth-Western


textbook bindings!


GED Items May/June 1997. Page 7

Teacher Excellence from page 7

school, center, or campus thatpromotes excellent teaching.Include social studies-historyteaching standards in the orien-tation packet for new teachers atyour school, center, or campus.Meet with staff developmentcommittee to design profession-al growth for teachers who mayor may not wish to pursueNational Board Certification.

Adrian Davis is an ExecutiveAssociate, Education Policy andReform at the National Board forProfessional Teaching Standards

and sits on the National Councilfor the Social Studies Board ofDirectors. She has also served onthe GED Social Studies TestSpecifications Committee for the

GED 2000 series of tests.

ILES '0N 3!tulduolSurxisrA

QIVdaSelsod sn

uopez!tialo luoicluoN

Wgo Took 'the GED? from page 1

people under age 29. As in previousyears, 67 percent of examineesreported completing tenth grade orhigher before leaving school. Morethan one in three (37 percent) saidthey finished the eleventh grade.

"... the GED increasingly is

being viewed as a stepping

stone to further advancement."

Janet BaldwinDirector of Research

"While more than half a millionadults each year earn their equiva-lency diplomas through the GEDTests," said GEDTS interim DirectorJoan Auchter, "there are 44 millionAmericans who haven't finishedhigh school. Completing highschool is a dividing line betweenthose who advance their careers andthose who struggle for entry level,

minimum wage jobs. The GED pro-vides the adults who choose to pur-sue it a way back into the system."In 1995, the mean income of men25 and older who had not complet-ed was $19,150; those with tradi-tional diplomas or GED credentialsearned a mean income of $27,952.

The number of modified testadministrations for candidates withdisabilities also rose last year. Thenumber of special testing requestsreached 5,567a 14 percentincrease over 1995.Accommodations for candidateswith disabilities include extendedtime, special optical or readingdevices, alternative answer-recordingmethods, and other modifications tothe standard testing environment.

Who Took the GED? GED1996 Statistical Report is availablefor $20 U.S. plus $5 shipping andhandling from the GED FulfillmentService, P.O. Box 261, AnnapolisJunction, MD, (301) 604-7073, fax((301) 604-0158.

ClaaINNTUNiflO aDVISOd N'11111,311ausanbm NOLID321210D

£9I I -9£002 DU NOIONIHSVA1OSZ a.LIfIS /AN INOdnCI UNO

NOLLVDIKH NO lIDNIIOD NvDniawvammias oNusai IN3111c1013A31:1 INTNIOLLVDITM '11,113N130

CG It studThan

GED terns more than 24,000 readers

VOLUME 14, NUMBER 4/5 AMERICAN COUNCIL ON EDUCATION SEPTEMBER/OCTOBER 1997

Summer Conference Focuses on PresentNeeds, Plans for Future Tests

Enthusiastic responses fromattendees at the GED AnnualConference indicate that the

meeting fulfilled its intended goals:"lassoing the loose ends" of currentprogram delivery and laying thefoundations for delivering the nextseries of GED Tests, known as"GED 2000."

"This was one of the mostinteresting, informative, and yetchallenging conferences held,"remarked Emma Rhodes, GEDAdministrator for Arkansas.

The heart of old San Antonioand shimmering July heat set thestage for this year's meeting of GEDAdministratorsthe men andwomen responsible for managing theGED testing program in the UnitedStates, Canada, and their territories.Several local GED Examiners alsoattended, joined by representatives ofleading adult education publishingfirms, scoring service representatives,and many members of the GEDAdvisory Committee. In all, more

Inside ItemsFrom the Director 2


News and Notes 15

Legislative Update 6

School Standards 8

Teaching Tips

than 170 peo-ple registeredfor the confer-encethelargest atten-dance ever for anational GEDconference.

Attendeesspent long butproductive daysevaluatingmany aspects ofthe program.Among thebroad range oftopics coveredwere: test secu- Bill Box, former GED Administrator for Mississippi, accepts the GEDrity and the Distinguished Service Award from Joan Auchter, Director of the GED

training of test- Testing Service.ing center staff; special testing foradults with specific learning disabili-ties; and specifications for and con-struction of GED 2000.

The Administrators examinedmany of the issues in small groupsand brought recommendations backfor discussion in general sessions.Over the coming months and years,the ideas and opinions expressed inthis meeting will form the core ofmore coherent, uniform policiesunder which the GED testing pro-gram operates.

Test Security and Staff TrainingConference attendees reviewed

and discussed the recommendationsmade by the security task forcewhich met in December, 1996, (see

the January/February 1997 issue ofGED Items). The topics they cov-ered included: the rules governingaddendum sites; issues surroundingcentralizing record keeping at thestate, provincial, or territorial level;policies for combining test scores;implementing a "window" duringwhich candidates must complete allthe tests in the battery and similarrestrictions on retesting; qualifica-tions and training of GEDExaminers; and creating a jobdescription for the new GED fieldrepresentatives who will providetechnical assistance to GEDAdministrators and local centers.

While some policies have yet tobecome fully concrete and won't be



33 BEST COPY AVAILABLE

From the Director

GED Will Thrive on Mix of Partnership,Communication, Wisdomby Joan E. Auchter

more than 100 years ago, atailor named Levi Straussadapted tent material into

trousers that could endure thedemands of goldmining and railroad-ing. We recognize the name today asa mark of quality because the prod-uct evolved to fit today's lifestylewhile remaining functional anddurable.

GED also has brand-namerecognition based on our 55-yearhistory of providing an opportunityfor adults to earn a high schoolequivalency diploma. To ensure thedurability and viability of our testsand diplomas for 2000 and beyond,we must chart new trails, conquernew frontiers. For the many adultsseeking destinations aboard the GED"wagon train," we must ensure thatthe trip is worth taking, that wedeliver a quality product on whichthey can depend.

As expedition leaders, we mustplan carefully, learn new skills, andselect appropriate partners as wemove to 2000 and beyond. We areexperiencing an educational reformmovement throughout the UnitedStates and much of the world. Manyof our states, provinces, and territo-ries are setting new educational stan-dards, businesses are partnering withschools, and access to higher educa-tion is, according to PresidentClinton, every citizen's right.

We see the requirements ofhigher education and the workplacecoalescing in a way that reveals afalse dichotomy: it is not aneither...or situation, rather it's oneof both...and. Replacing outdated

notions of distance and hierarchywith a vision of parity and partner-ship between education and theworkplace is essential to maintainingdemocracy. GED todayand morestrongly as we envision the 2000series testsmust integrate thespheres of school and work.

For the many adults seeking

destinations aboard the GED

"wagon train," we must ensure

that the trip is worth taking.

Welfare reform is opening part-nership possibilities for GED toassume a leadership role in breakingthe cycle of poverty. We must takethe opportunity to team up withpolicy makers to support educationand employment initiatives thatcould benefit GED candidates.Working in partnership with GEDstaff, Steck-Vaughn has developed aboilerplate brochure that can beadapted for use in these efforts.

More broadly, there are the edu-cators, employers, and economists(the "E3 factor") beyond our imme-diate community to whom we must

better communicate the value of theGED diploma. Often our graduatesand the program are criticized fornot meeting standards set for otherpurposes. At our conference thissummer, several GED graduates gaveanecdotal evidence of how a GEDdiploma can provide a "leg up" toself-sufficiency, college, and a betterjob. We need to help frame theresearch questions that will focus onthe benefits experienced over timeby the individuals who take and passthe tests. GEDTS has earmarkedoutreach dollars to target fact sheetsto these three audiences.

Open and clear communicationis critical to our success. While wemay not always reach consensus, wecan reach common understandingsand share the results of our discus-sions with the appropriate audiences.

Unlike the tailor who made anaffordable fashion statement, wedeliver a social value that empowersindividuals. To meet society's chang-ing needs and maintain the credibili-ty of the GED diploma, we mustlead by wisdom rather than by theseat of our pants. It will be an inter-esting, rewarding, and challengingjourney for us all.

WINNER

AAPEX '97®

All/ MILAWARDS FOR

PUBLICATION EXCELLENCE

GED Items (ISSN 0896-0518) is published bimonthly by theGED Testing Service of the American Council on Education(ACE). GED Items is not copyrighted. Readers are invited tocopy any articles not previously copyrighted. Credit shouldbe given in accordance with accepted publishing standards.

Editor & Advertising Manager:: Lisa Richards HoneCirculation Manager: Debra Louallen-Cole

Michele Tolela Myers, ACE Board Chair; President,Denison University; Stanley 0. Ikenberry, President, ACE;Joan E. Auchter, Director, GED Testing Service

Page 2 September/October 1997

BEST COPY AVAILABLE

GED Items

GED Graduate Story

Two Adult Learners, Two Very Different StoriesTwo graduates of the Community Education/Adult Literacyprograms in Greece, New York, received the state's "Studentof the Year" Award this spring.

by Sue Sepkowski and MartyMurray

charles Gottschalk andBridget Barback wereamong 13 from across the

state who traveled to the capital atAlbany to meet their state Sentorand Assemblyperson, and accepttheir awards at a special luncheon.

Charles Gottshalk"Charles Gottschalk, a bright

man" is what Charlie chose to puton his letterhead. A simple statementfor most people; for him it is anaffirmation that has been many yearsin the making.

Born with autism in a lessenlightened era, Charlie was misdi-agnosed as "retarded" at age four.His family was told he would neverread or write and never progressbeyond his present level. More thanforty years later, Charles Gottshalkearned his GED diploma.

The world, in turn, found out

that [Charlie] had taught

himself to read, spell, and do

mathincluding square

rootson his own.

Even as autism isolated himfrom the world outside, his innerspark burned brightly. Being non-verbal, he simply needed a way to letthe rest of the world see it. Athome, Charlie found little ways tolet his family know he was "inthere." His sister, Jean Gottshalk,

In Albany, NY, to accept their "Student of the Year" awards are Charles Gottschalk andBridget Barback (second and third from left). Joining them,from left to right, are GEDinstructor Sue Sepkowski, New York State Senator Jim Alessi, Adult Life ManagementInstructor Marty Murray, and Facilitator Tammy DeCecca.

recalls "One day he saved our broth-er's and my life by applying thebrake in the car before it rolled intotraffic. He arranged the NationalGeographic magazines in chronolog-ical order. And he took apartclocks, put them back togetheragain, and they worked!" She addsthat he always had a great sense ofhumor which he showed by teasingtheir father.

As he grew up, Charlie attendedvarious programs. However, sincespecial education was in its infancy,there were times when nothing wasavailable, so he stayed home formany years until a new centeropened. After several years, hetransferred to a day treatment pro-gram, where in 1990 a speechpathologist began using Facilitated

Communication (FC) with Charlie.Using FC, Charlie is able to

communicate with the "outsideworld" by typing on a keyboard.The world, in turn, found out thatthis remarkable man had taughthimself to read, spell, and do mathincluding square rootson his own.As more people began to use FC,Charlie was able to let his personali-ty shine through. "We learned firsthand," continues Jean Gottshalk,"what autism is like for him, andhow he knew he was withdrawingand couldn't stop it. We learnedwhat a compassionate person he is,how important his friends and fami-ly are to him, and most importantly,we learned what he wants but oflife. He wants to be 'normal' and

continued on page 5

GED Items September/October 1997. Page 3

Teaching Tips: Interdisciplinary Skills

Turning Tables on Traditional Classroom Roles

Allows for Mix of Skill Levels, Content Areasby John Gordon

Aat the Open Book, we orga-nize a lot of our curriculumround themes or topics,

usually generated by students.We've studied issues like warfare,drugs, and housing; themes likeHealth, Dreams, and Love andRomance; topics from history likeColumbus and the Conquest, theAmerican Revolution, Slavery andthe Civil War.

