reproductions supplied by edrs are the best that …onto the issue of literacy in america. mrs....

ED 447 145

AUTHORTITLEINSTITUTION

ISSNPUB DATENOTEAVAILABLE FROM

PUB TYPEJOURNAL CITEDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

TM 030 245

Hone, Lisa Richards, Ed.GED Items, 1999. The Newsletter of the GED Testing Service.American Council on Education, Washington, DC. GeneralEducational Development Testing Service.ISSN-0896-05181999-00-0067p.; Published bimonthly. There is no issue number 5.General Educational Development Testing Service, AmericanCouncil on Education, One Dupont Circle NW, Suite 250,Washington, DC 20036-1163.Collected Works - Serials (022)GED Items; v16 n1-6 Jan-Dec 1999MF01/PC03 Plus Postage.*Adult Basic Education; Educational Certificates;*Equivalency Tests; Family Programs; *High SchoolEquivalency Programs; High School Graduates; NontraditionalEducation; Secondary Education; *Standards; Test Results;Test Use; *Testing Problems*General Educational Development Tests

Six issues of the newsletter of the General EducationalDevelopment Testing Service discuss developments of interest to users of theTests of General Educational Development (GED) in the United States andCanada. The feature article of each issue is: (1) "Survey of Testing CentersReveals Trends in Access to Technology"; (2) "Washington State CorrectionalFacility Conducts Graduation Ceremony, Offers College Guidance" (WilliamLisk); (3) "Successful Graduates Say Determination and GED Diploma OpenedFuture Possibilities" (George E. Aalto); (4) "New Orleans Fire Chief Honoredat GEDTS 1999 Summer Conference"; and (5) "2002-series GED Tests: What'sNew?" (issue number 6). Most of the issues contain a message from the GEDProgram Director, and all contain a "News and Notes" section that describesinteresting events connected with GED use. Three issues contain a graduateprofile, four contain "Teaching Tips," and most issues contain some briefprogram descriptions of interest to GED users and examiners. (SLD)

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

GED Items1999

The Newsletter of the GED Testing Service

American Council on Education-

Volume 16Numbers 1-6

January-December 1999

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

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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 represent

N official OERI position or policy.

Oce)O2

2

BEST COPY AVAILABLE

GEDItems: . ,

more than 24,000 readers

II

Survey of Testing Centers Reveals Trends inAccess to Technology

Between August 1997 andFebruary 1998, 2,656 GEDChief Examiners and GED

Administrators responded to a surveycovering computer and informationuse in their daily testing center oper-ations. The survey, mailed toapproximately 3,200 GED TestingCenters in the United States,Canada, and the territories, askedquestions about access to theInternet, usefulness of certain publi-cations, and perceptions about andpreferences for using technology.

The survey findings show thatwhile a large majority of centersareor soon will becomputerequipped, many still M..ijilin paperfor recordkeeping and informationretrieval. This finding reflects thediverse nature of communities pro-viding the GED program. Whilesome Official GED Testing Centersexist on university campuses, othersexist on remote Native Americanreservations. While some testingcenters look forward to the opportu-nity to administer the tests via com-puter, many others express worries

Inside ItemsFrom the Director 2

GED Graduate Story 3

Marketing Update 8

News and Notes 11

100%90%80%70%60%50%40%30%20%10%0%

Figure 1

Technological Features of Testing Centers

Laser or

InkJet

Printer

Windows('95 or NT)

InternetAccess

Institutionhas

Website

Remote

Dial-up

Access

Transmits

Data viaDisk orE-mail

Note: These figures are based on the 83 percent of testing centersthat responded to the survey.

over the changes introduced withthe termination of hand-scoring inSeptember 2001. There is no doubtthat technology brings both excitingopportunities and unique challenges,but in looking at the program as awhole, some clear patterns emerge.

Computer UseMore than four out of five test-

ing centers responded to the survey.Of those, 76 percent use an IBM orIBM clone, while only about 8 per-cent use a Macintosh. An additional5 percent of testing centers use bothplatforms. About 8 percent of allrespondents indicated that theyexpect to have a new computer intheir office within two years. Lessthan 7 percent of respondents indi-

cated that they do not have a com-puter and do not expect to get one.

Selected Technological FeaturesMore than three-quarters

(76 percent) of respondents use aMicrosoft Windows operating sys-tem (Windows 95, Windows NT, ora previous incarnation) and aLaserJet or InkJet printer (77 per-cent) to perform automated officefunctions. Slightly more than half ofthe GED Testing Centers have accessto the Internet (55 percent); 54 per-cent also reported that their program,school, or institution has a website(see Figure 1). An additional 11 per-cent indicated that their institutionhas plans to construct a website by2000.

continued on page 7

THE NEWSLETTER OF THF GED TESTING SERVICE::

U BEST COPY AVAILABLEs,

From-the Director

President and Mrs. Bush Honored at LiteracyLiftoff '98 Conferenceby Joan Auchter

In October. the GED TestingService was invited to spendfour minutes talking about the

GED program at Literacy Liftoff '98

in Houston, Texas, sponsored by

Literacy Volunteers of America.How could a speech, in 240 ticks of

the clock. best capture an importantmessage about this program? I deter-

mined that the best way to describethe GED was in terms of its place

among the many programs that serve

adult learners. In addition, the guestsof honor that night were President

and Mrs. Bush. As we were gathered

to recognize the Bushes' contribu-

tions to the field of adult literacy and

education, it was a privilege to usemy fleeting seconds to honor their

monumental contributions.The leadership of both President

and Mrs. Bush has provided theinfrastructure to strengthen the ini-tiatives that promote literacythroughout the nation. PresidentBush, in promoting the development

of the National Education Goals and

Joan Auchter, Executive Director of the GED Testing Service, honored President and Mrs

Bush for their contributions to the Field of adult literacy and education. The Literacy liftoff

Conference in Houston, Texas, was sponsored by Literacy Volunteers of America.

signing the National Literacy Act in1991, turned the federal spotlightonto the issue of literacy in America.Mrs. Bush's long-standing promo-tion of reading and literacy stretchesback to her days as a young motherin Texas, and forward to the recentestablishment of the Barbara BushFoundation for Family Literacy. Her

WINNER

AAPEX'98eal/ MEI

AWARDS FORPUBLICATION EXCELLENCE

GED Items (ISSN 0896-0518) is published bimonthly by the

GED Testing Service of the American Council on Education

(ACE). GED Items is not copyrighted. Readers are invited to

copy any articles not previously copyrighted. Credit should

be given in accordance with accepted publishingstandards.

Executive Editor: Lisa Richards Hone

Managing Editor. Kathleen Halverson

Desktop Publisher: Kimberly Meek

Advertising & Circulation Manager. Lisa Richards Hone

Lois B. DeFleur. ACE Board Chair; President, SUNY Binghamton: Stanley 0. Ikenberry,

President, ACE: Joan E. Auchter, Director, GED Testing Service

decades of tireless work to raise thenation's awareness of this critical

issue, begun in churches and highschool auditoriums, has expandedwith time, experience, growth, andextended connections.

Each of the adult educatorsassembled in the room that eveningwere there because we have a com-

mon missionwe serve the families

of the more than fifty million adults

who do not have a high school-leveleducation. The challenge of movingthis large segment of our populationfrom dependency to self-sufficiencyis multifaceted. While we all provide

access to education and training,

each of our organizations con-tributes a different set of services.Together, our organizations joinhands to offer hope and provide the

opportunity to all Americansas

continued on page 12

Page 2 January/February 1999GED Items

4

Ex-Fisherman Wins College Scholarship asNova Scotia Celebrates Literacy and GEDby Erick Burley

In celebration of InternationalLiteracy Day on September 8,the Province of Nova Scotia

once again demonstrated its com-mitment to literacy, lifelong learn-

- ing, and adult learners in a variety of

An appreciation ceremony atAlderney Gate Library inDartmouth, Nova Scotia,

honored both literacyvolunteers and adult learners

who achieved their GEDcertification.

settings and ceremonies conductedprovincewide. One of the eventsmarking the day was an appreciationceremony at Alderney Gate Libraryin Dartmouth, Nova Scotia, honor-ing both literacy volunteers andadult learners who achieved theirGED certification.

A highlight of the ceremonywas the presentation of the AtomicEnergy of Canada, Ltd. (AECL)GED Scholarship by the company'sCoordinator of EducationalPrograms for the Atlantic Region,Clair Ripley, and Nova Scotia'sMinister of Education and Culture,Hon. Robert Harrison. The award'spurpose is to encourage and assistGED recipients in Canada's AtlanticRegion in pursuing a postsecondaryeducation in science, mathematics,or engineering. AECL presents thescholarship annually in NewBrunswick, Nova Scotia, and PrinceEdward Island; each carries a value

.

International Literatlebratio

, Wii- ..

1,1

GED graduate Tim Boutiller (second from right) was awarded a Can$1,000 scholarship to

help him transition to a career in science. Appearing with him from left to rightare Clair

Ripley, AECL; Hon. Russell MacLellan, Premier of Nova Scotia; and Hon. Robert Harrison,

Nova Scotia's Minister of Education and Culture.

of Can$1,000. In presenting theaward, Ripley challenged otherregional industries to join in offeringscholarships to GED recipients.

The winner of the 1998AECL GED Scholarship is

Timothy Boutiller ofMushaboom, Nova Scotia.

He was recently accepted intothe Bachelor of Science

program at St. Mary'sUniversity in Halifax,

Nova Scotia.

The winner of the 1998 AECLGED Scholarship is Timothy Bou-tiller of Mushaboom, Nova Scotia.Before successfully completing hisGED, Boutiller was a fisherman onthe east coast of Nova Scotia until

the collapse of the fishing industry inthat area. He was recently acceptedinto the Bachelor of Science pro-gram at St. Mary's University inHalifax, Nova Scotia. In addition,Boutiller was also the recipient ofthe 1998 GED National Award forOutstanding Achievement in theprovince, having earned a total scoreof 370 on his first writing of thetests.

Notable speakers and presentersat the Dartmouth literacy celebra-tion also included Nova Scotia'sPremier, Hon. Russell MacLellan;Senator Joyce Fairbairn; and JacquesBrunelle of Canada Post Corpo-ration.

Erick Burley is a business major at

the University of New Brunswick, St.

Johns, and an intern with AECL in

Fredericton, New Brunswick.

GED ItemsBEST COPY AVAILABLE January/February 1999 Page 3

GED to Publish Report Examining K-12Academic Content Standards Across U.S.

hat should studentsknow and be able to doin English language arts,

mathematics, science, and socialstudies in the year 2000 and beyond?

As we enter the twenty-firstcentury, we are encountering con-tinued educational reform on thenational and international level. In1994, the Goals 2000: EducateAmerica Act began funding "thedevelopment and certification ofhigh-quality, internationally compet-itive content and student perfor-mance standards:' Standards establishwhat students should know and beable to do at key points during theirK-12 career. Once largely confinedto academic inquiry, academic stan-dards today face political and corpo-rate scrutiny.