I often begin our study of atheme with an exercise I call "50Questions." The exercise itself issimple. Let's say we are going to bespending the next month or tworeading and writing about DomesticViolence. I ask the class to come upwith 50 questions on DomesticViolence or abuse. What wouldthey like to know about it? I act as arecorder.

As people start to ask questions,I copy them downon a piece ofpaper, not on the board. If I writethem on the board, students willstart to copy the questions down instead of trying to think of morequestions. This is an oral exercise; Iwant people to be putting theirenergy into thinking and listening,not writing.

Generally, the questions startslowly, almost painfully. But as theexercise continues, the questionsbegin to come more quickly.Sometimes I have to ask people toslow down. I try to keep everyone

involved, encouraging those whohaven't spoken up to ask some ques-tions.

When the activity works well,the nature of the process begins tochange. Students forget aboutreaching the magic number of fiftyand begin to bounce off each other."Yeah, and what about..."Questions begin to shift from "Whatis...?" to "Why...?" and "How...?"

All study is defined by the

questions we ask. There are

different kinds of questions.

Which kind, if any, are

more important?

Usually I'll try to type the ques-tions up and bring them back to thenext class. We read them individual-ly and in small groups. I often askeveryone to circle the five questionsmost important to them. This activ-ity works well in the small groups.Then we might read them in thelarge group and discuss which onespeople circled.

One of the nice features of thisexercise is that the traditional class-room roles are reversed: the studentsare placed in the somewhat unfamil-iar role of asking questions and Ibecome the listener. The questionsthat the class develops can be used to

Got a great teaching technique or staff inservice workshop?Share it with your fellow Items readers! Contact Lisa Richards

Hone at (202) 939-9493 for article specifications.


frame the investigation into thetopic. The questions are also a goodsource of writing assignments. Youcan return to them midway throughthe unit. You can paste them up onthe wall. There are lots of possibili-ties.

If your class has very beginningreaders in it, the questions them-selves are a good source of text.Because the students participated increating the questions, they likely toremember them. Moreover, therepetitive formatWhat is..., Whois..., Why are..., etc.makes themmore reader friendly. [For studentsat the advanced end of the scale, thequestions could easily provide astarting point for teaching libraryskills or research techniques! Ed.]

Finally, the exercise modelsgood intellectual practice. All studyis defined by the questions we ask.There are different kinds of ques-tions. Which kind, if any, are moreimportant? And, of course, whogets to pose the questions?

John Gordon is the Director of theOpen Book, a community-basedorganization in Brooklyn, NY.This article first appeared in theFebruary 1996 issue of theLiteracy Update. The exercisealso appears in Gordon's book,More Than a Job, ACurriculum on Work andSociety (New Readers Press,1991) and was adapted from aconcept described to him years

earlier by Ira Shor at a LiteracyAssistance Center workshop.

GED Items

Very Different from page 3

dislikes the stigma of autism. Tohim, earning his GED means that heis `normal'."

Bridget Barback"Bridget is a success. She over-

came many obstacles to get whereshe is today," says her teacher, MartyMurray, "and all of us who knowher are proud of her achievements."

Not so long ago, Bridget wasnot such a success. She started usingdrugs at age 14 and left school, preg-nant, at age 17. "Nobody cared,"Bridget says, adding that, "if I couldjust get high, everybody would loveme." Her marriage to the child'sfather lasted six months.

Later, Bridget lost her son in acustody battle. She ambled from jobto job, from relationship to relation-ship; "looking for love," she adds, inreference to the popular country andwestern song, "in all the wrongplaces."

As many parents do, Bridget

struggled with finding and

keeping adequate day care for

her children.

At 25, Bridget found herselfwandering around, not knowingwho or where she was, thinking shewas going to die. Instead she called afriend, who helped her enter a rehabprogram. After eight months in theprogram, Bridget left clean andsober. She met her husband, John,and they began to build a lifetogether. Over the next nine yearsthey had three children and movedto Rochester (NY). Yet somethingwas missing in Bridget's life. So shewent back to school.

Eligible for social services,Bridget enrolled in GreeceCommunity's GED ON TV andapplied for cosmetology school, buther funding was rejected. Bridgetsaw a dead end, but her employment

counselor saw an opportunity andencouraged her to apply for the day-time program where she could alsolearn computer skills and take train-ing to develop workplace skills.Bridget decided to give it a try.

As many parents do, Bridgetstruggled with finding and keepingadequate day care for her children.She juggled schedules and sitters.Bad weather, cantankerous old cars,and the needs of her disabled brotherbecame exercises in creative problemsolving. But Bridget wasn't givingup. She'd found that her GED diplo-ma was that missing "something."

While waiting for her testscores, Bridget gained experience ina clerical internship with the GEDON TV and Life Management Skillsprograms.

After learning that she hadpassed the GED Tests, Bridgetattended an Office Technology pro-gram. She completed the programand through its job club, found tem-porary positions, including one in adermatologist's office.

Last September, Bridget becamea full-time employee. She has bene-fits, a checking account and a savingsaccount. And, for the first time inher life, she's filing income taxes.

Bridget continues to study; nowto learn more about dermatologyand prepare for the civil serviceexams. Off social services and"never going back," Bridget feelsgreat about herself and the trans-forming experience of the localadult education programs thathelped her change her life.

Sue Sepkowski teaches GEDpreparation and Marty Murrayteaches life management skills toadults for the CommunityEducation division of the Greece,

NY, Central School District. Formore information about thedistrict's adult programs, contact

Anne Granger, Lead Instructor,(716) 621-1000 ext. 3021.

Award-WinningMath Videos!

Eight mathseries in all!From basicskills to col-lege level!

"The students love them. Math testscores have improved, so everyone ishappy!"

Suzanne DuPlantier, Adult EdSpecialist, Baton Rouge, LA

"* * * *" Video Rating Guide forLibraries, 1994

"Highly Recommended!"Library Journal, 1993

Only $29.95 each!Includes rights to make up to two copies

of each tape... then check them out to stu-dents, just like a library!

FREE! Unlimited duplicationsfrom workbook or diskette!

THE GRAMMAR KEY

Complete Teacher Pack $299.95(includes combined instruction text, work-book with answer keys, 28-lesson video,award-winning computer software, and twostudent reference card packs)

Duplicating Workbook $19.95Workbook on Diskette $49.95Instruction Text $19.95Spanish to English Text $24.95Stand-Alone Video (80 mins) $39.95Computer Program $99.95Student Reference Cards $19.95

"The beauty of this program issimplicity, consistency, andefficiency"


1-800-ACE-MATH1-800-223-6284

Video Resources11767 S. Dixie Hwy., Suite 222

Miami, FL 33156

http://www.acemath.corn


r

Legislative Update

Balanced Budget Agreement Aims toBroaden Access to Higher Ed

The budget agreement signedby President Clinton August5 is being touted as "the

largest investment in higher educa-tion since the G.I. Bill." While theagreement promises to balance thefederal budget by 2002, it also pro-vides $95 billion in net tax cuts overfive years, and increases domesticspending for a few priority items,including higher education.

Department of EducationSecretary Richard W. Riley calledthe plan "smart tax policy and smarteducation policy for the 21st centu-ry. Just as we used the tax code tostimulate investment in factories andequipment during the IndustrialAge, we will now use the tax codeto stimulate investment in our peo-ple for the Information Age."

Among the many tax provisionsthat will help Americans save andpay for college are: a version of thePresident's Hope Scholarship taxcredit proposal; a tax credit forupperclassmen and graduate stu-dents; a $2,500 student loan interestdeduction; penalty-free withdrawalfrom Individual RetirementAccounts (IRAs) for college expens-es and new Education IRAs; expan-sion of state prepaid tuition plans tocover room and board; and loan for-giveness for community service.

The tax agreement fails toextend permanently the exemptionfor employer-provided educationalassistance, or to exempt employer-approved assistance to graduate stu-dents. Congressional negotiators alsorepealed the tax-exempt status of theTeachers Insurance and AnnuityAssociation-College RetirementEquities Fund.

Funding for programs such asPell Grants, Federal Work-Study,

TRIO, and SupplementalEducational Opportunity Grants,and for the National Institutes ofHealth and the National ScienceFoundation, will be completed afterCongress resumes in September.

The landmark Taxpayer ReliefAct of 1997 (H.R. 2014) is designedto help students and families save forcollege, pay tuition bills, and repaystudent loans. There is no precedentfor such sweeping use of the taxcode to help families pay for highereducation. The tax credits, deduc-tions, and Education IRA contribu-tion levels are phased out for indi-viduals and families whose adjustedgross income falls in upper-levelranges.

HOPE Scholarship and LifelongLearning Tax Credits

Tax credit of up to $1,500(100 percent of the first $1,000 intuition, and 50 percent of the sec-ond $1,000 in tuition and mandato-ry fees), minus all grants and scholar-ships, for classes starting on or afterJanuary 1, 1998. Students must beenrolled at least half-time to be eli-gible:

Also a "lifelong learning"tax credit (20 percent of the first$5,000, later increasing to $10,000in tuition) in the years after theHOPE tax credit is claimed. Thecredit applies to undergraduate andgraduate education, as well as educa-tion to acquire or improve job skills.

Student Loan Interest DeductionPhases in a tax deduction

for interest paid in the first 60months on any student loan used topay college expenses. The maxi-mum deduction will be $1,000 in

1998, $1,500 in 1999, $2,000 in2000, and $2,500 in 2001 and there-after. Taxpayers will be able to claimthe benefit whether they itemize orclaim a standard deduction.

Education Savings PlansAllows penalty-free with-

drawals from IRAs for undergradu-ate and graduate education, begin-ning January 1, 1998. The same taxrules will apply whether an individ-ual takes funds from an IRA forretirement or to pay college expens-es.

Also establishes "EducationIRAs" that can be funded withannual, nondeductible contributionsof up to $500 per child, beginningJanuary 1, 1998. Earnings on theseaccounts are tax-free if used to paycollege expenses.

Prepaid TuitionExpands state prepaid

tuition plans to include room andboard expenses.

Loan Forgiveness for CommunityService

Permits the tax-free treat-ment of student loans forgiven bynonprofit organizations, such as col-leges and universities, for work inpublic service jobs.

Does not extend to bor-rowers whose remaining debt is for-given after 25 years in the incomecontingent repayment plan offeredthrough the Ford Direct StudentLoan Program.

The preceding information was

excerpted from a paper preparedand distributed by the AmericanCouncil on Education's Divisionof Government and Public Affairsin August, 1997.

Page 6 September/October 1997 4C GED Items

U.S. Gov't Relies on Accuracy of GEDAnnual Statistical Report Data

Now there are two annualstatistical publications pro-duced by the U.S.

Department of Education whichinclude tables that rely on GEDAnnual Statistical Report data gen-erated by the American Council onEducation (ACE).

"These ACE data are

described as more accurate than

the data collected through... the

Bureau of the Census."

Janet BaldwinDirector of Research,

Both publications are producedby the Department of Education'sNational Center for EducationalStatistics Office of EducationalResearch Initiatives. The Digest ofEducation Statistics includes a tabledeveloped by GED Testing ServiceSenior Research Associate Sen Qi,based on data from the ACE publi-cation, Who Took the GED? TheGED Annual Statistical Report. Thetable describes trends in the numberof GED credentials issued, numbercompleting the battery, and number

of test takers by age group from1971 to the present.

A second report, Dropout Ratesin the United States, has included,since 1995, a graph showing trendsin the number of 18-24 year oldswho received a GED credential in agiven year, for 1990 to 1995. TheAmerican Council on Education iscited as the source of this informa-tion. "These ACE data," says JanetBaldwin, GEDTS' Director ofResearch, "are described as moreaccurate than the data collectedthrough the Current PopulationSurvey of the Bureau of theCensus." She adds, "it's great tohave such validation from nationalstatistical agencies."