The-GED Testing Service iscompleting a research report on theacademic content standards beingestablished across the United States.Alignment of National and State

Content Standards: A Report by the

GED Testing Service, available later

this spring, provides an overview ofU.S. and state standards reform andseeks to answer two questions:

What do national and state standards

say that graduating seniors should

know and be able to do in the year

2000 and beyond in the core academ-

ic subjects of English language arts,

mathematics, science and social stud-

ies?

What do these standards mean for the

future of the GED?This essential work will provide

the adult education community witha clear understanding of the com-mon expectations being placed ongraduating high school seniors across

the United States and will form thefoundation for new GED Tests,scheduled for release in September2001.

The "Standards Movement"The "standards movement," as it

is called today, began in Charlottes-ville, Virginia, when President Bushand the nation's governors held abipartisan education summit inSeptember 1989. Motivating thisunprecedented conference was thebelief that:

"Most students leave the U.S.educational system without everseriously being challenged, [without]fully knowing what they are capableof doing, and [without] havinggained the tools and skills they needto survive and prosper?' (NationalEducational Goals Report, 1993)

At that summit, the governorslaid the groundwork for theNational Education Goals, with sub-sequent legislation reaffirming theneed for national standards. Today,49 states have initiated or completedthe development of content stan-dards.

About the StudyAlignment of National and State

Content Standards offers a compre-hensive look the skills and knowl-edge that high school seniors arebeing asked to demonstrate inEnglish language arts, mathematics,science, and social studies beforethey graduate. The study examinesthe extent to which a commonvision exists across national and stateinitiatives.

GED test specialists in the fourcontent areas of English language

arts, mathematics, science, and socialstudies examined the national stan-dards set by professional organiza-tions, such as the National Councilof Teachers of Math (NCTM) andthe National Assessment of Educa-tional Progress (NAEP). They alsoanalyzed multiple state-level initia-tives to identify the most widelyaccepted standards. Leading educa-tors, practicing K-12 teachers, statestandards supervisors, college profes-sors, and teacher educators thenreviewed the findings.

Reasons for the StudyThe credential-adults earn by

passing the GED Tests is commonlycalled a high school equivalencydiploma. By passing the tests, a per-son demonstrates that he.or she hasmastered the major-skills and con-cepts normally associated with highschool completion.

Since 1942, the value of theGED has rested on two pillars. First,because jurisdictions award highschool equivalency diplomas basedon passing the GED Tests, the con-tent of the tests must conform asclosely as possible to the core aca-demic high school curriculum.Second, periodic norming of theGED Tests on a stratified randomnationally representative sample ofgraduating high school seniorsallows the passing standards for theGED Tests to be referenced to theactual performance of traditionalgraduates.

As a result of the standardsmovement, well-defined educationalstandards now reside at nearly everylevel. Content standards focus on


Page 4 January/February 1999 GED Items

For GED Examiners

Heavy-Duty Shipping ContainersMeet Panel Specifications, Ensure Security

The GED Testing Service(GEDTS) recently imple-mented the use of new

heavy-duty, secure shipping contain-ers. The decision to use these newcontainers was the result of aDecember 1996 Security Task Forcemeeting hosted by GEDTS andcomprised of GED Administratorsand Examiners representing all juris-dictions (e.g., regional, number oftest centers, testing volume). Thistask force addressed the issue ofcompromising the security of testmaterials during transport as a resultof using inappropriate shipping con-tainers or unauthorized personsopening the shipping containers.The task-force recommended thatGEDTS use heavy-duty, secure plas-tic shipping containers for the transitof secure materials back and forthbetween GEDTS and Official GEDTesting Centers.

In late 1996, GEDTS intro-duced a new fee structure; part ofthe resulting fee increases were des-

'

'

ignated for test security. In Septem-ber 1998, after careful review andconsultation with a task force ofAdministrators, GEDTS contractedwith a supplier to produce anddeliver heavy-duty shipping contain-ers.

Effective January 1, 1999,GEDTS began shipping all securetest materials in the new plasticshipping containers. Each shippingcontainer is secured with a tamper-evident wire seal. If this seal is bro-ken, the Chief Examiner must treatthe contents of the container ascompromised and begin the appro-priate investigation (refer to Section4.3-5 of the 1997 GED Examiner'sManual).

To break the tamper-evidentseals when materials are received,Chief Examiners will need to cutthe wire seal with wire snips; ordi-nary office shears will not break thewire seal. Chief Examiners mustreturn their 1998 secure contractmaterials in the same plastic con-

tainers. GEDTS will send new tam-per-evident seals to each testing cen-ter under separate cover to securethe container for return mail.

If the Chief Examiner does notreturn the 1998 contract materials inthe new plastic containers, GEDTSmust charge the center $130 foreach shipping container that is notreturned. In addition, GEDTS willconsider the testing center to be inviolation of Examiner's Manual secu-rity procedures and will notify theGED Administrator for that testingcenter's jurisdiction.

In December 1998, GEDTS

mailed a memorandum addressing this

issue to GEDChief Examiners and

GED Administrators. For more informa-

tion, please contact your state, provincial,

or territorial GED Administrator, or call

the GED Testing Service Program

Operations staff at (202) 939-9490.

Who Can Afford College? You Can!Think college is out of reach? The truth is, just about everyone who wants togo to college can afford it. In fact, last year American college students received$60 billion in grants, scholarships, and low-interest loans.

Seven out of ten full-time students receive financial aid an average of$7,000 to help pay college bills. This aid comes from federal and stategovernments, colleges, corporations, and private charities. You may qualify.

To learn more about the many ways that you can make college affordable,call the U.S. Department of Education's 'special toll-free number, 1.800-433.3243, and ask for the "College Is Possible" brochure. Or visit us at ourwebsite: www.CollegelsPossible.org.

COLLEGE IS POSSIBLETHE COALITION OF AMERICA'S COLLEGES AND UNIVERSITIES

GED Items January/February 1999 Page 5

U 7

The point Is,the real GED list is apaper and pencil test.

Steck-Vaughn and the GED Testing Service proudly

announce the Fall arrival of GG and Spanish BB.

Q....GG is the new half length test to complement AA-FF.

Spanish BB is the new Spanish Official GED Practice Test.

These new paper and pencil tests allow your adult

learners to practice in the same way they will be takingt

the test ... paper and pencil!

The only way to replicate the GED test-taking experience,

is with the print version of the Official GED Practice Test.

And the only way to get the Official GED Practice Test in

the print version is from Steck-Vaughn.

Details make a difference to your GED candidates.

Give them every chance for success. Take the practice

test the only way it is given paper and pencil.

Call toll free 1-800-531-5015,

or contact your Steck-Vaughn

sales representative directly.

STECK-VAUGHN®C O M P A N YELEIENTARY SECONDARY ADULT LIBRARY

A Division of Harcourt Brace & Company

1-800-531-5015

BEST COPY AVAILABLE

liat1iperl

ttek.i.4Call for

availability!

-j;;;;r;Tests ofGMen1 Educational

atelopment

SM

41111111.

OFFICIALGED PRACTICE TESTS

GED Teethe ServizThe Gsuer Far Adult Leamsng And Eciszzaml Credennis

AMI3UCAN CouNaLCN ECUC.ATICN

Figure 2Format Preferences

Paper Diskette CD-ROM ERIC/InternetExaminer's Manual(most preferred)

50.5% 22.8% 28.7% 14.0%

Who Took the GED?(most preferred) 50.3% 24.5% 24.6% 18.8%

Note: Respondents were asked to rate each format on a four-point scale rangingfrom "least preferred" to "most preferred." Percentages add up to more than 100because some respondents ranked multiple formats at the top of the scale.

Technology Survey, from page 1

However, despite the increasingaccess to computers and Internettechnology, more than half of GEDExaminers and Administrators indi-cated a preference for paper copiesof publications such as the. GEDExaminer's Manual (see Figure 2).

About half of respondents...indicated a str_ormpreference for

paper versions of theExaminer's Manual and the

annual statistical report.

Further study is needed to deter-mine the reasons for this preference.Because about half of respondentsalso indicated a strong preference foreither diskette or CD-ROM ver-sions of the manual and the annualstatistical report (titled, Who Took the

GED?), the GED Testing Service ismoving toward parallel developmentand distribution of both traditionalpaper and computer-based versions.

Who Scores the Answer Sheets?Nearly half of all examinee

answer sheets are scored at the localtesting center level. However, thesurvey did not ask whether thesescoring operations were performedmanually or with the aid of a com-puter scanner. State, provincial, andterritorial governments accountedfor the second largest provider ofscoring services. The remainder oftesting centers use a commercialscoring service (9 percent), an insti-tutionally operated scoring consor-tium (6 percent), or a combinationof methods. It is also interesting tonote that while approximately halfof the respondents indicated thatthey prefer to receive information

Figure 3Reporting Data

Paper Diskette E-Mail OtherMethod of Reporting Data 85.0% 2.3% 0.8% 7.7%

Azt ,. ...I 4"-,;.,~4

J IK.,4 :,,S.7,-,, ii;a.allill.;tra-1-4,7,!!,?,, 150014.01,44N4.,)k," a-,.",:-, .k,

at her'oilIndividual Aggregated CombmahonFormat of Data Report 56.8% 21.1% 12.1% 3.2%

Note: Percentages do not add to 100 because some respondents didnot answer thequestion.

on diskette or CD-ROM, very fewuse electronic methods for sendingtesting center data to the state,provincial, or territorial GED Ad-ministrator's office. Most reportingof examinee data to the GEDAdministrator for purposes of cre-dentialing and statistical report col-lection are paper records onindividual examinees (see Figure 3).This finding also highlights an areawhere additional study is needed.

The answers provided by theresponding GED Examiners andGED Administrators will help theGED Testing Service to improveproducts and services that supporttesting operations.

The GED Testing Service thanks

the thousands of busy GED Chief

Examiners and state, provincial, and ter-

ritorial GED Administrators who tookthe time to respond to the technology and

information survey.

1St ATTENTIONTEACHERS!!!

Order the NewLEARN MATH QUICKLY,

LEARN ORALCOMMUNICATION QUICKLY,

andLEARN WRITING ANDGRAMMAR QUICKLY

Videotapes for yourclassroom

STUDENTS LOVETHEMIEasy to understandQuick resultsExtremely effective fortest preparation,especially GED TestsClassroom proven forgraduation success

a

a : A

or call: 1-888-LRN-FAST(TOLL FREE)

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

GED Items BEST COPY AVAILABLE January/February 1999 Page 7

Marketing Update

Spelling Bee Raises Funds, Links Communitycorporate workers' spellingskills helped them raisemore than $22,000 for the

Adult Literacy League of CentralFlorida. A corporate spelling bee,staged in September in Orlando,marked both Literacy Month andthe League's 30th anniversary.Companies that sent teams to thecompetition included ArthurAndersen; Borders Books andMusic; Ernst and Young; HarcourtBrace; InfoSource, Inc.; DardenRestaurants; American Pioneer TitleInsurance; KPMG Peat Marwick;Starbucks; Science ApplicationsInternational; Price WaterhouseCoopers; and Sprint. The winnersScience Applications Internationalbeat a team of Barnes and Noble

--salespeople on the word "fortississi-mor Headline sponsors for thespelling bee were the OrlandoSentinel, the Robert R. McCormickTribune Foundation, and UniversalStudios Escape.

A special event such as this waspart of the strategic plan that JoyceWhidden developed when shejoined the League as director threeyears ago. Although the League reg-ularly stages events for clients andvolunteers, she knew that organizinga noteworthy fundraiser would be anew challenge. "The first step wasresearch," says Whidden. "so I wentto my contacts, people I knew in theeducation and volunteer community,and asked them what they had foundsuccessful."

Among the other ideas that theleague researched were black-tiegalas, a Scrabble tournament, and"Read-a-palooza," a literacy-focusedadaptation of the popular music and

cultural event that tours the UnitedStates each summer. During thisresearch stage, Whidden found that afew organizations had already devel-oped written instructions on staginga corporate spelling bee. This meantthat the League could try a novelevent while capitalizing on theexperience of others. With theBoard's approval, the next step wasto find someone to pull it together.Former Adult Literacy League Boardmember Melissa Sublette proved theideal candidate, taking on the

"Not only was the spellingbee] profitable, but itwas so much fun!"

Joyce Whidden----Director, Adult Literacy

League of Central Florida

spelling bee about 18 months beforethe target date. With additional vol-unteers to handle specific jobs, theserious preparation began about oneyear prior to the event.

What recommendations doesWhidden have for those consideringstaging a corporate spelling bee?

1) Watch a spelling bee inaction. Sublette and Whiddenattended a corporate spelling beestaged by Whidden's counterpart inLongview, Texas, Fredda Peppard."Watching the event added a valu-able dimension to the handbooksthat Fredda and the Boston AdultLiteracy Fund had developed."

2) Engage your community.For example, Sublette convinced heremployer, Darden Restaurants, tounderwrite the Longview trip.Volunteers signed a popular deejay

to emcee the event and recruited alocal superintendent of schools andnearby college executives to officiateat the competition.

3) Get the Board on board.Give your Board of Directors regularupdates. Ask for their support andadvice. Board members are oftenglad to assist by using their contactsand providing specialized expertise.

The League is now gearing upto do the event again this year. "Notonly was it profitable, but it was somuch fun!" says Whidden. "Therewe were on a Universal soundstage,and a scriptwriter couldn't havedone a better job of setting the finalshowdown between the avant-gardebookstore staffers and the main-stream computer programmers."

Recommendations

for Staging Your

Own CorporateSpelling Bee

1. Watch a spellingbee in action.

2. Engage yourcommunity.

3. Get the Board onboard. Give themupdates and askfor their supportand advice.

Page 8 January/February 1999BEST COPY AVAILABLE 10 GED Items

GED Store Winter Sale!

Royal Blue coffee

mug with gold GEDlogo and rim.

Regularly $8.00,sale price $4.00.

Insulated lunch bags inroyal blue with GEDlogo. Regularly $7.50,sale price $3.50.

BEST COPY AVAILAOLE

White 100% cotton T-shirt with blueGED logo, pre-shrunk. Available inAdult Large or Extra Large.Regularly $8.50, sale price $5.00.

[Chromatic gift boxed GED penand pencil set in blue with gold logo.Regularly $15.00, sale price $10.00

Silver-nickel embossed key chain,(21/2' x 1 3/8' oval). Regularly$7.00, sale price $3.00.

White coffee mugwith blue GED logo.Regularly $8.00,sale price $4.00.

Show your appreciation with recognition gifts foryour GED graduates, educators, and administrators!

T-shirt (specify large or X-large)

White Coffee Mug

Blue Coffee Mug

Lunch Bag

Key Chain

Pen & Pencil Set

$ 5.00

$ 4.00

$ 4.00

$ 3.50

$ 3.00

$10.00

Quantity Item-Total

All items must be prepaid by check, purchase order, VISA, or Mastercard. Quantities are limited. Subtotal

Shipping

Total

The following Shipping and handling charges apply:

United States and CanadaAmount

SO to $4.00

55.00 to $9.99

$10.00 to 519.99

$20.00 to 69.99

S70 +

Shipping

51.50

$2.50

$4.00

$5.00

7% of order

not to exceed $14.00

ForeignAmount

SO to S4.00

S5.00 to $9.99

S10.00 to $19.99

S20 +

Shipping

no charge

$5.00

$8.00

7% of order

not to exceed $14.00

MasterCard, Visa, purchase orders, and personal checks accepted (made payable to the American Council on Education).

For fastest service call (301) 604-9073 or FAX your order to (301) 604-0158. Use our convenient GED Publications Order Form.

Mail order to:The GED Fulfillment Service

PO Box 261

Annapolis Junction, MD 20701

Name Institution

Address

City

Credit Card Orders Only:

State Postal Code

VISA/MasterCard Number Expiration Date

Signature

12

News and Notes

New Address Eases Navigationto GED Website

The Official GED Website cannow be accessed through a shorterUniversal Resource Locator (URL)address: http://www.gedtest.org.This URL brings the browser tothe main GED page within the par-ent organization's website(http: / /wwwacenet.edu). The GEDTesting Service (GEDTS) is a pro-gram of the American Council onEducation (ACE). In addition, thewebsites for GEDTS and ACE areundergoing a reconstruction that isscheduled to be unveiled in earlyFebruary. The organization hopesthat these changes will make it easierfor online users to find the informa-tion they need.

Workplace Education Pays Offfor GED Grads

Dobbs International Services,the airline catering provider, spon-sors an employee education programdubbed "Dobbs Caters to Learning"in 46 cities across the United States.

The Memphis-based company offersadult basic education, GED prep,

English as a Second Language class-es, and computer workshops. Thecompany's programs vary dependingon local needs, and all programs areopen to both employees and theirimmediate family members. Cap-and-gown ceremonies for GEDgraduates take place at the job site,and Dobbs employees who earntheir GED become eligible to applyfor a $500 college grant. For moreinformation, contact WillieBlackwell at (770) 991-4500 or

[email protected].

The Cat in the Hat Wants You!Join the National Education

Association, the American LibraryAssociation, and family literacy andeducation agencies nationwide inCelebrating "Read Across America."Celebrations and events across theUnited States on March 2, 1999,will commemorate Dr. Seuss's 95thbirthday with group readings of TheCat in the Hat and other classics. Lastyear, 10 million children participatedin special events. For informationand ideas on how adults can participate, call (202) 822-SEUS.

New GED AdministratorsThe GED Testing Service wel-

comes Amaate Neil, the new GEDAdministrator for the District ofColumbia, (202) 274-7175. Alsonew to the program is Steve Marcus,GED Administrator for Palau, (680)488-2570. Laurie Edwards hasreplaced Nancy Hyland in NovaScotia, (902) 424-5763. Nancy is onloan to the newly establishedCanadian territory of Nunavit.

Immigration Fees RiseOn January 15, 1999, the U.S.

Immigration and NaturalizationService raised citizenship applicationfees to $225. Previously, the cost was$95.

The great aim of educationis not knowledge but action.

Herbert SpencerEnglish philosopher

1820-1903

From basic reading through GED preparation, KET videos help adult studentsprepare for the future.

,

The KET/GED Sines (GED ON P4

43 half-hour video programs designed tohelp adults prepare for the GED exam. Alsoavailable in Basic Skills format for high schoolgraduates who need skills brush-up.

Pre-GED Reading: Another Page15 half-hour video programs of practical life-skills reading for the mid-level reader. Helps

prepare adults for more technical concepts.

Pte-GED Math: Math BasicsIS video programs of up to30 minutes each, teachingreal-life math that adultsneed at home and on thejob. Helps prepare adults formore technical concepts.

The KentuckyNetwork

Learn To Read

30 half-hour video programs for adult newreaders. Introductory reading plus life skills.Also helpful for ESL students practicingpronunciation.

Call (800) 354-9067 to request acatalog or a free preview, or find outmore at our Web site:http://www. ket.org/adulted/

'When assessing the state of theart of adult literacy instruction,

all the roods lead to KET."

horn TELEVISION AND ADULT UTERACY,

o Ford Foundation report

GED Items

13January/February 1999 Page 11

From the Director, from page 2

parents, as children, as learners, andas workersto make a differencera.o--learn to read, to earn a high schooldiploma or a GED, and to becomemore productive citizens and makeinformed choices.

In today's labor market, educa-tion is a major key to performance.By credentialing high school-levelknowledge and skills, the GEDdiploma is the bridge between adultliteracy programs and the individu,al's power to take the next step to-.further education and better career,opportunities. As Mrs. Bush so gen-erously wrote in individual letters tomore than 22 million GED gradu-ates, "I hope this is the beginning ofa new life for you with many newoptionsbetter job opportunities,the continuation of your education,or the pursuit of a career. And youwill be better able to help othersyour children or other family mem-

ILCS '0N 3Tuu2dDa uo38uttiselyi

alVdarsod Sfl

uoperuillia 3goiduoN

bets, and friends or neighbors whoneed the inspiration to go on withtheir own education. Please reachout to those who can profit fromyour example. Show them it is nevertoo late, or too early, to learn."

On behalf of the GED program,all literacy providers attending theLiteracy Liftoff Conference, and allof the many others out in the fieldwho serve as "points of light" forfamily literacy, I was privileged topresent President and Mrs. Bushwith the "Star Stream." The design-er of this piece describes it as "twosparkling stars linked by a trail oflight reflecting the bond betweentwo entities." The message engravedon the base reads, "To President andMrs. Bush, Two Stars Lighting thePathway to National FamilyLiteracy." It takes strong partnershipsto support people. We thankPresident and Mrs. Bush for lightingthe way.

Academic Standards, from page 4

measurable outcomes and thereforeserve as a foundation for the GEDTestsand the skills the tests certify.

Conclusion

The development of nationaland state content standards remainsin transition. In addition, many ofthe state-level grade 12 assessmentswill not be implemented until 2000and beyond. Alignment of National

and State Content Standards captures a

unique, but significant, period in thehistory of the U.S. educational sys-tem. Whatever changes may occurover time, this research report pro-vides an expansive portrait of thenation's expectations for youngadults coming of age in the latetwentieth century

111141111 WIP1fIITIP"I14141T000-6900Z 36 NOL9MINSUM

I'WH 111A08,0 'OTZ woodNU3163141U AO massaniun 3110HIU361:1/38O0HOMIVV310

smarm nom

aaa.LNvlwnoaovisodNxamCaLS3f1b311 N01.1.01111100 SSMICKW

£911-9£00Z DU NOIDNIHSVillOSZ anns PAN nowo I.Noana 3NO

NOLINDNI3 NO lIONflOD NVOI113WV3DIAll3S ONLLSELL INETTildalattaGIVNOLLVDflail

19 swalIC[19

GEDItems more than 24,000 readers

VOLUME 16, NUMBER 2 AMERICAN COUNCIL ON EDUCATION MARCH/APRIL 1999

Washington State Correctional Facility ConductsGraduation Ceremony, Offers College Guidanceby Wilma Lisk

At South Puget SoundCommunity College(SPSCC), a young man

stops at the Counseling Center'sinformation desk to check the timeof his advisory appointment. Thenext stop is the Financial Aid Officeto ensure that his financial aid camethrough. It's a routine repeated hun-dreds of times each quarter atSPSCC, but this student's historyvaries from that of most college stu-dents. His story started somewherecompletely different.