Excerpts from the AnnualStatistical Report can be viewed athttp://www. acenet.edu/pro-grams/CALEC/GED/home.html.Select "New from GED".

Who Took the GED? TheGED Annual Statistical Reportmay be ordered from the GEDFulfillment Service, P.O. Box261, Annapolis Junction, MD,(301) 604-7073, fax (301)604-0158.

Auchter,

Robinson

Named to OpenPositions at ACE

The American Council onEducation (ACE) in Augustnamed Joan E. Auchter the

new Director of the GED TestingService (GEDTS).

Auchter, who has been servingas interim Director since November,1996, will continue to do "doubleduty" as Director of GEDTS' TestDevelopment Unit until that posi-tion is filled. Auchter joinedGEDTS in 1987 to design andimplement the essay portion of theWriting Skills Test.

Also this summer, Susan PorterRobinson was tapped to take over asDirector of ACE's Center for AdultLearning and EducationalCredentials (CALEC). Formerly theCALEC's Director of Outreach andMarketing, Robinson earlier servedACE as the GED Language Arts TestEditor and as the second editor ofGED Items. She replaces Henry A.Spille, who retired earlier this year.

The KET/GED SERIES for inThe award-winning KET/GED Series has helped thousands of learners prepare for the

The series' 43 half-hour video programs with accompanying workbooks help students


Instructors find the KETIGED Series videotapes ...flexible and self-pacing





Call (800) 354-9067 today for your free KETIGED Series preview packag


School Standards

U.S. Fourth-Graders' Science,

Math Performance Improving,

Says Comparison StudyWashington, D.C.

The recent results of the ThirdInternational Mathematicsand Science Study (TIMSS)

show that our nation's fourth-graders are near the very top in sci-ence achievement in the world.America's fourth-graders are alsodoing better than ever in masteringthe basics of arithmetic. This is thefirst time in any international com-parison that American students in agiven grade have exceeded the inter-national average in both mathematicsand science.

"The latest TIMSS results showthat America's kids can competewith students anywhere in theworld," U.S. Secretary of EducationRichard W. Riley said.

TIMSS is the most thoroughinternational study of math and sci-ence education ever conducted,comparing the performance of a halfmillion students, including 33,000Americans, at levels correspondingto U.S. grades 4, 8, and 12. Thefourth grade findings were in con-trast to the TIMSS results releasedlast November showing that ournation's eighth-graders scored aboveaverage in science but below theinternational average in mathemat-ics.

"The results today give us a roadmap to higher performance,"President Clinton said in hisannouncement of the fourth gradeTIMSS findings. "We're doing avery good job in the early grades,but we've got a lot more work to doin the later ones."

TIMSS data suggests that grades4 through 8 are years that warrantspecial attention for U.S. students sothat by the eighth grade, all childrencan master challenging mathematics,including the foundations of algebraand geometry. Students need toreach this level by the eighth gradeso they will be ready for the moreadvanced courses in high school thatwill prepare them for college, pro-ductive employment, and lifelonglearning.

A number of successful pro-grams across the country help stu-dents strengthen mathematics skillsbetween grades 4 and 8. For exam-ple, the Jasper Woodbury Series,developed by Vanderbilt Universityand the National ScienceFoundation, focuses on grades 5through 9. The series is designed toalign with the standards of theNational Council of Teachers ofMathematics and is being used inschools across the country. For moreinformation, contact Tom Noser at(615) 322-8070, or consult the Websitehttp://peabody.vanderbilt.edu/ltc/general/ltcproj.html.

Another successful program;Project SEED, focuses on grades 4through 6, engaging students active-ly in problem solving. Involving stu-dents at all ability levels, includingstudents with limited English skills,the program has been implementedin four districts in California


Satellite MeetingsProvide Forum forNew Ideas

The U.S. Department ofEducation's 1997-98 SatelliteTown Meetings feature

model programs, best practices andinnovative ideas used across thenation to improve schools and com-munities.

Hosted by U.S. Secretary ofEducation Richard W. Riley, thesessions air every third Tuesday dur-ing the school year.

Upcoming Town Meetings thatmay be of interest to adult educatorsinclude:

"Supporting Quality Teachers:A Talented Teacher in EveryClassroom" November 18,1997, 8:00-9:00 p.m.*"Serving Students withDisabilities: What Families,Schools and Communities Needto Know" January 20, 1998,8:00-9:00 p.m.*"Raising Student Achievement:Schools, Communities andChallenging Standards"February 17, 1998, 8:00-9:00

P.m. *"Think College Early: PreparingAcademically and Financially"March 17, 1998, 8:00-9:00

P.m.*"Making Math Count: World-Class Achievement Starting withAlgebra" April 21, 1998, 8:00-9:00 p.m. ** Eastern timeThe Satellite Town Meeting is

produced in partnership with theNational Alliance of Business andthe Center for WorkforcePreparation. Many local cable opera-tors also rebroadcast the series.

Additional material is availablefrom the U.S. Department ofEducation. Call 1-800-USA-LEARN for information on how toparticipate.

Page 8 September/October 1997 GED Items

4<

"High Scorer" Award Candidates MustOutperform 85 Percent of Graduating Seniors

Fach year, The GED TestingService joins states, provinces,and territories in recognizing

the GED graduate(s) who earn thehighest score in their respectivejurisdiction. "High scorers" receiveplaque for their achievement.

Although some jurisdictionshave more stringent requirements,the minimum passing score is 40 oneach test and an average standardscore of 45. This standard is met byapproximately 67 percent of gradu-ating high school seniors. The high-est score an examinee can earn on asingle test is 80. Thus, the highestpossible total standard score is 400.

To be eligible for the "highscorer" award, aGED graduate mustobtain a minimum total of 300 stan-dard score points or better on theGED Tests and meet other eligibilitycriteria.

Approximately 15 percent ofgraduating high school studentsachieve total scores of 300 or better;less than two percent earn a totalscore of 375 or better.

In 1996, two adults earned ascore of 390 or above: MicahTapman, of Blue Hill, ME earned aperfect score 400 and Iliana Diaz ofChicago, IL earned a 396. Thehighest score reported this year onthe Spanish-language GED Tests,381, was earned by Alberto J.Santaflorentina, of Watertown, MA.

The highest scoring graduatereported for Canada, Randal RossHowlett, from Vancouver, BC,earned a total standard score of 376.

United StatesALABAMA: Andrew Tyrone

Roberts, Alexander City. ARI-ZONA: James R. Coughenour III,Phoenix (English), AdolphoRodriguez, Eloy (Spanish).ARKANSAS: Matthew A. Culhane,Eureka Springs. CALIFORNIA:

Kevin Jude House, Diamond Bar.CONNECTICUT: Josephine K.Barker, Harwinton. DISTRICT OFCOLUMBIA: Nakeshia K. Banks(English), Thelma B. Pop (Spanish).HAWAII: Kimberly LeilaniSaeMoritomo, Kaneohoe. IDAHO:Jessica A. LaPointe, Sandpoint. ILLI-NOIS: Iliana Diaz, Chicago. IOWA:Brian Zachary Suiter, Cedar Rapids.KANSAS: Lawrence F. Dietze,Lawrence (English), FroylanMartinez, Garden City (Spanish).KENTUCKY: Cassie L. Campbell,Corinth, Alex L. Rasmussen, Murray.MAINE : Micah P. Tapman, BlueHill. MARYLAND: Jean M. Dick,White Plains. MASSACHUSETTS:Jonathan Anthony Field, Concord,CA (English), Alberto J.Santaflorentina, Watertown (Spanish).MICHIGAN: Tammy Colleen Ma,Sanford. MISSOURI: ChristopherT. Hall, Jefferson City. NEBRASKA:Steven A. Simmons, Omaha. NEVA-DA: Marina Bebic, Las Vegas. NEWHAMPSHIRE: Chad D. Hauver,Rochester. NORTH DAKOTA:Gary S. Bell, New Town. OHIO:Brenon G. Christopher, Republic.OKLAHOMA: Amy Lee Seabold,Chouteau. PENNSYLVANIA:Richard A. Lyon, Herndon.RHODE ISLAND: Theresa LeeDurand, Pawtucket. SOUTH CAR-OLINA: Sean Thomas Williams,Greenwood. UTAH: Michael C.Smith, West Valley City. VER-MONT: Michael A. Theodorou,Brattleboro. VIRGINIA: Osmel 0.Garcia, Alexandria. WYOMING:Kyle J. Dietz, Casper.

CanadaBRITISH COLUMBIA: Randal

Ross Howlett, Vancouver. NEWBRUNSWICK: Jocelyn Durette,Fredericton (English), Jean Pineault,St-Quentin (French). NEW-FOUNDLAND: David W. Penney,Corner Brook. NOVA SCOTIA:Christopher Michael Lee,

Lawrencetown. ONTARIO: SusanE. Maguire, Mississauga. PRINCEEDWARD ISLAND: Geraldine JaneBlanchard, Charlottetown.SASKATCHEWAN: Diane ColetteLowey, Saskatoon. YUKON: BradCathers, Whitehorse.

TerritoriesGUAM: Albert M. Mitchell, Jr.

PUERTO RICO: Gloria MedinaOrtiz, Lajas.

Several jurisdictions have not yetreported their award recipient for

1996 and some jurisdictions donot participate in the program.For information about the selectionprocess for high scorers in your

state, province, or territory, please

contact your GED Administrator.

. TEACHERS!!!

Order the NewLEARN RATH QUICKLY


STUDENTS /...OVE THEM!



Please write:



or call: 888-LRN-FAST(TOLL FREE)

Visit our web site @http://www.id-m.com/leamquickly/


Conference toExplore Advancesin LifelongLearning, AdultStudents' Needsby Richard Kraus

An upcoming national confer-ence on lifelong learning,featuring an address by

President Clinton, will focus on thegrowing importance of adult learn-ers in the nation's higher educationsystem and discuss ways to bettermeet the needs of adult learners.

"Creating a Nation of LifelongLearners" will be held at theRenaissance Mayflower Hotel inWashington, DC, November 16-19.

Conference participants willconsider recommendations devel-oped by the Commission for aNation of Lifelong Learners to pro-mote lifelong learning and explorestrategies for implementing the pro-posals.

The commission, composed of18 representatives from higher edu-cation, business, labor, and govern-ment, looked at demographicchanges, technology's role in lifelonglearning, the imperatives of a globaleconomy, and lifelong learning's rolein fostering community, citizenship,and social responsibility.

Members also examined waysthat higher education, corporations,unions, government, and philan-thropic organizations could bettermeet the needs of adult learnersthroughout the U.S. The commis-sion's activities were funded by a

LIFE'S MOMENTS irr RON fiENSON

G.E.D. TESTTODAY

Ce,riypatu /a Lion s!you passed

A

---,A/ 97 CD

Ron Henson is a recent graduate of the San Diego GED program at West City Center.

1995 grant from the W.K. KelloggFoundation.

Workshops at the meeting willexplore global possibilities for adultlearning and work force develop-ment; successful strategies for teach-ing adults; institutional models ofexcellence in adult lifelong learning;corporate and university collabora-tions to facilitate lifelong learning;and disseminating college-level cur-ricula via computer, fax, and facultymentoring systems, among othertopics.

In addition to PresidentClinton's address, conference partici-pants will hear from former TexasGovernor Ann Richards, demogra-

MOVING?Please let us know!

pher Harold "Bud" Hodgkinson ofthe Institute for EducationalLeadership, and Tony Carnevale ofthe Educational Testing Service.

The conference is sponsored by22 organizations, including theAFL-CIO, The Alliance (an associa-tion for alternative degree programsfor adults), the American Councilon Education, the Association forContinuing Higher Education, TheCollege Board, the Council forAdult and Experiential Learning,and Empire State College andRegents College of the StateUniversity of New York.