At the Thurston CountyCorrectional Facility in Olympia,Washington, a clean-cut 30-year-oldman wipes the sleeve of his gradua-tion gown across his moist cheek."No one would believe I had tocome here to finally get my GED.But it's the proudest day of my life."He is one of more than 50 prisonersat the facility who passed the batteryof five tests this year, and he isreceiving his diploma in a ceremony

Inside ItemsFrom the Director 2


Teaching Tips 8

News and Notes 11

Front row, left to right: Kacie Sanborn, Instructional Assistant; Troy Grosskopf; PhilipDowney; Patricia Olney; Crystal Ashley-duVerglas, Instructor. Second row: Mike Miner,Mike Hambleton, Shawn Madigan, John Looysen, Don Godsey. Back row: Phillip Cavin,Richard Johnston.

that the correctional staff andadministration celebrate every quar-ter.

Crystal Ashley-duVerglas, thejail's Adult Basic Education teacherfor SPSCC, says that the program'ssuccess is due to several factors. First,the GED program is entirely volun-tary. The inmates know that theycan take the tests at any of the regu-larly scheduled sessions and canattend classes between tests to pre-pare. Each inmate signs a contract atthe first class session, agreeing torules that reflect good study habitsand compliance with jail regulations.

Second, every student under-goes an assessment to determine hisor her strengths and weaknesses,receiving tips on the skills that needimprovement. To keep disappoint-ment to a minimum, programadministrators encourage inmates to

take the GED Tests only after theypass the official practice tests com-fortably.

Incentives are the third success-ful feature of this facility's GED pro-gram. Last year, when inmatesrepeatedly requested folders so thatthey could organize their letters,court documents, and homework,Ashley-duVerg,las recruited a localoffice supply store to donate materi-als for an award packet. When stu-dents pass their first test or tutorothers, they receive a folder, paper,and envelopes. For students whoearn their diploma, the prize is aglossy folder with stationery,envelopes, pencils, and a calendar.Each quarter, the student with thehighest GED score receives an

continued on page 6

THE NEWSLETTER OF THE GED TESTING SERVICE

15

From the Director

Master Classes: Learning from One Anotherby Joan Auchter

When I was young, I hadgrand visions of per-forming on stage.

Sometimes I was an actor, othertimes a dancer or a singer. In mymore dramatic moments, my motherwould fondly call me her "littleSarah Bernhardt." Always the learn-er, I yearned to study with the mas-ters.

Today, I find myself on stagemany times a month. My role isadvocate of adult learners and familyliteracy, promoting access and successalong the continuum of lifelonglearning. For me, each experience isa master class, an opportunity tolearn from successful professionalswho have expertise in specializedareas. Master classes sometimes popup in unusual settings. Let me sharethree specific incidents that occurredin February.

As I sat in a hospital waiting areaanticipating news of my father's con-dition, I glanced across the room andmet the eye of Debra Kimbler.

Together, she and I had survived ourfirst year of teaching; Debra nowserves as GED Examiner for thatsame school district. I first learned ofher role with GED when FredEdwards told me the story of a dedi-cated examiner who stayed in thetesting room with her tests while herbuilding was evacuated for a bombscare. As Debra and I took amoment to catch up, she shared herconcerns with having a part-time

Each of you as adult educationand literacy providers leaddaily master classes, both

planned and extemporaneous.I always appreciate the

opportunity to learn from suchmasters.

GED Examiner's position. While itis possible to register candidates,effectively administer the tests, andprepare materials for scoring andreporting, those responsibilitiesalways exceed her allocated hours.She longs to market the tests, coun-

WINNER

APFX498e/III

AWARDS FORPUBUCATION EXCELLENCE

GED Items (ISSN 0896-0518) is published bimonthly by

the GED Testing Service of the American Council on

Education (ACE). GED Items is not copyrighted. Readers

are invited to copy any articles not previously copyrighted.

Credit should be given in accordance with accepted pub-

lishing standards.


Managing Editor: Kathleen Halverson


Advertising & Circulation Manager: Lisa Richards Hone

John DiBiaggio. ACE Board Chair, Tufts University: Stanley 0. lkenberrv. President.

ACE; Joan E. Auchter, Director, GED Testing Service

sel students, and serve as a bridge tothe adult education community,workplace, and higher education. I'vespoken with other GED Examinerswho are in a similar situation. Noeasy answer, but a valid issue for dis-cussion. Questions on these issues arepart of a national survey on the GEDdelivery system mailed to more than2,600 U. S. Examiners. A masterclass.

A quick flight to Georgia's 10thAnnual Literacy Conference, and asecond master class. Jean DeVard-Kemp, Assistant Commissioner, andKim Lee, GED Director for Georgia'sDepartment of Technical and AdultEducation, pulled out all the stops forthis conference. As GEDTS preparesa strategic plan to communicate thechanges for the 2001-series GEDTests, we are highly aware of outreachinitiatives. On the cover of Georgia'sGED luncheon program was a GEDdiploma, accompanied by the mes-sage: "It looks like a diploma, butworks like a passport." Pretty master-ful! In addition, Jean and Kimplanned a ceremony to salute thesupport from state leaders. StateGovernor Roy Barnes; Dr. StephenPortch, Chancellor of the Board ofRegents of the University System ofGeorgia; Linda Schrenko, StateSuperintendent of Schools; and Dr.Kenneth H. Breeden, Commissioner,Department of Technical and Adult"Education greeted hundreds of dedi-cated literacy providers at the open-ing ceremony. A very effective way toadvocate the platform for lifelonglearning and get the message to thosewho can support the initiative.


Page 2 March/April 1999 16 GED Items

GED Graduate Story

High-Scoring GED Graduate Enters College,Welcomes the Challenge of Higher Educationby James Rust

With my excellent mem-ory and comprehen-sion skills, high school

should have been "cake" for me andshould have been followed by a col-lege education. I breezed throughmy early school years with minimaleffort. But beginning in sixth grade,I began to get bored with school. Idid tons of extra reading, memoriz-ing facts, formulas, and poetry sothat I could flaunt my reading habits.An outspoken and rebellious joker inclass, I tried the patience of myteachers to get attention. The atten-tion that I really wanted was that ofa pretty blonde girl named Laurawho I had been trying to impress forthree years and was working myselfup to ask out.

The courage came when Ilearned that my family was movingagain. My father is a pediatric neu-rologist, and due to the specialistnature of his job, he had to followthe job offers. I had switched schoolsin third grade, but this move devas-tated me. We had been living in St.Louis; our move to Madison,Wisconsin, promised to be cold anddepressing. I went out to the com-munity pool with Laura once beforewe left. It would be a long timebefore I felt that good about myselfagain.

Seventh grade seemed to be theworst year of my life. My newschool was five times bigger than mylast one. I was scared and lonely, andmy brave facade got me into lots offights. I missed 80-some days of

school that year; my mom excusedmy absences out of pity. My onlyfriend was a guy from Wales whohad been home schooled. We wereboth angry because we were in aplace that was new, and we had noother friends but each other. Thenext year, our parents enrolled usboth in a smaller private Catholicschool. My recreational reading waslots of philosophy and political theo-ry. I was rabidly anti-establishment,and I avidly read any anarchist litera-ture I could find. Being really dis-

I am now attending theUniversity of Montana

in Missoula, where I ammajoring in philosophy....After taking a good look

at where I've been, I realizehow much I've learned in justa few yearsand that I stillhave a long journey ahead.

turbed and unhappy, I still couldn'treconcile my anger with my loneli-ness and need for companionship.

Eighth grade passed, and I con-tinued into the Catholic highschool. Still very angry I beganusing drugs and drinking to escapemy situation. My academic perfor-mance dropped, and eventually I wasthrown out after the first quarter ofmy sophomore year. At the publichigh school, my drinking and drug,use increased as I spent days awayfrom home partying and living in

squalor. My home life was a hell ofshouting matches, threats, and vio-lent outbursts. At a loss for how toreach me, my folks sent me awayafter Christmas to live and work onmy grandparents' farm in Virginia.During this time, my emotionsranged only from anger to depres-sion and back again. I had no friendsand no one to talk to; I was violentand anti- authority.

All that spring I worked, devel-oping my prior love of farming and _

absorbing a new hobbyrestoring


llts ATTENTIONTEACHERS!!!





STUDENTS LOVETHEM!Easy to understandQuick resultsExtremely effective fortest preparation,especially GED TestsClassroom proven forgraduation success

LEARN QUICKLYP.O. BOX 588

SOLANA BEACH, CA 92075


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

GED Items March/April 1999 Page 3

17

Secretary of the Army Pmposes OpeningRecruitment Slots to More GED Graduatesby Kathleen Halverson

Athrmy Secretary Louis

Caldera recently proposedat the Department of

Defense (DoD) allow the Army torecruit more GED graduates. Suchaction would alter the recruitingstandards adopted just five years ago."Not having graduated from highschool shouldn't be a bar from mili-tary service if you can subsequentlydemonstrate that you have the desireand the ability to be successful,"Caldera told the Washington Post inFebruary.

Caldera advocates a plan thatpermits the Army to recruit moreGED graduates and that allows theArmy to adopt alternative ways oftesting a potential recruit's abilities."The military should not be the onethat slams the door of opportunityin your face," said Caldera, notingthat since colleges and universitiesaccept GED graduates, the militaryshould, too. "Frankly, right now wehave rules that don't make sense,"

Caldera told the Post. These ruleshave "put us in a box that reallyhurts. Every day we turn away peo-ple who want to join."

Despite the fact that 1.3 millionpeople become eligible for militaryservice every year, in the first quar-ter of fiscal year 1999, the Army was2,300 short of its recruiting goal.The Army projects a shortfall of asmany as 10,000 soldiers this year.The projected shortfall reflects therising concern of the Army, Navy,and Air Force that they are notattracting enough young recruitsand that the shortage will increase ifthey do not take the appropriatesteps. In recent years, only theMarine Corps has been meeting itsrecruitment targets.

Factors contributing to theshortage of recruits include a strongeconomy, fewer surviving militaryveterans to act as role models fortheir children, and a perceived lackof adventure as the armed servicesoperate in a post-Cold War worldwith no definite "enemy." Caldera

does not support reinstating thedraft, a measure advocated by somemembers of Congress if the UnitedStates continues to see shortfalls inmilitary enrollment. Instead, he rec-ommended that the Army selectmore GED graduates with qualitiesthat match the military's needs.

"Not having graduated fromhigh school shouldn't be a bar

from military service if you cansubsequently demonstrate thatyou have the desire and the

ability to be successful."

Louis CalderaSecretary of the Army

Current DoD policy allows 10percent of new recruits to be highschool dropouts who have earnedtheir GED and scored high on mili-tary entrance exams; however, in

continued on page 6

Reedy for Adult Phonics4 Videos $34.95 each www.grammarkey.com

ACE-MATHon Video and CD-ROM

44****" Video Rating Guide

"Astounding results!" GED Items

Video Resources Software11767 S. Dixie Hwy., Suite 222

Miami, FL 33156

1- 888 - ACE -MATHH1-888-223-6284

for Grammar Key, Crossroads Cafe, and Phonics

www.acemath.com


GED Improves Lives, Colorado Survey Reports

by Sen Qi

Two out of three ColoradoGED graduates are cur-rently working toward

college degrees, according to areport published by the state'sDepartment of Education in the fall

of 1998.The purpose of the survey was

to answer the ultimate accountabili-ty question: What difference does

the GED program make in the livesof Colorado residents? The ques-tionnaire was designed to identifydirect benefits to GED graduates inthe state of Colorado by askingthem a variety of questions, includ-ing their reasons for taking theGED Tests, further education goals,employment status, and psychologi-cal benefits. This comprehensivesurvey is the most recent state-levelstudy of its kind and is similar tothose done in Iowa andPennsylvania a few years ago. It

reflects a trend of state-level studiesthat may be most responsive to theincreasing needs for information bypolicymakers at the jurisdictionleveland most sensitive to localpolitical and economic environ-ments.

In 1996, the Colorado LiteracyResearch Initiative of the Office ofAdult Education conducted a fol-low-up survey of more than 328GED graduates one year after theypassed the Tests in 1995. Effortswere made to ensure that the surveysample represented as many racial

and ethnic groups as possible. Mostof those contacted (235) respondedto the survey, resulting in a returnrate of 70 percenta remarkably

high rate for surveys of this type.

continued on page 9

Key Findings of the ColoradoGED Graduate Survey

Educational and Employment StatusTwo of three GED graduates are currently working toward college

degrees.One of three GED graduates are receiving on-the-job training.

Almost half of all GED graduates reported that they found paid

employment, changed to other jobs, earned a promotion, or per-

formed their jobs better.

Personal FinancesTwo of five GED graduates reported improvements in their person-

al finances, such as receiving a raise or becoming a homeowner.

Education and Cultural ActivitiesTwo of three GED graduates encouraged others to stay in school,

prepare for the GED Tests, or pursue other educational opportuni-

ties.Two of five GED graduates spent more time keeping up with cur-

rent events.One of five GED graduates obtained library cards for themselves or

a child or used libraries more frequently.

Community ParticipationOne of five GED graduates registered to vote.One of five GED graduates began attending or attended more local

events, such as festivals, fairs, benefits, or walks.

Health and Psychological BeneFitsTwo of three GED graduates set more realisticgoals for their future

and were more satisfied with life.Two of five reported feeling more open to change.

One of three said that they understood themselves better and did

better at solving problems in their lives.Almost one of three did more to prevent poor health, such as start-

ing to diet or exercise.One of five respondents reported going more regularly for medical

and dental checkups.

Lance, K. C., and D. Bates. Colorado GED Study: How Colorado

Graduates Benefit from Passing the GED Tests. Denver, CO: Colorado

Department of Education, 1998.

ItisTIZIYAKIRE

k.

GED ItemsMarch/April 1999 Page 5

19

Graduation Ceremony, from page 1

SPSCC sweatshirt. Such incentivesmotivate inmates to work very hardfor these prizes.

One of the greatest incentives isthe graduation ceremony itself. Thecorrectional facility's kitchen stafffurnishes the refreshments; guestspeakers appear, and each inmatewho has qualified for a WashingtonState high school equivalency diplo-ma receives an invitation. Eachgraduate is photographed in cap andgown receiving his or her diploma,and the pictures are sent to theinmate's family members. Most ofthese men and women had neverdreamed they would be pho-tographed in a cap and gown.

Although the refreshments are abig draw, Ashley-duVerg,las believesthat what the inmates truly value isthe recognition for doing somethingright. "We started asking the gradu-ates to say a few words about theirachievement, and that's when thefloodgates really opened. Theymade statements that revealed theirpride, such as, 'Now my own kidswill have a parent who graduated.I'll never let them quit school.Another graduate told me, 'I'vefinally done something my momcan brag about. "

Now, with a measure of successbehind them; some inmates want tocontinue their education but don'tknow how to go about doing it. Itis important to remember that thesepeople did not have the counselingavailable to traditional high schooljuniors and seniors. They askedSPSCC GED Examiners if theycould get some information aboutcollege and trade schools.

"We started asking thegraduates to say a few words

about their achievement...They revealed their pride, such

as 'Now my kids have aparent who graduated. I'll

never let them quit school."

Crystal Ashley-duVerglasSPSCC Adult Basic

Education teacher

In response, SPSCC developeda program in which an advisor anda financial aid officer travel to thecorrectional facility each quarter toassist inmates with paperwork andto answer their questions abouthigher education. One area near theThurston County CorrectionalFacility's GED testing room has

been set up as a college informationcenter, offering single-sheet pro-gram descriptions, school cata-logues, and the necessary admissionand financial aid application. Withaccess to this information, inmatescan begin to make plans for a posi-tive future. For many, it is their firsttaste of success, reward, and positiveinteraction with the educationalcommunity.

The cooperation and enthusi-asm of the staff at Thurston CountyCorrectional Facility is also a reasonfor the GED program's success. Forexample, inmates who score high ontheir tests and complete their pro-gram are acknowledged on the facil-ity's closed-circuit television andpraised by the staff for their efforts.

The young man who is rushingfrom the Counseling Center to theFinancial Aid Office appears to bejust another student, but the GEDExaminers at SPSCC know theodds he had to overcome to gethere. And when we see him or anyof the GED graduates from the cor-rectional facility on campus, weknow that what we're seeing is suc-cess.

Wilma Lisk is the GED Chid*Examiner at South Puget SoundCommunity College in Olympia,Washington.

Army Standards, from page 4

practice the services actually aremore rigorous in their requirements,either requiring a. high school diplo-ma or accepting only a few recruitswith equivalency diplomas.

As downsizing has slowed andthe economy has strengthened,fewer young people have pursued aninterest in military service. To com-bat this shortage of recruits, thearmed services have offered incen-tives such as signing and retention

bonuses, and boosted financial assis-tance for college. They have addedthousands of recruiters to the ranksand implemented new advertisingcampaigns. Caldera says that in addi-tion to an ad campaign, they are alsoworking on a strategy to appeal tothe patriotism of high school stu-dents and young adults and stressingeducation as an important key totheir future.

Caldera, who took over asArmy secretary in July, is an attorneyand former member of the

California legislature. He indicated

that the long-term solution entails

more than money and advertising.

Civilian leaders have failed to advo-

cate civic responsibility to the new

generation, Caldera told the San

Antonio Express News. "There are

young people out there who arehungry for someone to talk to themabout responsibility"

Kathleen Halverson is the Managing

Editor of GED Items.


The point is,the real GED Test is a

paper and pencil test.Steck-Vaughn and the GED Testing Service proudly

announce the Fall arrival of GG and Spanish BB. 1

GG is the new half length test to complement AA-FF.



learners to practice in the same way they will be taking












STECKVAUGHN®COM PANYMADANTARY.SECONDARY.ADULT.LaMARY

A Dimon of Harcourt Brace 6 Company

1-800-531-5015

kb..14

availability!

Call for

A irr426:4, t.

Formulaic Writing: Blueprint for Mediocrityby Art Halbrook

0 n the whole of a dull,dark, and soundless dayin the autumn of the

year, I had been passing alone withpencil through a singularly drearystack of repetitive essays and withintime found myself asking, "Where isthat introduction that grabs you andasks you to enter? And once youenter, where is that composition thatpulls you forward, that providesinsight on the topic discussed, thathas a distinctive voice and purpose?"

Good questions that deservegood answers. True, writing an essayin Part II_of the Writing Skills Test isdone under time constraints andtrue, creativity is limited in order toget the words onto the page withinthe time limit, but should anintriguing introduction be sacri-ficed? As I slogged on through theother essays in the pile, I discoveredanother anomaly: They all werebasically the same. Thirty essaysfrom the same testing center writtenon several different topicsall hav-ing essentially the same structure.My curiosity now aroused, I exam-ined the compositions in moredetail, searching further for newtreasures.

The essays did bear remarkablesimilarities. The writing was neithergood nor bad but rather a groupingof words brought together to formwhat could be regarded as an essay.Each began with a well-developedtopic sentence such as, "The essaywhich I am about to write," or "Thetopic which I will discuss," andended with that dynamic culminat-ing statement, "In the final conclu-sion, I believe:' Interestingly, most of

the essays had the same number ofparagraphsfive. It appeared thatdisregarding this rule, apparentlyprovided by the ancients, wouldinvoke the wrath of some demi -godof rhetoric. I was even more enam-ored with the variety of transitionalwords the writers had selected tobegin each successive paragraph"First," "Second," and "Third"respectively. Such insightful begin-nings certainly keep one anxiouslyanticipating the text to follow.

Teaching writing is not whollyabout format and a one-size-fits-all solution, but ratherabout the generation of text

that effectively communicates:that showcases the writer

as communicator.

My search continued.Examining other essays, I found

that several writers had spread theirliterary wings. Rather than use"First," "Second," and "Third," asparagraph beginnings, I had discov-ered a group of essays in which theparagraphs started with "Next,""Next," and "Next." Such rich writ-ing could only lead to one conclu-sion: All these essays suffered from

the same afflictionthe curse of for-mulaic writing.

What is formulaic writing?Closely akin to relying on a

cookbook that holds only onerecipe, formulaic instruction focuseson an important goalto serve as afoundation for beginning writers.Rather than working with thoserhetorical elements with which a

writer builds, the instruction cen-ters on developing enough knowl-edge of paragraph development andorganization to produce therequired written piece.

In examining the motivationsfor using such an approach, severalmay be noted but one seems mostpervasive. Faced with a specificwriting assessment, instructors relyon the famous and often-applied"quick fix." Mindful that most oftheir students have limited writingskills and that teaching writing is aninvolved process for which time islimited, many instructors fall backon the tried-and-true outline towriting.

Accordingly, the writers learnto follow several very general rules.For instance, included in thismethodology might be: restatingthe topic in one's opening para-graph, having a specific number ofparagraphs in the essay, providing

several specific examples to supportone's thesis, having a predeterminednumber of sentences in each para-graph, and using transitions (inplace of phrases, "next," "andnext," "and finally" will do).Another skill advocated in such anapproach frequently involves therestatement of the first paragraph inthe final paragraph.

However, what is most uniqueis that this formula to writing regu-larly ignores the two most impor-tant elements to developing a pieceof writing: audience and purpose.Without consideration of theseaspects, a narrative topic mayprompt an essay that appears moreexpository than narrative; a topic

continued on page 9


Teaching Tips, from page 8

that asks the writer to describe anevent frequently results in an essaythat approaches the persuasive mode.

Essentially, the resulting essay isan amorphous piece of writing, ahybrid product loosely defined as anessay only because it has sentences,paragraph divisions, and a begin-ning, middle, and end. Seldom doesthe writer take chances with lan-guage. The sentence structure ispredictableoftentimes simplisticand, in most instances, the essaylacks individuality.

Avoiding the template of for-mulaic writing is not simple. Thewill to see students clear the hurdlecan be a powerful driving force.Nonetheless, the instructor mustfirst recognize that teaching writingis not wholly about format and aone-size-fits-all solution, but ratherabout the generation of text thateffectively communicates, thatshowcases the writer as communica-tor rather than a slave to form.Secondly, the instructor must per-ceive that to write and write well,the writer must be able to develop avariety of approaches. However,perhaps most significantly, theinstructor must be able to make thewriter realize that written commu-nication is more than words placedtogether on a page.