For more information or to reg-ister for "Creating a Nation ofLifelong Learners," call (800) 951-7345.

Richard Kraus is the OutreachProjects Coordinator at theAmerican Council on Education'sCenter for Adult Learning andEducational Credentials.


GED Items

Marketing and Outreach

WGBH-Boston's "Diploma Connection"A Community Connection, TooWhen they named their project "Diploma Connection," the

folks at WGBH -TV in Boston sought to connect theirviewers with educational opportunities and create an identitythat would bring all their adult education programming underone recognizable umbrella.

Not only did they connecttheir programs, but theyalso created a web reaching

well beyond the TV stationlinkingadult learners, cable television sta-tions, adult learning centers, localtwo- and four-year colleges, the stateDepartment of Education, theMassachusetts Housing FinanceAgency, the Boston CommunityCenter, and, most recently, sister sta-tion WGBY in Springfield, MA.

WGBH's pilot project, launchedin 1994, created a collaborationthrough which two area cable televi-sion operators began airing theKET/GED Series (also known asGED on TV), along with severaltelecourses for college credit. Overthe next two years, WGBH addedKET's pre-GED reading and mathseries, Another Page and Math Basics.

In February 1997, WGBHbegan broadcasting the KET-pro-duced programs directly to viewersin eastern Massachusetts, in additionto continuing the cablecasts. Today,WGBH broadcasts one episode eachof the three KET programs twice aweek on its broadcast channel andthree times a week on cable. Underthe Diploma Connection umbrella,which includes KET programs andPBS telecourses, WGBH eitherbroadcasts or cablecasts a total of 28hours of adult education program-ming a week.

"We added broadcast to increaseour reach," explains WGBHDiploma Connection DirectorMargaret Yamamoto. "Instead ofserving only four communities withour cablecast, we are reaching all thecommunities in more than half thestate."

The station is also continuing toexpand telecourses and currentlyoffers 12 college-level courses persemester through 11 participatingcolleges."This fall we'll kick off adistance learning degree programwith four of our colleges," saysYamamoto. "Each college willdevelop its core curriculum from thecourses we air and from coursesavailable from other distance learn-ing options. This format gives col-leges the freedom to shape their owndegree programs."

Along with broadcasting theprograms and feeding the signal tolocal cable companies, WGBH pro-vides a bit of outreach, referring stu-dents to learning centers, libraries,and other community agencies thatmight work with potential students.

"WGBH doesn't have the per-sonnel to do much outreach, so wework closely with adult educationcenters," Yamamoto explains. "TheDepartment of Education has beeninvolved since we began deliveringadult education programs."

Yamamoto says she has seen

interest in the Diploma Connectionincrease since the station began pre-ceding each adult education programwith an identifying spot. The 30-second animation shows a diplomaunfurling and invites viewers to callthe station for more information.Calls this February nearly tripledcompared with the same period lastyear, but no one knows how manystudents are actually using the pro-grams to study for the GED Tests.

"Adult education centers and

school districts are working

with their local cable operators

to tape our broadcasts, then

cablecast our... programs at

times more convenient to

their students."

Margaret Yamamoto

WGBHTVTo help WGBH get a better

idea of the actual numbers, GEDtesting centers in the region haverevised the questionnaire they passout after the exam so that studentscan check "GED ON TV" as one ofthe ways they prepared for the tests.

Yamamoto also has been work-ing with representatives of the



Conference, from page 1

a a

Ghislaine Lefebvre, Chief Examiner forOntario, gets acquainted with GEDTS staffand other program officials at the NewGED Administrators' luncheon meeting.

implemented until the next genera-tion of tests goes into circulation,the topics covered in the sessions domirror changes in the newly released1997 GED Examiners Manual. Onesuch development is a requirementthat all newly-appointed Chief andAlternate Chief Examiners mustundergo inservice training and serveunder an experienced Examiner fortwo full test administrations beforegiving the tests on their own.

Special Testing for Adults withSpecific Learning Disabilities

As a follow-up to last year'sengaging ses-sion on specificlearning dis-abilities, thisyear's sessioncovered somemore specificissues for theGEDAdministrators,many of whomare alreadycharged withapproving ordisapproving allbut the mostcomplicatedrequests.

Biram Stege, Chief ExaminerMarshall Islands, explains hserves diverse groups in remisland communities.

Facilitator Kathleen Ross-Kidder, Ph.D., GEDTS' consultingpsychologist, focused on establishedmethods for documenting a learningdisability, and how to complete andevaluate the revised special accom-modations form.She alsoscreened a"rough cut" ofGEDTS' newinstructionalvideo on thistopic, whichwill be distribut-ed near theNew Year. Atraining and cer-tification work-shop is also inthe works.

With therelease of the1997 manual,new requestforms foraccommodationsare now in circulation. The soon-to-be-released video reviews forExaminers and Administrators howthe form must be completed andexplains the revised policies in theExaminer's Manual (Section 7) thatcover such testing accommodations.

Dr. Kidder also reviewed con-cerns about the formswhich slow down theapproval of requests.Many requests arriveat GEDTS with eitherall available accom-modations requested,or with none of theoptions checked off.Because the personwho has evaluated thecandidate is in thebest position to deter-mine what accommo-dation(s) should beused, she explained,

"he or she shouldcheck only those thatwill help the exami-

nee. Some accommodations mayactually hamper the examinee's per-formance." She reminded attendeesthat the candidate, the Examiner,and the GED Administrator must allsign the form.

-0"

Paula Hill-Reid, GED Administrator for Indiana (center), gets a warmwelcome from GED Test Specialists Kate Woodward (left) and JoyceDowney Hoover during the first full day of meetings.

for theow her programote, scattered

Specifications for andConstruction of GED 2000

Core members of GEDTS' TestDevelopment UnitDirector JoanAuchter and Test Specialists JoyceDowney Hoover (Social Studies),Kate Woodward (InterpretingLiterature and the Arts and specialeditions), and Art Halbrook(Writing Skills)were joined bymathematics consultant and formerGED test editor Myrna Manly todiscuss options for the new genera-tion of tests, which are due forrelease in 2001.

"Our primary focus," explainedAuchter, "is to ensure that, whateverchanges we make to the structure ofthe tests or their delivery, the testsreflect the educational curriculumand performance standards that statesand provinces are adopting for thenext century while retaining theirquality, viability, and durability."

After conducting extensiveresearch into content area and state


"This was one of the most

interesting, informative, and

yet challenging conferences

held."

Emma Rhodes,Arkansas

level standards initiatives, as well as asurvey of high school practitioners,the GED Testing Service hosted a"GED 2000" test specificationsmeeting in January, 1997. The 28-member Test SpecificationsCommittee of international expertsdrafted a report under review by theGED Advisory Committee.

Several options are under con-sideration, including a plan to model

ACE President Stanley 0. Ikenberry, whoaddressed the GED Administrators in a generalsession, answers questions From the audience.

current education practice by com-bining the Writing Skills Test andthe Interpreting Literature and theArts Test into a single test, to createan interdisciplinary test to assessinformation processing skills andacademic skills across content areas,to use such authentic stimulus mate-rials as intact newspaper articles.

Also under development arenew specifications for stimulus mate-rials and "constructed response"items that can be objectively scored,even if the candidate is not selectingfrom among five possibilities.

Calculatorswill beallowed for80 percent ofthe.MathematicsTest, leavingthe remaining20 percent"no-calcula-tor zone" tomeet currentstandards thatemphasizeestimationand mentalmath as criti-cal skills forthe produc-tive citizen.

In addition to the scores report-ed for the five proposed contentareas: English Language Arts,Social Studies, Science,Mathematics, and Interdisciplinary,the new generation of tests mayalso report out scores in specificskill areas such as communicationand research.

GED Administrators Jacqueline Brown Baxter (MD), Frank Shea (MA), andElvin Long (MO) and Chief Examiners Marge Mastie (MI) and Ruth Derfler(MA) in a general session.

Other sessions explored theconnection between GED, work-force education and the NationalSkills Standards Board, and recruit-ment of jurisdictions to submit, on

a pilot basis, gender, race and eth-nicity data for next year's annualstatistical report. The four-day

meeting included an animated con-versation with American Council onEducation (ACE) President Stanley0. Ikenberry, who took over theleadership of ACE in November,1996. His presence marked only thesecond time an ACE President hasjoined the GED meeting.

Ikenberry focused on theincreasingly high premium placed onpostsecondary education and thechallenges that traditional and non-traditional programs face in buildinga more seamless, integrated educa-tional system that better serves citi-zens. "The GED is a bridge," said

Ikenberry, "that links individualsfrom where they findthemselves...to further education,and jobs, and self-sufficiency." Headded, "I am committed to strength-ening the GED Testing Service andto making the GED the most mod-ern, up-to-date, and secure highschool equivalency tests possible."

"I left with a very positive feel-ing," wrote Vicky F. Ramakka, GEDAdministrator for Nevada, in a fol-low-up letter to the GED staff, "thatthe GED testing program is in goodhands and is facing toward thefuture."

ti

GEDTS Senior Research Associate Sen Qi,a native of China, experiences his firstTexas-style barbeque after a long day ofmeetings.


4

Turner Award Recipient, Outstanding Texans,Accept Honors in San Antonio

AMaryland grandmother andfive young Texans receivedawards as outstanding GED

graduates at the annual conferenceof GED Administrators in SanAntonio.

Sonya Carson, a Baltimorenative with little education whoraised two sons by herself in desper-ate poverty, received the 1997Cornelius P. Turner award during anevening ceremony. Ms. Carsonearned her GED diploma soon afterher children won scholarships toYale and the University of Michigan.Today, one son is a world-renownedsurgeon, the other a successful engi-neer.

Sonya Carson proudly displays her TurnerAward plaque.

Named for the founder of theGED testing program, the TurnerAward is the GED Testing Service's(GEDTS) highest honor.

"Every Mom knows that a childdoesn't hear too much of what shesays," explains Carson, a grandmoth-er of five. "But living what yousaythat's what really gets throughto kids. I always stressed the value ofeducation to my sons, but I neededto practice what I preached. That'swhy I went back for my GED."

Profiled byParade magazinein May, 1997,Carson also fig-ures prominentlyin a long-run-ning Baltimoreplay that depictshow her youngerson achieves suc-cess despite theobstacles in hisway.

In addition,Carson counselsyoung womenwho are con-fronting the sameobstacles the

4,4

On hand to accept achievement awards from the Texas EducationAgency and GEDTS were, left to right: Esmeralda Del Toro (Schertz-Cibolor Independent School District), Rosalie Gomez (Northside I.S.D.)Katherine Kirkhofer (North East I.S.D.), Julie Requenez (NorthsideI.S.D.) and Jeff Petrie (San Antonio I.S.D.)

Carson family faced.Also honored at the meeting

were five GED graduates from theSan Antonio area: KatherineKirkhofer, who graduated fromSouthwest Texas State University, isnow a dietician at a regional grocerychain; Esmeralda Del Toro, whoearned her GED diploma nearly 30years after leaving school, plans tocontinue her modeling career whileworking toward a degree in fashionmarketing at St. Philip's College(TX); Rosalie Gomez, who isbeginning work toward an account-ing degree at San Antonio College,gave birth to her first child two daysbefore the ceremony; Jeff Petrie,whose GED diploma, along withthe support of his wife and family,enabled him to qualify for a manage-ment position for a major paint storechain; and Julie Requenez, who isearning excellent grades in her worktoward certification as an electronictechnician at San Antonio College.

Diana Estill, a freelance writerand U.S. delegate to the UNESCOWorld Conference on Adult Literacy

(see May/June 1997 GED Items,page 2) served as Mistress ofCeremonies for the event.

As they accepted their awardsfrom Cathy Erwin of the TexasEducation Agency, the local gradu-ates each spent a few minutesrecounting their personal stories forthe guests gathered to honor them.