Formulaic writing is not alto-gether inappropriate. Fotqhose whoare learning to write and needstructure and organization to bringtheir sentences together into acoherent whole, formulaic writingis a good foundation on which tobuild. It is when formulaic writingis seen as the end, rather than ameans, that a great disservice results.Instead of fostering the ability towrite effectively for different audi-ences and varied purposes, the skillsof formulaic writing leave the learn-er fixed in time, shackled to a formthat denies that individual the abilityto grow and communicate as a writ-er, to establish a voice, to developwriting, and, most importantly, tobe empowered by the knowledgethat one's true thoughts, well-expressed, have made an impressionon the reader.

As the Writing Assessment Specialist forthe GED Testing Service, Arthur M.Haibrook, Ph.D., is responsible for thedevelopment of "Test 1: The WritingSkills Test" and for training andmonitoring the accuracy of trained essay

readers.

Art was recently invited to serve a three-year term as a member of the Commis-

sion on Composition for the NationalCouncil of Teachers of English

(NCTE). We congratulate Art for thisprestigious honor.

GEDTS is interested in your research about your GEDgraduatesplease forward information to:

Sen Qi, Research and Policy AnalystGED Testing Service

One Dupont Circle NW, Suite 250Washington, DC 20036-1163

(202) 939-9725Fax: (202) [email protected]

.

Colorado Survey, from page 5

The response rate was achieved byimplementing three factors into thesurvey design: postage-paid returnenvelopes, a five-dollar reward tothose who responded, and a secondfollow-up mailing.

As a small, "self-reported" sur-vey, the Colorado study has its limi-tations. However, the resultsreconfirm previous findings aboutthe positive impact of a GED diplo-ma on adults who did not finishhigh school. The study adds to exist-ing evidence of the personal satisfac-tion experienced by most GEDgraduates and their increasedengagement in educational activities.This study also covered some areasin which very little, if any, researchhas been previously conducted. Forexample, the survey instrumentasked graduates to indicate whetherchanges had taken place in their cul-tural and community activity levelsand their awareness of health careissues. Some key findings are listedin the box on page five.

As the authors of the surveyreport pointed out: "The intergen-erational benefits of passing theGED Tests... may be the most pow-erful and enduring benefits of all." Ageneration of GED graduates "whoare more supportive of educationalsuccess and participation of extracur-ricular activities may be all it takes tobreak the generational cycle of fail-ure to complete school." The Colo-rado Literacy Research Initiativereports that it plans to study familyliteracy programs to address that veryissue. We look forward to sharingtheir findings with the readers ofGED Items.

Sen Qi is the Research and Policy

Analyst for the GED Testing Service.

GED Items March/April 1999 Page 9

From the Director, from page 2

On February 19th and 20th, Ihad my third and most traditionalmaster class when I attended a meet-ing on the psychometric design ofthe 2001 GED Tests. Our standingpanel of five psychometric expertsmet a second time to review thecontent subcommittees' revisions tothe original test specifications. (Forthose of you awaiting the finaldesign of the new tests, we will havenew information on our web pagein April.) Imagine having the oppor-tunity to listen to a debate aboutalternate item formats and calculatoruse between Tom Fisher, an expertresponsible for the Assessment andEvaluation Services Section of theFlorida Department of Education,and Susan Phillips, an authority on

legal policy issues in testing, pro-gram evaluation, and special educa-tion law. Follow that discussionwith one concerning sample designand item response theory modelsamong Huynh Huynh, an expert inpsychometric theory and applica-tions and member of the ExternalTechnical Advisory Committee forthe Voluntary National Tests; GaryPhillips, whose experience includesoverseeing the National Assessmentof Educational Progress (NAEP)project and the International As-sessment program; and GarySkaggs, a specialist in large-scaleassessment, equating and linking,and item response theory. Eachtime I attend one of these meetings,I am awed by the level of knowl-edge exchanged among thesenational experts. I also am con-

vinced that the 2001-series GEDTests will remain a valid and reli-able assessment instrument.

It is appropriate that masterclasses in lifelong learning are notalways planned and are not alwaysheld in traditional settings. Each ofyou as adult education and literacyproviders lead daily master classes,both planned and extemporane-ous. I always appreciate the oppor-tunity to learn from such mastersas Debra Kimbler, Jean De Vard-Kemp, Kim Lee, Tom Fisher,Susan Phillips, Gary Phillips,Huynh Huynh, and Gary Skaggs.Be prepared! When you are notexpecting it, someone may be lis-tening and learning from you. Ilook forward to traveling to yourhometown and attending yourmaster class.

High-Scoring GED Grad, from page 3

and rebuilding automobiles. Withhelp from my uncle, I bought a VW"Bug" for $100 at a Goodwill auc-tion. We got it running, and at six-teen, with a new driver's license, Idrove it back to Wisconsin in thefall. I had mixed feelings about re-turning to my family, but now theywere living ten miles out of town inanother school district. Soon, myold habits reasserted themselves andI missed another 80 days of schoolthat year. During my senior year, Iregularly showed up to only threeclasses: acting, ceramics, and weld-ing. More often than not, I wasstoned at school. After football sea-son ended, I showed up even less,partying instead. All my grades werelow or incomplete. Needless to say,I was not on the track to gradua-tion.

The next summer, my familywas moving to Boston, so Ireturned to Virginia to live on the

farm and attend the local highschool. I wasn't allowed to play foot-ball there, and I was so full of anxi-ety that I had to drink beer beforeschool just to relax enough to showup. The only class that I ever attend-ed was Mrs. Marshall's philosophyclass. I loved her class, but it simplywasn't enough. On the weekends,my friends and I were going to par-ties at the nearby University ofVirginia and drinking heavily. ThatNovember, I assaulted a police offi-cer who was arresting me for under-age drinking. After spending fifteendays in jail, I dropped out of highschool for good.

That spring, I started takingauto mechanics and pottery classes atthe community college. I was stilldepressed, but I attended all myclasses and learned all about automo-biles. That summer, I took the GEDTests and the SAT. I received aplaque for the highest GED scores inVirginia, and my SAT scores weregood, too (740 on English, 1310

overall). During that summer, Iworked as a mechanic and a welder,and in the fall of 1997, my oldfriend from Wales and I went toAustralia. There, I refined some ofmy current hobbies: surfing; playingguitar, banjo, and harmonica; weightlifting; and dancing.

After six months in Australiaand New Zealand, I returned to thestates and joined my family inBoston. During this spring semester,I am attending the University ofMontana in Missoula, where I ammajoring in philosophy, writingpoetry and music, and taking danceclasses. After writing this article andtaking a good look at where I'vebeen, I realize how much I'velearned in just a few yearsand Irealize that I still have a long journeyahead.

James Rust earned a total score of 393

on the GED Testsa score that placeshim high in the 99th percentile of the

high school senior norm group.

Page 10 March/April 1999 GED Items

24

Survey on Customer ServiceComing Soon

Don't be surprised if the nexttime the phone rings at your testingcenter, the voice on the other end ofthe line is Cheryl Roberts!

Beginning in mid-March, andrunning through the end of the year,the GED Testing Service (GEDTS)will be conducting an outboundphone survey. On a daily basis,Cheryl will be contacting TestingCenters to check on how we aredoing. Cheryl (spellchecker comesup with "Cheery" when checkingher name) is the Client ServicesCoordinator, and for those of youwho call the GED main number,you know her voice well!Please Comment!

Cheryl will be asking just a fewquestions to find out how you arebeing served by GEDTS and wherewe can improve. Please take a fewminutes and answer her questions.This is your opportunity to help usimprove customer service and to letGEDTS know what issues areimportant to you. We promise it

won't take more than a few minutes,and your input will help us to betterserve you. It is our belief that thereis always room for improvement, andwe are counting on you to let usknow your needs.

We'll report back to you infuture issues of GED Items on theresponses we receive and the mea-sures we're taking to improve. Untilthen, it's been good talking withyou!

President Proposes More AdultEducation Dollars

Speaking before adult learners atthe Lucent Technologies/AT&TTraining Facility in Oakton,Virginia, on January 28, PresidentClinton announced a new adulteducation initiative contained in hisFY 2000 budget proposal. Lucentoffers workplace literacy GED, andother training programs to itsemployees. The President's proposalincludes a $95 million increase toexpand adult education grants tostates and to help state and local pro-grams improve program quality. He

News and Notes

also proposed $70 million in com-

petitive grants to expand access to

programs that link English language

instruction with civics and life skills

instruction; $23 million to subsidize

technology for adult learners; and $2

million for a "High Skills Commu-

nities" campaign to promote adult

basic education. Under the plan,communities would receive

$500,000 awards for achieving con-

crete results, and a 10 percent

Workplace Education Tax Credit

would be awarded to employers who

provide workplace literacy English

literacy, and basic education pro-

grams for their eligible employees.

Children's Reading GuideAvailable

Starting Out Right: A Guide to

Promoting Children's Reading Success is

a new publication available for

teachers and parents in family litera-

cy programs. To purchase copies, call

(800) 624-6242, or point your webbrowser to http://www.nap.edu.


go

The KET/GED Series (GED ON TV)


Pre-GED Reading: Another Page

I5 half-hour video programs of practical life-skills reading for the mid-level reader. Helpsprepare adults for more technical concepts.

Pre-GED Math: Math Basics

15 video programs of up to30 minutes each, teachingreal-life math that adults GIIneed at home and on thejob. Helps prepare adults formore technical concepts.

The KentuckyNetwork

Learn To Read


Call (800) 354-9067 to request acatalog or a free preview, or find outmore at our Web site:http://vnvw.ketorgladultedl


all the roods lead to KET." .

from TELEVISION AND ADULT UTERACY,

a Ford Foundation report

GED Items

25March/April 1999 Page 11

International GED Testing Program Going Strong

In October 1997, the GEDTesting Service and SylvanPrometric, a division of Sylvan

Learning Systems, agreed to makethe GED Tests available on comput-er outside the U.S. and Canada.The process of computerizing thetests followed and in May 1998,Sylvan's first GED test-taker satdown at a terminal in Mexico City.

Since then, hundreds of com-puterized GED Tests have beenadministered around the world.Most of the testing volume is con-centrated in Asia, Europe, and theLatin American/Caribbean coun-tries, but interest is increasing in theUnited Arab Emirates and theMiddle East.

About 85 percent of interna-tional GED candidates take theGED Tests to advance their educa-tion either in the U.S. or othercountries. "Some candidates tell us

ILLS '0N 2UWdDu 'ucniiuNsetA

CIIVdsn

uoprguidlio 3goicluoN

that they're not sure exactly howthey'll use their GED diploma rightnow, but feel compelled to earn itgiven the move toward a globaleconomy," says Mary Reynolds, theInternational GED Administrator.

Admissions officers of U.S. insti-tutions have been enthusiastic withthe re-emergence of the internation-al GED program. Since educationalsystems vary widely from country tocountry, admissions staff were oftenhard-pressed to assess foreign-edu-cated candidates' academic creden-tials. The GED offers a familiar,reliable measure of a candidate's aca-demic achievement in specific sub-ject areas and an additional measureof English language proficiency sincethese GED Tests are available inEnglish only.