The audience was reminded thatadult education classes often impartmore than academic skills. "Theperceptive instructional staff,"remarked Katherine Kirkhofer,"gave me the confidence to over-come the deep seated fears than anuneducated adult carries with them."

Joined by their family members,and a few classmates, the honoreesinspired a renewed appreciation forthe program, not only from theteachers and counselors who workso hard at the local level, but also forthose at the jurisdiction and nationallevel whose contact with GED grad-uates is sometimes limited.

Each graduate will receive a$500.00 tuition benefit at the insti-tution of their choice.


4E

Fresh Faces in Many Places!New GED Administrators Takethe Reins

Pat Bragg is the newAdministrator for Yukon, replacingArdys Smith. O.J. Webster hasretired in Alabama, and taking hisplace is former GED AdministratorJoe Macaluso. The new GEDAdministrator for Alaska is MarshaPart low. Welcome also to VickyBauer in Nebraska, and TerryBanfield in Alberta. Carl Paternostrohas replaced Janet Snow as theAdministrator for Connecticut andCarl Miller is now running the showin Florida. In the Marshall Islands,Alfred Cappelle has also recentlytaken over as GED Administrator. InHawaii we welcome FrancineGrudzias, in Louisiana, DonnaNola-Ganey; in Indiana, Paula Hill-Reid; in Mississippi, EloiseRichardson; and in Michigan, JimFolkening.

"One-Woman Show" inMontana Dies

Long-time GED Administratorfor Montana, Karen Sullivan, diedsuddenly of a heart attack onSunday, June 22, 1997. Karen wasalso the state's Director of AdultEducation. She is survived by herhusband, Dan. The state has recent-ly appointed David Huff to fill bothpositions left vacant by Karen'sdeath.

Miss America Tapes Free to"Early Birds"

As Miss America, Tara Hollandfocused the nation's attention ontothe issue of literacy. During herreign, she also found time to raiseawareness about the GED Tests byrecording a public service announce-ment (PSA) for the GED TestingService.

As Tara Holland's reign draws toa close, GEDTS has a limited quan-tity of these popular PSA tapes stillavailable. The tapes are now free ona first-come, first-served basis tothose who call the GED FulfillmentHouse at (301) 604-9073.

GED Testing Service "Hits theRoad"

Look for GED Testing Servicestaff at the following upcomingmeetings:

October 7-8, Arizona GEDExaminer's Meeting; October15-18, OneThird of a Nation IVin Miami, FL; October 28-31,Wisconsin GED Conference;October 29November 1, LiteraryVolunteers of America, Charlotte,NC; November 7-8, Symposium onAdult Learners With CognitiveImpairments, Lisle, IL; November8-12 AAACE, Cincinnati, OH;November 16-19 Creating a Nationof Lifelong Learners, Washington,DC.

Apply electronically for federalstudent aid. It's fast free, and easy.

L A

174111.1

w w / Wei triw tm

GED Items

NCLD Moves HeadquartersThe National Center for

Learning Disabilities (NCLD) hasrelocated its offices to: 381 ParkAvenue South, Suite 1401, NewYork, NY, 10016. Phone: (212)545-7510 Fax: (212) 545-9665.Toll-free Information and Referral:(888) 575-7373.

Items Wins Production, WritingAwards

GED Items is pleased toannounce that the newsletter hasearned two Awards of Excellence inthe APEX '97 competition.Competition judges honored EditorLisa Richards Hone in two cate-gories: One Person-ProducedNewsletters and Training,Education & Information Writing.

GED Testing Service DirectorJoan E. Auchter says"This is anoverdue honor for Lisa. Items is pol-ished and well-written, most peopledon't realize that she writes, edits,and designs each issue from start tofinish. We're proud of her work."

Technology Survey NearsCompletion

The GED Testing Service isexploring the idea of offering publi-cations such as the Examiner'sManual and the Annual StatisticalReport in alternative formats such asCD-ROM and the Internet.

To find out how useful theseformats would be to GEDExaminers, GED Administrators,and program staff members, GEDTScontracted with a company to sur-vey every GED Administrator andGED Testing Center in the U.S. andCanada.

Approximately two-thirds of the3,200 centers have responded andGEDTS soon will begin analysis ofthe data. Watch future issues ofGED Items for the findings!

September/October 1997. Page 15

Science & Math, from page 8

Alameda, Berkeley, Oakland, andWest Contra Costaas well as inIndianapolis, Indiana; Dallas, Texas;Detroit, Michigan; Philadelphia,Pennsylvania; and Camden, NewJersey. For more information onProject SEED, call (510) 644-3422.

The U.S. Department ofEducation's Eisenhower NationalClearinghouse has an extensive cata-logue of materials to support mathachievement. For more information,call 1-800-621-5785 or access theWeb site at http://www.enc.org.

This article first appeared in theU.S. Department of Educationpublication, Community Update(Number 49, page 6). To

subscribe or view the publication

online, point tohttp: / /www.ed.gov/ G2K /community.

1L£S '0N 2P1113c1Du 'uolSti!tretik

GPMaSmsod sn

uoprz!ues.10 3goaciuoN

WGBH, from page 11

Massachusetts Housing FinanceAgency and the Boston CommunityCenter to formulate plans for a pro-gram to reach residents of mixed-income housing developments.Sylvette Betancourt, youth programspecialist for the housing agency,hopes to find and train tutors towork with residents as they studyusing Diploma Connection pro-gramming. A pilot project wasplanned for summer, 1997.

In February, 1997, WGBHbegan helping to deliver adult edu-cation programs to adult learners inthe western part of Massachusetts,feeding the KET/GED Series tosister station WGBY in Springfield,MA. Jennifer Yuan, teacher mediaservice coordinator for WGBY, saysthe response so far has been positive.She plans to do a follow-up assess-ment when the first run ends inearly July.

"The professional response toour Diploma Connection broadcast

has been outstanding," saysYamamoto. "Adult education cen-ters and school districts are workingwith their local cable operators totape our broadcasts, then cablecastour GED and adult basic educationprograms at times more convenientto their students. We are gettingcalls from prisons, centers for thementally ill, and all manner of ser-vice providers looking for ways toutilize our programming."

She adds, "The programmingprovided by KET is an integral partof the Diploma Connection and ishelping to position WGBH as amajor provider of adult educationprogramming and professional devel-opment services in Massachusetts."

This article first appeared in theSpring, 1997, issue of KETAdult Learning Quarterly. Formore information, contact KET,(800) 354-9067.

IITIITIIIIIVIIIIIIIII1111111111141111111111111111111

I0130tP900Z 30 r.404.nr4rtiskIn-1-114H ,0 '0 I.? HooN

p4VD ZdaNti A.L.I.SUarlI1111 / 71:1H.1.330/3S1101-IDN kti313 I I3

Nuns 'mount.)039-S811S030 -33V 0092

aaaiNvIwno aovisod NninIaltGaisanbaN NO112321AIOD ssniaav

C9II-9£00Z DU NOIDNIHSV/A0SZ aims &NI 3101:110 3NO

NMI/311033 NO lIDNflOD NvDruawvapinuas DNIISML uslawananau INTNOLLVD11133 INTII3N3D

5C

stualIta39


VOLUME 14, NUMBER 6 AMERICAN COUNCIL ON EDUCATION NOVEMBER/ DECEMBER 1997

Innovative Process Matches Spanish-language Tests to U.S. English StandardIs it fair to remove the barrier of language and allow testparticipants to demonstrate knowledge of a subject in theirpreferred language? Many experts agree that such anaccommodation might be fairas long as the versions remaintruly comparable.

But when the situationinvolves a nationwide test,one universally respected

because of its high standards, one onwhose results individuals' education-al and professional futures maydepend, how can that challenge ofguaranteeing comparability be met?

This was the issue facing theGED Testing Service four years ago.

The answer was a projectinvolving linguists and other testdevelopment experts, working onthe design and field testing of aSpanish translation of the U.S.English-language GED Tests. Thegoal was to create an equally validinstrument which could serveSpanish speakers without dilutingthe validity and meaning of testscores.

The current Spanish-languagetest, developed for and normed inPuerto Rico, is based on the workexpected of high school graduatesthere. However, of the 41,000 stu-dents who took the Spanish-lan-guage GED Tests last year, nearlytwo-thirds of them took the tests inthe U.S. proper. The figures under-score the fact that people ofHispanic origin in the continental

U.S. now comprise more than tenpercent of the population. The newtests are designed to reflect the samestandards as the English-language testdeveloped for and normed in thecontinental United States.

"For the Social Studies, Science,Interpreting Literature and the Arts,and Math Tests, direct translationworks," says Joan Auchter, Directorof the GED Testing Service,"because the process is really testingthe candidate's skill in the contentarea."

But for the multiple-choice por-tion (Part I) of Test 1, the WritingSkills Test, experts couldn't simply"go Berlitz" with a straight transla-tion, because the content area is lan-guage, and the elements of languagediffer.

For example, possessives andsound-alikes, common in English,don't exist in Spanish, and Spanishuses diacritical markings that don'tappear in English. Furthermore,multiple-choice options must seemplausible for a test to be valid.

When some of the English-lan-guage options are translated directlyinto Spanish, they make no sense.The candidate can immediately

eliminate the implausible choice andthe capacity for that item to test realknowledge is impaired.

Another issue concerns regionalcolloquialisms within Spanish. Justas some English speakers use theword "lorry" and others say "truck,"Cubans, Puerto Ricans, andMexicans all have different words for"car." One might say coche; another,carro, a third, mciquina. In a testingcontext, however, the same word,automovil, must serve all.

To ensure the same level of diffi-culty in the translated test, somequestions must therefore be differ-

continued on page 6

Inside Items"Dear GED"

For GED Examiners 5

From the Director 2


Legislative Update 7

News and Notes 1 1

Viewpoint 8


BEST COPY AVAILABLE

-

Neighborhood Services JOIN Over Welfare Reformby Joan Auchter

Welfare reform is on every-one's radar screen. Acrossthe United States, we

face a momentous change: movingpeople from the welfare rolls to theworkplace. In some regions, thejobs are available; in others, they'renot. In some instances people arenarrowly trained for very specific,short-lived jobs. In others, the obsta-cles to keeping a job can overwhelma person's best efforts.

Studies show that just having ajob is not enough. To remainemployed and self-sufficient over thelong term, to participate in civic life,to parent healthy, educated children,individuals need more than just ajob. The challenge in moving alarge segment of our populationfrom dependency to self-sufficiencyis multi-faceted. At its core is this:we must empower each individualwith the skills and knowledge theyneed to adapt to changes in theworkplace and to make informedchoices over their lifetimes.

In Philadelphia, there is an ini-tiative under way that builds GEDpreparation into welfare reform.JOIN (Jobs and Opportunity toImprove Neighborhoods) is a city-wide coalition built to address themany challenges related to welfarereform. While interest rates andunemployment rates remain low ona national scope, fueling economicoptimism in many areas, prospects inmany urban centers are not so rosy.In mid-November, big-city mayorsmeeting in Washington warned thatthere are not enough entry level jobsopening in America's cities toaccommodate the number of recipi-ents who will have to enter theworkforce by 2001. According tothe coalition's Ed Schwartz, of the

Institute for the Study of CivicValues, "We're heading for a socialcatastrophe that will make currentlevels of homelessness seem benignby comparison."

To address this impending wel-fare reform fallout, the Institutepulled together a city-wide move-ment of Philadelphia's neighbor-hood-based organizations, humanservice agencies, and advocacygroups to develop a public agenda.The coalition is breaking newground, expanding the focus ofcommunity groups from concernssuch as housing and crime towardthe issues of jobs, public transporta-tion, adult education and literacy,and child care.