The first year of internationaltesting has gone very smoothly,reports Amy Richards, Sylvan's

Program Manager. "We're delightedwith the technical and operationalsuccess of the international GEDprogram. We wanted to make thedifference between taking the GEDTests on computer as similar as possi-ble to the paper and pencil version."

Sylvan is improving the pro-gram, based on candidates' sugges-tions. GED testing now takes placein two sessions instead of five. Inpart one, the candidate takesWriting Skills and InterpretingLiterature and the Arts. At the sec-ond session, he or she takesMathematics, Science, and SocialStudies. The state of Maine issues itsdiploma to the candidates who passthe tests.

For more information on theinternational GED program, visit theSylvan Prometric website at

http: / /www.prometrk.com.

u-saiNvlivno 3OVISOd N11111.311ansanbau NOI.I.03111IOD SSMICICIV

£91I-9£00Z Da NOIDNIHSVA1osz aims PAN nolio INodnu aislo

Nolivonaa NO lioNnoo NVOIII3WV331AU3S ONLLS3.1, IN3WdCY13AEKI IVNOLLVOLICITI WEINHO

26 swanUE


VOLUME 16, NUMBER 3 AMERICAN COUNCIL ON EDUCATION MAY /JUNE 1999

Successful Graduates Say Determination andGED Diploma Opened Future PossibilitiesAppliance RepairmanOvercomes Illness, Earns GEDand New Job

by George E. Aalto

For twenty-five years, ManuelZuniga was a successful

major appliance repairman.Then misfortune struck. Manuel hadto terminate his lifelong career whenhe started to lose his vision due todiabetic retinopathy. He needed tofind other work that he could per-form.

In addition to his vision loss,Manuel faced the additional voca-tional challenge of not having hishigh school diploma. Since hedropped out of school in the sixthgrade, he lacked what most employ-ers consider to be the basic academiccredentials to successfully pursueother gainful employment. He firstcontacted the Literacy Program atthe William Judson Center of theSan Antonio Lighthouse in October1996. Understandably, Manuel was

Inside Items

BRIDGE Program Profile . . 3

Teaching Tips 8

News and Notes 11

despondent over his vision and careerlosses. Manuel's vocational rehabilita-tion counselor at the Texas Commis-sion for the Blind advised him towork on earning his GED diploma.

As if these problems were notenough, Manuel had to use a wheel-chair for mobility due to his diabetes.A concern of Manuel's was this:Could accommodations be made forhis GED preparation and testing? Thestaff at the William Judson Centerassured him that he could be accom-modated. They had converted theGED preparation materials (and otheradult education materials) into largeprint, braille, and audiocassette tapes,and the building was fully accessibleto persons with disabilities.

With limited vision andimpaired hand dexterity due to

his diabetes, Manuel had tostudy his lessons on tape and

record many of his exercise andtest answers. Despite these

obstacles, he became a serious,hardworking student.

Manuel required foot surgerybecause of his diabetes and eventuallyhad one toe removed. A specialorthotic shoe was designed and builtto allow him to walk with the use ofa support cane.

continued on page 2

From GED Diploma to CollegePosition, Researcher AdvocatesCommunity Involvement

by Kathleen Halverson

4 6 really don't feel that I ama special case, thoughperhaps a bit more stub-

born than some others. I haven'tdone anything more in life thanmost anyone else can or has:'

Don't let her modesty fool you.Sandra Ceto, of Malta, Illinois, defi-nitely has a story worth sharing.Overcoming poverty and poor edu-cation, she earned her GED diplomaand went on to earn an associate'sdegree, a bachelor's degree, and amaster's degree. Academic scholar-ships and graduate fellowshipshelped Sandra with the financial endof things. The challenges of being anontraditional student and mother ofthree were to Sandra things she sim-ply had to deal with. "It's part oflife," she says.

Sandra's continuous quest foreducation paid off. As director ofinstitutional research and reports atKishwaukee Community College,Sandra writes reports and conductscampus-wide research. She is a well-respected professional, active oncampus and known for her contri-butions to the community. Sandrawas instrumental in establishing an

continued on page 5


27

Successful Grads, from page 1

Manuel started the long journeyto his GED high school equivalencydiploma in June 1997. With limitedvision and impaired hand dexteritydue to his diabetes, he had to studyhis lessons on tape and record manyof his exercise and test answers.Despite these obstacles, he became aserious, hardworking student.During eight months of daily study,he had perfect attendance for threemonths and missed only one classduring each of three other months.

In addition to his blindness,Manuel has overcome

multiple disabilities andsignificant obstacles to

achieve his independence.

After preparing himself academ-ically, Manuel began taking his GEDTests at nearby St. Philips College,where the GED. Testing. Center staffunderstood and met the needs ofpersons with disabilities. They pro-vided an exceptional level of service.The college's Student SupportServices office assigned Manuel ascribe to write down his testanswers. Manuel passed the first fourparts of the GED Tests but didn't

score quite high enough on the finaltest to pass. He didn't let this setbackdeter him. Manuel studied harderand soon passed that fifth and finaltest. Manuel earned his GED certifi-cate on February 2, 1998. Throughthe San Antonio Lighthouse's WorkAdjustment and On-the-JobTraining programs, Manuelrelearned how to perform generaland specific work-related tasks.While attending the Lighthouse'sOn-the-Job Training, a job openedin the company's maintenancedepartment. Manuel felt that he wasqualified for that position but wasconcerned that his low vision wouldknock him out of the running.Manuel applied, and the Lighthousehired him for the maintenance posi-tion, where he now works full time.

In addition to his blindness,Manuel has overcome multiple dis-abilities and significant obstacles toachieve his independence. A

George E. Aalto is the literacy programcoordinator at the William JudsonCenter of the San Antonio Lighthouse.The program serves persons who are

visually impaired and blind with classes

in GED, English as a Second Language(ESL), basic education, and braille.George Aalto can be reached at (210)533-5195 or by e-mail at: [email protected].

WINNER

AAPEXI98®

AIIMIAWARDS FOR

PUBLICATION EXCELLENCE

GED Items (ISSN 0896-0518) is published bimonthly by

the GED Testing Service of the American Council on

Education (ACE). GED Items is not copyrighted. Readers

are invited to copy any articles not previously copyrighted.

Credit should be given in accordance with accepted pub-

lishing standards.




Advertising & Circulation Manager: Lisa Richards Hone

John DiBiaggio, ACE Board Chair, Tufts University; Stanley 0. Ikenberry, President,

ACE: Joan E. Auchter, Executive Director. GED Testing Service

GEDTS Staff

Changes

Welcome Cherry! Donahue andKenneth Pendleton

The GED Testing Servie(GEDTS) welcomes CherrylDonahue to the post of administra-tive assistant, Test Development

Unit. Previously, Cherryl served inposts with the Poverty and RaceResearch Action Council, the Com-munity Information Exchange, andthe American Association of RetiredPersons. Cherryl can be reached at(202) 939-9489 or via e-mail [email protected].

GEDTS also welcomes KennethL. Pendleton to the post of mathe-matics test specialist. Kenn has 30years' experience as a mathematicsinstructor in the MontgomeryCounty (MD) Public Schools,where he taught algebra, geometry,pre-calculus, and AP statistics; devel-oped curriculum; wrote and editedtextbooks; and designed the schooldistrict's mathematics final examina-tions. Kenn says that he is pleased toserve with GEDTS, as one of hischildren is a GED graduate. Kenncan be reached at (202) 939-9498 orvia e-mail at [email protected].

Congratulations to Cathy AllinCathy Allin, formerly operations

coordinator for GEDTS, joined theDatabase/Program Support groupwithin ACE'S College Credit Rec-ommendation Service (CREDIT).CREDIT reviews workplace train-ing and education and recommendscollege credit for those programsthat meet their criteria. We are cer-tain that those of you who knowCathy join us in missing her specialtalents and in wishing her success inthis new position. A

Page 2 May/June 1999 GED Items

New Hampshire Program Provides GEDInstruction, Practical Skills to Young Adults

by Robin Saw ler Foley

It is BRIDGE graduation nightat the Upper Room in Derry,New Hampshire. The Teen

Center is gaily decorated with greenand white streamers and filled withexcited families, friends, and UpperRoom staff members. Two toddlersare here to see their mothers gradu-ate.

As "Pomp and Circumstance"begins, the waiting students becomemore serious. Dressed in green andwhite caps and gowns, they file in.This is an event that these students,ages 17 to 21, thought they wouldnever experience. They began theirjourney five months ago when theysigned up for BRIDGE, a GEDpreparation program especially de-signed for out-of-school youth. Ioften think of it as a "bridge overtroubled water" because for many ofmy students, it is.

Founded in 1986, the UpperRoom, Education for Parenting,Inc., is an educational not-for-profitcorporation. Its mission is tostrengthen individuals, families, andthe community through interactiveeducational programs and services.The Upper Room's first GED pro-gram started ten years ago to meetthe needs of teen mothers who hadleft school. Later, the Upper Roomadded a GED program for adjudicat-ed youth. The programs were suc-cessful for a few years but thenclosed due to funding cuts. TheBRIDGE Program was funded in1997 by the Job Training PartnershipAct of 1992 (JTPA), through theNew Hampshire Job TrainingCouncil. Students in the program

come to the Upper Room every dayto prepare for the GED Tests, gainlife skills, and select a career paththat will lead to an opportunity forthem to be successful in work.

When I first met my students inSeptember, I quickly assessed thegroup who would become "mykids" for the next few months. Theycame from various backgrounds andsituations: teen mothers, court-ordered youth, and others who,because of their age, no longer feltcomfortable with the idea of attend-ing traditional high school. Somehad dropped out in ninth gradeothers, just months away from grad-uation. Many students had learningdifficulties, and others had incrediblynegative attitudes.

After school and on weekends,students intern with businessesin the community. -Placement

in occupational settings isdesigned to meet the

students' interests, skills,and career choices.

Every morning, BRIDGE stu-dents attend my class geared towardGED preparation, independent liv-ing, and pre-employment skills.Many spend the afternoon develop-ing their skills in the Upper Room'scomputer lab, funded by the RonaldMcDonald House. After school andon weekends, students intern withbusinesses in the community. Place-ment in occupational settings isdesigned to meet the students' inter-ests, skills, and career choices.

I begin by treating each studentas an individual. My training in

school counseling prepared me forwhat has become my personalmantra during many difficult mo-ments: "unconditional positive re-gard . . . unconditional positiveregard . . . unconditional positive re-gard?' And guess what? It works!Some days, academics become sec-ondary to participatory problemsolving for all of life's difficulties.Even so, the concrete challenges ofnegotiating family life, child care,transportation, internships, and jobsfall to our case manager. The goal isto minimize these distractions so thatstudents can physically and mentallyattend school each day. The casemanager arranges rides to school,takes the kids to court, and every-thing in between.