Beginning in September thecoalition sponsored neighborhoodroundtables and city-wide meetingsfor civic groups, literacy providers,and child care centers. As a result,more than 30 Philadelphia areagroups developed and agreed on anagenda with which to lobby stateand city officials. A town meetingaround the JOIN agenda is set forMonday, December 8 (see page 10for text of the agenda, with its refer-ence to the importance of GED pro-grams).

Volunteers and agency represen-tatives who work closely with those

who will be personally affected bythe welfare-to-work initiative are ina unique position to understand itsimpact and to advocate for the sys-temic changes that will make theinitiative a success. This excitingactivity in the City of BrotherlyLove demonstrates that diversegroups can together develop a com-mon vision and work toward mate-rializing that vision. By collaborat-ing, they have created an impactnone could have achieved single-handedly. They also have expandedtheir resources, all with negligiblecost. The JOIN agenda may notsurvive the political process intact,but it provides a unified, tangiblestarting point that is immenselyvaluable.

Let us join them in meetinghead-on the challenge to build theinfrastructure that welfare reformneeds to successfully move people tothe workplace with a full toolkitthe knowledge and skills they needto be capable, adaptable, employable,and promotable members of society.

Joan E. Auchter is the Director ofthe GED Testing Service and

directs the Test Development Unit.

If you have information to share

about similar coalitions, please

contact us.

WINNER

AAPEX '97®

`UMAWARDS FOR

PUBUCATION EXCELLENCE

GED Items (ISSN 0896-0518) is published bimonthly by theGED Testing Service of the American Council on Education(ACE). GED Items is not copyrighted. Readers are invited tocopy any articles not previously copyrighted. Credit shouldbe given in accordance with accepted publishing standards.

Editor & Advertising Manager:: Lisa Richards HoneCirculation Manager: Debra Louallen-Cole

Michele Tolela Myers, ACE Board Chair; President,Denison University; Stanley 0. Ikenberry, President, ACE;Joan E. Auchter, Director, GED Testing Service

Page 2 November/December 1997

BEST COPY AVAILABLE

GED Items

GED Diploma Provides Stepping Stone for

Psychology Technicianby Shu-Lin LaCroix

Hgrew up in Taipei, Taiwan,Republic of China, where Igraduated from Ching Hsin

Senior High School in 1971. In1972, I met an American soldiernamed Doug LaCroix, who eventu-ally went home to the United States.We were able to keep in touch witheach other through letters. I cameto the United States to marry Doug.Five years later, I had my daughter,Jennifer, and three years after thatmy son, Daniel, was born. We allstill live in Doug's hometown,Laurel, Mississippi.

When Jennifer was nine yearsold, she came home from schoolwith homework. She asked me tohelp her with it, but I couldn't reallyprovide what she needed. Rightthen, I decided to go back to school.A friend of mine told me about thatthere were back-to-school programsat Jones County Junior College(JCJC).

Even though I wasn't a single

parent, you could say I was

"displaced," having come from

another country.

When I arrived at JCJC, thecoordinator, Ms. Anne Forde, treat-ed me just as if I were her owndaughter. She was very kind andhelpful; she really understood howdifficult it was for me to start a newlife in a new country.

Ms. Forde guided me throughthe steps as I discovered that the col-lege could not accept my Chinesehigh school diploma and helped me

aaa., ,aa. ANL.

Shu-Lin LaCroix enjoys caring for the family horses near their home in Laurel, Mississippi.

to enroll in the Single ParentDisplaced Homemaker Program atJCJC.

I suppose that even though Iwasn't a single parent, you could sayI was "displaced," having come fromanother country. After I studied theGED material for two months, I wasable to start classes at JCJC becauseof my GED and ACT scores.

I decided that I wanted to be anelementary teacher and began takingcourses in 1988. A year later I grad-uated from JCJC cum laude. In1990, I continued my studies atWilliam Carey College, where Ilater decided to change my major toPsychology. Finally, I transferred tothe University of SouthernMississippi, which offers all thecourses I needed to become a psy-chologist. I graduated from theUniversity of Southern Mississippiwith a Bachelor of Science summacum laude. It took me a while to finda job as a psychologist, however.

Although I applied right awayfor a position at the nearby EllisvilleState School for the MentallyDisabled, I wasn't able to get thejob until 1993. I have beenemployed at the school as aPsychology Technician for a yearand a half now. I really enjoy myjob working with patients who havemental retardation.

In my spare time, I enjoy read-ing, cooking, and looking after ourhorses. I also teach a Sunday schoolclass at our church.

I owe my success to all the sup-port I received from Ms. Forde andmy family. I hope that I'm able tokeep my career going and that mystory will encourage someone to gothrough college and choose a careerbest suited for them.

Many thanks to Anne Forde atJones County CommunityCollege for putting us in touchwith Shu-Lin.

GED Items

BEST COPY AVAILABLE

November/December 1997o Page 3

Dear GED...

Letters Tell Many StoriesHave you ever wondered what kind of mail we receive at OneDupont Circle? Some of it is routine, some of it is funny.Some letters are simply nice to read. Here's a sampling of ourrecent favorites:

"The Many Faces of GED"[event] was a night to remember formyself, my husband David, and forall the honorees. It is programs likethis that gives the people the extraboost in life to help them helpthemselves. I was surprised anddelighted to receive the five hundreddollars. I plan to use the money tobuy books and software to supportmy data base in my new professionas a Nutritionist.

If there is ever anything that Ican do to support this organizationplease do not hesitate to call on me.I do not believe that I would be theperson that I am today if this pro-gram was not in place when I need-ed it. GED does make a difference!

Katherine Kirkhofer

Katherine Kirkhofer left school inseventh grade. After earning herGED diploma, she completed adegree at Southwest Texas StateUniversity and now works inquality assurance, ingredients, andnutrition at a regional grocerychain.

Yo estoy esribiendo este articu-lo, para darles a conocer a los lec-tores, sobre como una persona sesiento cuando se di cuenta de que sipuede superarse.

Cuando yo era nina le pedia amis padres que me dejaran ir a laescuela. Pero, me padre no creia enesa teoria. Para el una nina sOla-mente debia aprender a limpiar lacasa y a cuidar ninos. Asi que nome dejaron ir a la escuela y esto fuemuy triste para mi. Mas tarde me

case y mi esposo me prohibi6 ir aestudiar, el decia que yo estaba muygrande de edad.

Hasta que un dia me dije voy aestudiar y primero Dios con empenocomprobe mi capacidad para apren-der. Hoy a la edad de 51 alios estoyestudiando en la Universidad deHouston en el programa H.E.P., paraobtener mi diploma de GED. Mesiento muy orgullosa de mi, y lesdigo a todos nunca es tarde paraaprender. Y si yo puedo a mi edad,to puedes tambien. Estoy seguraque lograre me meta, pero, ademisconoci muchos amigos que me ayu-daron y ensefiaron cosas muy bue-nas.

iEstudien, yo se lo que les digo!Francisca Martinez

I'm writing this article to let readersknow how a person feels when they findout for the first time how much progress

they can make.

When I was a little girl, my parentsdid not believe in education for girls.

According to my father, I was supposed tolearn how to clean a house and take careof babies. Later on, I got married andmy husband did not let me go to schooleither. He said I was too old to study.

However, in spite of these draw-

backs, I decided that I wanted to learn,and thank God I am going to schoolnow. I had never been to school before inmy whole life, not even first grade. I didmy best to learn as fast as I could andsurprised myself when I found out thecapacity for learning that I had. At agefifty-one, I took my GED exam. Atthis moment, I not only have my GED,.but I also found a lot of friends who

teach me good things. So please go toschool, If I can pass without formerschooling, you can too!

Francisca Martinez is a graduateof Houston Community College'sHigh School EquivalencyProgram. She enrolled at thecollege this fall for English classes

and plans to continue her studies

in business administration.

I would first like to say that Ithought your web page was veryinformative! It really gave me a lotinsight as to what the GED programis all about. You did a great job! :-)[e-mail "smiley face "]

I first decided to attend a GEDprogram after I had left school forquite some time, and I began torealise that the GED program wouldbe my best option. I was in a verydifficult place, I did not haveenough credits to enter 11th gradedue to me leaving so early, and Idesperately wanted to attend collegein the future. As soon as I becameaware that you could enter collegeby achieving a certain level on theGED exams I was extremely happy,and felt that I would be able to pur-sue the goals I had for myself that Iwould not be able to achieve with-out first attending college.

I am writing you because I havetwo questions concerning the testscore on the GED exams.

I was recently given a practiceGED exam. I was not tested inMath or Writing because I believe


Page 4 u November/December 1997 GED Items

For GED Examiner's

New Manual Offers More Information, Better

Organization, Updated Resources"Times have changed," goes the old saying. It's one that iscertainly true for the GED Examiner's Manual. In 1954,the Examiner's Manual was a 20-page booklet; a separate,80-page booklet containing state, provincial, and territorialpolicies came out in 1966.

unfortunately, neither publi-cation provided muchguidance to local program

operators until they were combinedand revamped in the 1980s.

Today's manual holds more than500 pages of specific informationabout every aspect of the testspro-gram history, test construction, teststorage and administration, eveninstructions for locating a veteran'sold test scores. This degree of detailserves to make the GED testingexperience as uniform as possible fortest-takers wherever they register.

By now, each GED TestingCenter should have received a new1997 GED Examiner's Manual,addressed to the Chief Examiner ofrecord. Users will find topics easier

than ever to find with an index,located between the text and theappendix, that is more extensivethan ever before.

While it may not be the firstfeature that Examiners will notice,nearly all the forms commonly usedto correspond with the GEDAdministrator and the GED TestingService (GEDTS) have been revised.Incorporating a systematic format-ting that better accommodates type-writing or handwriting, most of theforms also include new requirementsand procedures that come into effectwith the distribution of this manual.For this reason, after December 15,1997, any request (a transportationaddendum, for example) made on anoutdated form will not be approved.

Users will find that the manual'sappendix, which contains nearly allthe materials needed to operate alocal testing program, has been reor-ganized into nine separate appen-dices, grouped by function. Forexample, Appendix A contains apublications list and other generalprogram information, while allmaterials relating to test accommo-dations for candidates with disabili-ties (Section 7) can now be found inAppendix E.

Several sections have beenextensively revised and deserveimmediate attention from GEDExaminers and other testing pro-gram staff. See especially Sections4.2 and 4.3, Sections 5.3 and 5.4,


The KIT /GED SERIES for IThe award-winning KETIGED Series has helped thousands of learners prepare fir









Call (800) 354-9067 today for your free KETIGED Series preview pac

GED Items November/December 1997. Page 5

One Special Day Can Serve Manyby A. Progam Director

ne very positive way ofkeeping one of our veryimportant publicsthe

U.S. Congressinvolved in theactivities and value of GED testing isto invite one's U.S. district represen-tative to experience a GED gradua-tion ceremony. Each spring, I aminvited to speak at several suchevents. Speaking may be nothingmore than a minute's worth ofgreetings and congratulations onbehalf of my state's department ofeducation. Or I may give a briefaddress related to the significance ofattaining a high school equivalencydiploma. One ceremony eachspring, however, is unique: the onewhere I get to present the state vale-dictorian's plaque.

I suggest, however, that a stateemployee be the "last resort" for thisimportant honor. Rather, uponidentifying the valedictorian, theGED Administrator should immedi-ately inform the testing center andadult ed program in the school dis-trict where the valedictorian resides.

If a graduation ceremony isplanned and if the valedictorianagrees to participate, the GEDAdministrator and local programleadership should invite the district'sU.S. Representative to present theplaque. The more "lead time" thecongressperson has, the better thechances that he or she will attend.

On the day of the ceremony, theGED Administrator should greet therepresentative, give him or her theplaque and suggest a solid one-linerto go with the presentation. Forexample, while most high schoolvaledictorians are first in a class of afew hundred, this valedictorian wasfirst among a "class" of [number]thousands who took the GED in

[jurisdiction] in [year]. It's an atten-tion-getting statement; the con-gressperson appreciates havingappropriate background (and looksgood saying it) and everyone isimpressed. A single sheet of suchinformation can be prepared inadvance for the congressperson'sstaff, so that the congressperson canreview it prior to the event.

While there can be only onevaledictorian each year in the state,many GED graduation ceremoniesare held locally. There may be a spe-cial graduate whom the congressper-son can recognizeone with newly-attained citizenship, an octogenarian,mother-daughter credential recipi-ents, someone who has overcome ahandicapping condition or otherodds. The congressperson may beasked to give remarks which honorthe entire group. The ceremony thatprovides graduates an opportunity tobe important also affords the repre-sentative a closer look at his or herconstituency.

While he or she may not alwaysaccept the invitation, simply extend-ing an offer meets two importantobjectives. First, it increases the con-gressperson's awareness of the GEDprogram and, second, the act con-veys courtesy and respect for therepresentative's role in society. Theadult education community has acompelling need to remain in touchwith Congress. Much time andenergy are spent with our collectivehands out. Participating in a GEDgraduation ceremony offers anopportunity for members ofCongress to witness firsthand thefruits of their legislative efforts.

The author of this article askedthat their name not be revealed.

Translation, from page 1

ent, but still demand an equal levelof ability.

After an intensive and extensivetranslation process, experts produceda Writing Skills Test that represents60% straight translation and 40% ele-ments that are equally difficult, butnot exact "duplicates." SaysAuchter: "If a person has the abilityto read and write the Spanish lan-guage well, it's projected that she hasthe ability, with training, to expressherself in English with equal compe-tence."

For... the Writing Skills Test,

experts couldn't simply "go

Berlitz" with a straight

translation, because the content

area is language, and the

elements of language diger.

To "test the test," a small sampleof biliterate U.S. students were givehalf of the Interpreting Literatureand the Arts tests in English and halfin Spanish as a screening device.Those biliterate students who per-formed equally well on both halvesof the test will help make sure thatany difficulty with test items doesnot result from translation.

This spring, the test will begiven again at high schools in NewYork, California, Florida, Texas, andChicago to further assure that trans-lation has not introduced new prob-lems.

"Our goal was to preserve accesswithout changing the standards,"Auchter notes. "We can remove abarrier, but we can't change thestandard. The new Spanish tests willmeet those requirements withoutdiscriminating."

It has been a long and complexprocess, but a successful one, reflect-ing activities on the cutting edge oftranslation. The new Spanish-lan-guage tests will be ready by the fallof 1998 to fill 1999 contract orders.

Page 6 November/December 1997 5c GED Items

Literacy, Adult Ed Funding To Riseailing this "the best year forAmerican education inmore than a generation,"

President Clinton on November 13signed into law the 1998 Labor-HHS-Educaton appropriations bill,which substantially increases literacyfunding for next year.

The largest increase, $22 mil-lion, went to the Even Start familyliteracy program. Adult educationbasic state grants received an addi-tional $5 million, bringing that pro-gram's total funding to $345 millionfor fiscal 1998. Local programs canapply for these funds through theirstate education agencies beginningin July, 1998.

Eighty-five million in prelimi-nary funding for a children's literacyinitiative was allocated to severalexisting programs includingAmeriCorps/VISTA ($24 million),the Foster Grandparent program($9.8 million), the Retired andSenior Volunteer Program ($4.6 mil-lion), the Eisenhower ProfessionalDevelopment program ($25 million),the Fund for the Improvement ofEducation ($5 million), and $16 Mof the $22 M increase for Even Start.The VA-HUD appropriations billalso included $25 million for chil-dren's literacy.

The House and Senate alsoagreed to a $210 million "advanceappropriation" for fiscal 1999 for thechildren's literacy initiative if it isenacted by July 1, 1998. Otherwisethis $210 million will be spent onspecial education rather than literacy.

The House of Representativeson November 8 passed its children'sliteracy initiative, the ReadingExcellence Act (H.R. 2614) The billfocuses on professional developmentfor classroom reading teachers.

If enacted, the bill would alsosupplement family literacy programsby funding training for parents whoneed improved skills to help childrenwith homework and to be their chil-dren's first and most importantteachers. H.R. 2614 also broadensthe literacy component of the feder-al College Work Study program.The Senate plans to take up similarlegislation next year.

Information for this article

courtesy of the National Institutefor Literacy, (202) 632-1500,http://wwwnifl.gov. Additionaldata was supplied by DianeHampton, a legislative analystwith the American Council onEducation's Department ofGovernmental Relations.

Labor-HHS-Education Appropriationsfor Fiscal 1998

(in millions of dollars) President House Senate Final

Adult Education State Grants 382 340 340 345

Even Start Family Literacy 108 108 108 124

National Eval./Technical Assistance 6 5 5 5

National Institute for Literacy 6 4.5 5.5 5.5

Prison Literacy 0 0 4.7 4.7

Children's Literacy/America Reads 260 0 0 85*

* Since the legislation has not yet been enacted, this preliminary fimding was added to existing

programs.

Award-WinningMath Videos!

Eight mathseries in all!From basicskills to col-lege level!

"The students love them. Math testscores have improved, so everyone ishappy!"

Suzanne DuPlantier, Adult EdSpecialist, Baton Rouge, LA

"* * *" Video Rating Guide forLibraries, 1994

"Highly Recommended!"Library Journal, 1993

Only $29.95 each!Includes rights to make up to two copies

of each tape... then check them out to stu-dents, just like a library!

FREE! Unlimited duplicationsfrom workbook or diskette!

T GRAMMAR KEY

Complete Teacher Pack $299.95(includes combined instruction text, work-book with answer keys, 28-lesson video,award-winning computer software, and twostudent reference card packs)

Duplicating Workbook $19.95Workbook on Diskette $49.95Instruction Text $19.95Spanish to English Text $24.95Stand-Alone Video (80 mins) $39.95Computer Program $99.95Student Reference Cards $19.95

"The beauty of this program issimplicity, consistency, andefficiency"


1-800-ACE-MATH1-800-223-6284Video Resources

11767 S. Dixie Hwy., Suite 222Miami, FL 33156


GED Items

BEST COPY AVAILABLE

November/December 1997. Page 7

"Multiplicity" Approach Helps InstructorIndividualize Lessons for Adult Students

many busy adult educationteachers report that theyfind themselves stretched

to the limit. "I finally found a wayto clone myself," chuckles JanetScarpone, an award-winning educa-tor with 22 years of experienceteaching adults at the college andhigh school level.

The energetic instructordesigned two videotape-based sys-tems especially for those who need aquick but thorough review in math-ematics and essay writing. Althoughthey are intended to lend an extrahand in the classroom, the tapes canalso benefit parents with school-agedchildren as well as young adultsstudying for college entrance andplacement exams.

Janet Scarpone struggled foryears to meet the varied needs of herstudentsthose planning to take theGED Tests, as well as others prepar-ing for civil service exams, teachercertification tests, or the ASVABmilitary placement examination. Asshe started looking for videotapes inthe late 1980s, she says, "I found fewcommercial videos that 'hit the spot'because the lessons were usuallydesigned for schoolchildren. Finally,I decided to make my own."

"Because of the open enroll-ment system in the school where Iteach, new students join the class atrandom, often arriving in the middleof something. Now I can shaketheir hands and hand them a videowhich includes everything I'vealways wanted to tell each new stu-dent, but rarely have time to say."

Selecting different tapes basedon each student's needs, Scarponecustomizes tasks for individuals orsmall groups, giving each personexactly the material he or she needsat each step along his or her learningcontinuum.

By condensing all her best mathand writing lectures into brief, to-the-point, easy-to-understandlessons, and then adding guest seg-ments and critiques of actual work,Scarpone says that she's expandedthe normal classroom experienceand made sure that, no matter howmany times she teaches the same les-son, she never forgets an importantpoint.

Students can watch a particularvideo as often as they wish, com-plete the worksheets and post-tests,and ask questions when they getstuck. Instead of teaching one les-son that bores some and confuses

Janet Scarpone's students view a videotaped lesson during an open classroom session.


others, Scarpone "makes therounds" while students work at acomfortable pace and take responsi-bility for their own learning. "It's soexciting," she declares, "to see a stu-dent's self-esteem improve as theycatch on to concepts that escapedthem before."

Using tapes allows Scarpone torun six or more math groups a dayusing two VCRs and televisionmonitors. Students who have con-flicting work or family obligationsare better able to keep up with theirstudies. Scarpone also finds that stu-dents are less likely to give up out offrustration when they control thepace of the lesson, rewinding whereneeded and skipping the partsthey've already mastered.

After deciding that her "homegrown" videotapes had a marketoutside her own classroom,Scarpone invested in having thetapes and accompanying workbooksprofessionally produced.

As the popularity of the videoshave increased, she's added a toll freeorder line, a new mailing address,and a websiteand stopped fillingorders in her spare time at home.Her market is expanding, she says, toinclude other groups, such as middleschool teachers and home schoolers.

Now the successful teacher isalso succeeding at businessonethat has its roots in her own exper-tise.

Janet Scarpone teaches at theNational City Adult School inNational City, CA. She is thewinner of the 1997 Calco Awardfor Excellence in Teaching from theCalifornia Council on AdultEducation and was honored inAugust for her work by the Boardof Trustees of the Sweetwater

Union High School District.

GED Items

Sylvan Learning Systems Goes to Bat; Will

Deliver International Testing for GEDTSWashington, DC

Sylvan Learning Systems onNovember 5 signed an agree-ment with the American

Council on Education's GeneralEducational Development TestingService (GEDTS) to deliver a com-puterized version of the GED Testsoverseas through Sylvan's extensivenetwork of computer-based testingcenters.

"It's been our goal... to

improve delivery of the GED

Tests to students overseas, but

it has been tremendously

challenging to administer the

program securely."

Joan AuchterDirector, GEDTS

The tests will be available onlyat Sylvan's testing sites outside theUnited States, Canada, and their ter-ritories. Overseas sites sponsored bythe U.S. Department of Defense andDANTES (Defense Activity forNontraditional Education Support)will likewise be unhampered by thenew service.

Foreign and United States citi-zens abroad who did not graduatefrom a U.S. high school will nowhave the opportunity to earn a highschool credential by passing theGED Tests. The lack of such a cre-dential is an obstacle for many whoare otherwise qualified to attenduniversities in the states.

Under policies established bythe Commission on EducationalCredit and Credentials, foreignnationals are eligible to test stateside

as long as they meet the otherrequirements established by thejurisdiction in which they reside.

Currently, the tests are offeredabroad to U.S. citizens only througha handful of secure U.S. embassiesand U.S. Information Service fieldoffices which have agreed to providethe service.

U.S. civilians and militarydependents overseas may also takethe tests at military installationsoperating DANTES (DefenseActivity for Non-TraditionalEducation Support) testing center.However, priority is given to activeduty servicemembers who requestan opportunity to take the GEDTests.

"It's been our goal for manyyears," said GED Testing ServiceDirector Joan Auchter, "to improvedelivery of the GED Tests to stu-dents overseas, but it has beentremendously challenging to admin-ister the program securely."

Although the GED TestingService disestablished its network ofoverseas testing centers in mid-1995,members of the GEDTS staff con-tinue to answer hundreds ofinquiries each year from foreignnationals seeking to take the tests, aswell as from institutions requestingmore information about how thetests can be used.

Cathy Mlin, Client ServicesCoordinator at the GED TestingService, has been responsible fortracking the calls and letters receivedat GEDTS from adults in foreigncountries who want to take theGED Tests. She says of the experi-ence, "It quickly became clear thatthere was a real demand that ourcurrent delivery system couldn't

meet. We had to find a better wayto serve overseas candidates."

Sylvan Learning Systems, Inc. isa publicly held corporation(NASDAQ listing: SLVN) and aleading provider of educational ser-vices. The company offers testing foracademic admissions, as well as pro-fessional licensure and certificationprograms at more than 1,300 centersworldwide. In addition, Sylvan pro-vides personalized instruction to stu-dents of all ages and skill levelsthrough its network learning centersand through contractual agreementswith schools and other organiza-tions.

_. L-1-4I

4 I

Order the NewLEARN RATH QUICKLY


STUDENTS 1.01/E THEM1

Easy to understandQuick resultsExtremely effective fortest preparation,especially GED TestsClassroom proven forgraduation success


Please write:



or call: 1-888-LRN-FAST(TOLL FREE)

Visit our web site @http: //www.leamquickly.com

GED Items November/December 1997. Page 9

The JOIN Agenda*Jobs and Opportunity to Improve Neighborhoods (JOIN)

"To Promote the General Welfare"We, the community organizations of Philadelphia, agree with the effort to bring

people on welfare into the workforce and believe it is the responsibility of recipients toseek employment. At the same time, we believe that it is the obligation of governmentto insure the availability of jobs at a living wage, adult education, and quality child-care for every resident of the Commonwealth seeking employment and the means tosupport their families. We further expect the private sector to support these efforts.

To achieve these goals, we urge that the Commonwealth of Pennsylvania and theCity of Philadelphia take the following steps:

1. To insure that welfare recipients can compete effectively For Full-time jobs, the

Department of Welfare must permit recipients to pursue per week pre-GED,GED, or a work-related educational program for not one, but two yearsas alegitimate work related activity under the required 20 hours per week. Thisshould include two-year community college programs.

2. The Commonwealth must triple its budget for adult literacy from $8 million to$24 million, with the goal of tripling the number of GEDs awarded each year.Approximately 2,200,000 people in Pennsylvania over 18 do not have highschool diplomas including 411,000 Philadelphia residents. At a time wheneven computer literacy is needed for many jobs, a high school diploma hasbecome a necessity. Yet just 19,000 Pennsylvania residents received GEDslast year, a mere 1,751 in Philadelphia. We need to award at least 5,000GEDs annually in Philadelphia alone.

3. The Commonwealth must invest in the purchase and operation of 500 vansand other vehicles, to be used by SEPTA [Southeastern Public Transportation

Administration], non-profit organizations, and employers to transport at least10,000 people from Philadelphia to jobs in the suburbs. Wherever possible,our goal should be to cut commuter time to 45 minutes or less. WhilePhiladelphia's economy remains static, the surrounding suburbs have gainedmore than 32,000 jobs in the past year. Employers are having trouble fillingentry level jobs. Yet many regional job centers are inaccessible without a car,and inner-city residents cannot reach most suburban job locations by publictransit in less than an hour.

4. The Commonwealth of Pennsylvania must develop a child-care plan that pro-vides affordable, quality care to every child. The Welfare Department has pro-posed a "tier system" for child care that will raise the co-pay for quality carebeyond the reach of low income workers. The Department must withdraw thisplan and develop and implement a subsidy system that makes quality childcare affordable for all.

5. To insure that low-income residents achieve self-sufficiency, the full-time jobs that

welfare recipients receive must pay a living wage no less than 100% of thepoverty rate plus health insurance. To demonstrate its support for this principle,the Philadelphia City Council should pass the proposed living wage ordinancethat will set this minimum for all companies that receive assistance under theCity's economic development programs.

*see related article on page 2

For information on JOIN:

Institute for the Study of Civic Values (ISCV): 1218 Chestnut St., Rm.702, Philadelphia, PA 19107 (215) 238-1434 Contact: Ed Schwartz, e-mail: [email protected]

ISCV website: http://libertynet.org/edcivic/iscvhome.html"Neighborhoods Online" is ISCV's project with LibertyNet to supportneighborhood activism: http://libertynet.org/community/phila/natEhtml


Manual from page 5

Sections 6.4, 6.5, and 6.6-1, Section7, and Section 9.1-3.

The GED Testing Service willsend updates to this manual periodi-cally over the corning years until2000 Series GED Tests are released.The next update packet, which willinclude a new Section 10 and corre-sponding Appendix G, will beshipped in 1998. Whenever youreceive an update in the mail, reviewit promptly and be sure to insert itunder the appropriate heading.

In addition, plans are under wayto offer the manual in alternativeformats. A survey of GED TestingCenters completed in Septemberwill be evaluated to determine themost useful and economical methodfor delivering the manual's policies,forms, procedures, and referencematerials electronically.

The terms and conditions con-tained in this manual are a legallybinding part of each GED TestingCenter's Annual Contract.Therefore, it's essential that all pro-gram staff are thoroughly familiarwith the policies and procedures thatthe manual contains. Each GEDAdministrator, GED ChiefExaminer and GED Scoring SiteDirector receives one free copy ofthe manual; all future updates arealso free.

Additional copies of the GEDExaminer's Manual are availablefrom the GED Fulfillment House(see page 12) for $15.00, plus ship-ping and handling.

If your center has not yet received a

1997 GED Examiner's Manual,or if the manual you received is

damaged, please fax a descriptionof the error to: Lisa RichardsHone, GED Testing Service,(202) 775-8578, or [email protected]. Besure to include your 10-digit centeridentification number, a daytime

telephone number, and contactname.

BEST COPY Pm" An! F6r GED Items

New GED AdministratorsMove In

Kay Charron is the new GEDAdministrator for Vermont. Herphone number is (802) 828-5133.Clive Smith takes over as GEDAdministrator for the District ofColumbia; (202) 541-6314, andRichard La Pan joins the GED staffin New Mexico as Administrator;(505) 827-6524. Welcome also tonew GED Administrators CoralyBetancourt Garcia in Puerto Rico;(787) 759-2000, ext. 4567 andFilemoni Lauifefue in AmericanSamoa; (684) 633-5772.

Front Page News Too Tough forMost High School Seniors,Study Says

A recent study finds that mostteenagers have trouble reading thefront page and editorial sections ofmany U.S. newspapers.

Touchstone Applied ScienceAssociates, Inc. found that morethan two-thirds of high schoolseniors could not fully comprehendthose articles usually located at thefront of the paper.

Using a Degrees of ReadingPower test, the educational test pub-lishing company analyzed the levelof difficulty presented in the differ-ent sections of various U.S. newspa-pers. The easiest text fell between25 and 30 on the scale, while themost difficult passages landed in the80 to 85 range. Front-page storiesaveraged between 67 and 71.

Many fewer students had troubleunderstanding the sports pages,where the average difficulty levelrated a 60.

LDA Conference Comes toWashington, DC

The Learning DisabilitiesAssociation (LDA) will host its inter-national conference at theWashington Hilton and Towers,March 11-14, 1998. The theme ofthis year's meeting is "Ensuring theRight to: Learn, Dream, Work,Succeed."

Members and nonmembersalike are encouraged to pre-registerto reserve their seats in the sessionsof their choice. Early bird rates arestill in effect! For information andregistration materials, call LDA at(412) 341-1515.

"Legacy" Provides Focus ofNCFL Meeting

The National Center for FamilyLiteracy (NCFL) will hold its sev-enth annual conference, "FamilyLiteracy: Building a Legacy," April19-21, 1998, in Louisville, KY. Formore information, contact CarmelMackin at (502) 584-1133.

GEDTS Test DevelopmentVacancies Posted

The GED Testing Service of theAmerican Council on Education(ACE) has two opportunities avail-able in its Test Development Unit.

Director, Test DevelopmentRequirements: Master's degree in edu-cational measurement or a relatedfield required. At least seven years'experience directing a district, state,or national high-stakes test develop-ment program. Individual must havestrong skills in project management,writing, speaking/presenting; finan-cial management experience includ-ing developing and monitoring bud-

gets. Primary Responsibilities: Directsand supervises the Test DevelopmentUnit in the development of theGED Tests. Oversees all psychome-tric aspects of test development;designs, implements, and supervisesmaximum quality control proceduresand activities to ensure high quality,high impact tests. RepresentsGEDTS and the American Councilon Education at national- and state-level meetings.

Mathematics Test SpecialistRequirements: Master's degree inmathematics or master's of educationwith bachelor's degree in mathemat-ics, five years' experience teachingmathematics at the secondary oradult education level, and knowl-edge of current mathematics cur-riculum at the secondary level.Requires managerial experience andsuperior editing, writing, and speak-ing experience. Working knowl-edge of NCTM and state standards;and links to professional mathematicsnetworks/organizations alsorequired. Responsibilities:Coordinates and manages the devel-opment and production of all edi-tions of the GED Mathematics Testsas well as ESL test andInterdisciplinary form. Ensures thattests accurately reflect national cur-ricula in secondary mathematics andmeet the broad GED test specifica-tions. Responsible for content accu-racy and quality of tests, analyzingproduction needs, and monitoringproduction of all final test copy.

For additional information, con-tact the Human ResourcesDepartment, American Council onEducation, (202) 939-9423. ACE isan equal opportunity employer.

The reason that most people fail, instead of succeed, is that they, trade what they want MOST for what they want at the MOMENT.

author unknown

GED ItemsBEST COPY AVAILABLE 6 .1

November/December 1997. Page 11

Letters, continued from page 4

that I need more work in thoseareas.

My results were 51 in SocialStudies, 53 in Science, and 54 inLiterature. My question to you is:If I achieved these results on theactual GED exam would the testscores be high enough for me toenter college? I would also like toknow if these results were poor orgood?

I left school in the 9th grade,which was the worst decision I haveever made in my life.... I'll be look-ing forward to your response!Thanks again! :-)

Joel H. (via e-mail)

We don't know where Joel H.

lives, but it appears as if he may

be college-bound sooner than he

thinks. Thanks for your

compliments, Joel. And best wishes

for your success on the real GED

Tests!

FXAMINER'S MANUALPlease send copies of item #251001, the 1997 GED Examiner's Manual,at $15.00 each, plus shipping and handling* to:

NAME

ADDRESS

CITY STATE/PROVINCE ZIP/POSTAL CODE

0 CHECK 0 MONEY ORDER 0 PURCHASE ORDER 0 VISA 0 MASTERCARD

CREDIT CARD ACCOUNT NO. or PURCHASE ORDER NO. NAME ON CARD

SIGNATURE CARD EXPIRATION DATE

* $4.00 for 1 copy; $5.00 for 2-4 copies within U.S. Outside U.S., $8.00 for 1 copy; $10.00 for multiple copies.

The GED Fulfillment ServiceP.O. Box 261

Annapolis Junction, MD 20701

For fastest service, order by phone! Call (301) 604-9073...or FAX your order to (301) 604-0158

THE NEW EDITIONIS IN STOCK NOW

111111111111111111111111111111111111111111111111111

ILES .0N3FuladDu `uoiSuseAk

CHWI08E3sod sn

uopezp.regio 3goacluoN

I000-1,900Z 30 uolBuTigsvmCOZ 000/1 'IIPH 3008,0

v3IJowy 30 61IsJoAlun oflotilvo8.11341TIU

aas-sansaap-aw, 5813L

aaaiNvmvno aDVISOcIC131S31-10311 NOIIDDIAJOD SSalICICIV

£911-9£00Z DU NOIONIHSVA10SZ 3IIIIS /AN aiD)iip IN0c111U 3NO

NOLLVDf1U3 NO 1IDN1100 NVD1113WVapinuas ONIISai IN3111d0T3A3CI IVNOLLVDLICIa '1VII3NaD

62stualIa39

(9/92)

I

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement (OEM)

Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

-771 971 ()

RIC

This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Releaseform (either "Specific Document" or "Blanket").

document resume hone, lisa richards, ed. · document resume. ed 417 193 tm 027 740. author hone,...

Documents