Working.in. a. multilevel. class-. .

room is a constant balancing actbetween moving too fast for some,too slow for others; but there areactivities that can help bridge thesedifferences. We read the newspapertogether and discuss current events.Along the way, students begin totake an interest in reading; we take afield trip to the public library andexplore the stacks. Students learnnew math skills and sharpen weakones; we go shopping to test theirskills with practical application. Weread and discuss geography and his-tory; each student gives a presenta-tion on a country of his or herchoice. Most are nervous aboutspeaking in front of a group, butthey find our group environmentsafe enough to take the risk. Someeven prepare ethnic food for theclass.

continued on page 4

GED Items May/June 1999 Page 3

29

BRIDGE, from page 3

We work on life skills everyday, and we talk about and practicevarious social skills. We look forjob openings, fill out applications.and write resumes and cover let-ters. Later, we videotape mockinterviews and critique them.Together we attend a local job

fair and talk to employers. Afterstudents go out on their owninterviews, they report their expe-riences back to the class.

Interaction with speakers fromthe community and participants inother programs provides additionalstrength. This semester, the stu-dents participated in intergenera-tional activides with students inthe Upper Room's computer jobtraining program for adults aged

55 and older. Students also takepart in activities offered in the

Teen Center, an educationalresource providing after-schooland Friday evening activities. Forthe students, BRIDGE is morethan academics and job readiness.The Upper Room becomes a sec-ond home to them. The staff iscaring and compassionate,

whether they work directly withthe students or play a supportingrole.

Students in the program cometo the Upper Room every

ro prepare for the GEDTests. gain life skills, and

select a career path that willlead to an opportunity for

them to be successful in work.

School as we generally thinkof it is not a culture into whichthese young people fit. I constantlykeep that in mind, and I work torecreate the paradigm of "school."In the end, the students discoverthat learning and school can befun. We send them out into thecommunity stronger and betterprepared to be independent, suc-cessful adults. A.

Robin Foley is the instructor of the

BRIDGE Program at the UpperRoom in Deny, New Hampshire. She

holds an M.S. in school counseling

from Fitchburg State College in

Massachusetts. To contact Robin, call

(603) 437-8477.

Scholarships fOr

GED Graduates

by Melissa Smith'

Sixty-seven percent of GED

test-takers intend to go onto post-

secondary programs to further theireducationthe question is: How topay for it? Many scholarship pro-

grams allow GED graduates to be

considered on the same tier as tradi-

tional high school graduates.

The Delta College Foundation.

in University Center, Michigan,

helps raise funds for more than:thirty

scholarships and endowments

administered through the college.

.Many of the Foumdation's scholar-

ships and endowments include GEDgraduates as possible recipients. For

more information about scholarships

available to GED graduates, contactthe Delta College Foundation at .

(517) 686-9224.

Melissa Smith is program coordinatinfor

the Center fir Adult Learning's Market-

ing and Communications Department.

Ready,-.forAdilltPhohit4 Videos $34.95 each




www.grammarkey.com

Video Resources Sdftware11767 S. Dixie Hwy., Suite 222

Miami, FL 33156

1-888-ACE-MATHfor math videos

1-888-223-6284for Grammar Key. Crossroads Ca*. and Phonics

www.acemath.corn

Page May/June 1999 BEST COPY AVAILABLE 30 GED Items

GEDTS Remembers Larry Goodwin,Pennsylvania GED Administrator

by Cathy Allin

Larry Goodwin,the GED Admin-istrator for theCommonwealthof Pennsylvania,died March 6,1999, from theeffects of amy:

otrophic lateral sclerosis (ALS), oftenknown as Lou Gehrig's disease. ALSis a fatal neurological disorder char-acterized by progressive degenera-tion of motor cells in the spinal cordand brain. Despite his illness, Larryworked every day until March 3, andhe regularly touched base with staffat the GED Testing Service, sharingsage advice and often sending jokesvia e-mail. He leaves his wife Jeanneand three children: Melissa, Brad,and Susannah.

GED Executive Director JoanAuchter told the Goodwins that shevalued the guidance Larry providedthe GED program: "He was the firstperson to volunteer to help, and healways sent summary e-mail mes-sages of insight and wisdom that sur-passed the content of our meetings."

Before joining the GED pro-gram, Larry served in the U.S. Armyfor twenty-eight years. Retiringwith the rank of Colonel, he was ahighly decorated veteran whosecareer included two tours inVietnam. Among Larry's militaryawards were the Legion of Merit,the Bronze Star Medal for valor andservice, the Meritorious ServiceMedal, the Army CommendationMedal, and the Vietnam GallantryCross.

Larry was proud of the GEDprogram and particularly proud thathe had been honored for his distin-

guished service as a GED Adminis-trator during the 1998 GEDAdministrators' Conference inChicago, Illinois. He came toChicago to accept the awardagainst the advice of friends whoexpressed concern about the tollsuch a trip might take on his body.When colleagues pointed out tohim that he was now, after all,"handicapped," Larry respondedwith typical good humor and forti-tude: "I'm not handicapped; Idon't have a parking space!"Shortly after the conference, hewas also awarded Pennsylvania's

Citation of Merit by the Gover-nor's Committee on Employmentof People with Disabilities.

The memorial service at theU.S. Army War College MemorialChapel in Carlisle, Pennsylvania,was filled to standing room only;Larry also served that congregationas the Superintendent of SundaySchools. Among those who offeredwords of remembrance was Dr.Michael Poliakoff, Pennsylvania'sdeputy secretary of education forhigher and continuing education.Dr. Poliakoff announced the estab-lishment of the Lawrence B.Goodwin, Jr. Scholarship. Thescholarship will be awarded eachyear to the one person in Pennsyl-vania who earns the highest GEDscore after having attended prepa-ration classes.

Cathy Allin was the operations coor-

dinator with the GED Testing Service.

She is now part of the Database/Pro-

gram Support group with the College

Credit Recommendation Service

(CREDIT), another division of the

American Council on Education

(ACE).


agency that assists rural residents liv-ing with HIV and AIDS. In honorof her commitment, the State ofIllinois recently presented Sandrawith the First Annual IllinoisDepartment of Public Health(IDPH) AIDS Service OrganizationAward. "Many of the clients weserve are at poverty level, with littleto no education. I know what that'slikeI was there."

"If it were not for passingthe GED Tests in December

1979, none of this wouldhave been possible. My lifeprobably would have beenspent raising my family in

poverty and potentially bur-dening the welfare system. . . .

I feel very strongly aboutthis important tool by which

people can change-or -

rebuild their lives."

Sandra left high school as ajunior in favor of a minimum wagejob to help support her family. Shethen married and had children ofher own. In 1979, she noticed an adfor GED instruction in the localnewspaper. As a young wife andmother, Sandra realized that herhigh school diploma was somethingshe needed to have. "I became awarethat it was important to me to dosomething. I realized that if I didn'tset a good example, I couldn't tellmy children, 'You can do anythingyou want to do. "

Sandra responded to the GEDad and attended an introductory ses-sion, where she took a reading testand did very well. "The kind peopleand pleasant feedback I received

continued on page 6

GED Items

31May/June 1999 Page 5


were part of why I continued ontoward my GED diploma. Whenyou're in that type of situation, youreally need a lot of encouragement."After Sandra passed the GED Tests,she realized that the GED diplomawas not an end-goal for her, as sheonce thought; it was a path to some-thing greater. She wanted more, andshe saw that she was capable ofachieving it. "The self-esteem Igained through the GED preparationclasses helped me to continue. I sawthat I could have a career where Iwould be able to use my mind. I hadwonderful people who supportedme, and I got a lot of positive feed-back. I continued to take courses,then one thing led to another."

Overcoming poverty and pooreducation, Sandra Ceto tookher first step toward successwhen she earned her GED,

and from there, she justkept movingto an

associate's degree, a bachelor's

degree, and a master's degree.

Sandra earned an associate ofscience degree at Lake Land Collegein Mattoon, Illinois. She eventuallyearned a bachelor's degree and thena master's degree in public adminis-tration (MPA) at Southern IllinoisUniversity at Carbondale. Sandraspeaks highly of SIU because of itscommitment to nontraditional stu-dentstransportation, free day care,etc. "It was important that I go to auniversity conducive to adult learn-ers and establish a peer group. Asnontraditional students, members ofa peer group understand and canrelate to your situation."

After graduate school, Sandra'sfirst task was to conduct a needs

assessment for HIV/AIDS services toa fifteen-county region in Illinois.Based on the assessment findings,Sandra and her colleagues foundedan agency that provides clients withtransportation and home-deliveredmeals, among other services. "Ourclients are not only living with HIVand AIDS, but many are poor andhave additional mental health issuesthat need attention," Sandraexplains. The agency also offerstraining to social service providers,medical providers, and school per-sonnel.

Sandra faced challenges in thiseffort as well. "There were lots ofbarriers. This rural region first hadto be convinced that there werepeople living with HIV and AIDS intheir community. Some peopledidn't believe that the problem exist-ed so close to home." The successfulagency now provides clients with thecomforts and necessities they needto survive. And the community has

-responded. A local church donatedChristmas trees to the clients andtheir families. A local sorority made"back to school baskets" for thechildren of the families served by theagency. Due in part to Sandra's con-tributions, the agency is a successfulsupport mechanism for those inneed.

Sandra attributes much of hersuccess to earning the GED diplomathat first step in a series of educa-tional progressions that transformedher views about what she could doand the difference that she couldmake in the world. "This alternativeto high school education is criticallyimportant for persons who did notcomplete high school in the tradi-tional manner," Sandra emphasized."People need help with that firststep. I would not have been able todo the things I've done without it."

During the days of simultaneouschild-rearing, test-taking, and paper-

writing, friends and family memberswould ask, "Why are you doing thisto yourself?" And she'd say, "BecauseI have to. It's part of life." Consid-ering the alternativepoverty andminimum wageSandra welcomed

"The self-esteem I gainedthrough the GED preparationclasses helped ine to continue.

I saw that I could have acareer. . . . I had wondeillpeople who supported me,and I got a lot of positive

feedback. That helped boostmy.confidence level."

the chance for education. "If it werenot for passing the GED Tests inDecember 1979, my life would havebeen spent raising my family inpoverty and potentially burdeningthe welfare system. My childrenwould have continued the povertycycle rather than becoming the pro-ductive individuals they are today. Ifeel very strongly about this impor-tant tool by which people canchange or rebuild their lives."

Sandra is an advocate of educa-tion and the benefits of the GEDdiplomaand she's passed that beliefon to her children. "We need to getmore people involved in educationand in making their lives more pro-ductive." That process includes usingthe GED to show people thatprogress is possible and education iswithin their reach. "People don'tpurposefully end up in a situationwhere they have to take the GED,"says Sandra. Sometimes life can takesome unexpected turns. She empha-sizes the importance of continuallyshowing people that they are capableof taking and passing the GED Tests.Sandra knows all about thatshe'sbeen there.

Page 6 May/June 1999 32 GED Items

The point ass

the real GED: Test is apaper and pencil test..


announce the Fall arrival of GG and Spanish BB. J-44111r1-7-2__:d

GG is the new half length test to complement AA-FF.















STECK-VAUGHNC O M P A N YELEMENTARY SICERYDARY ADULT LIMARY

A Milian of Harcourt Brace & Company

1-800-531-5015

1104

arigssra

lac/Ofinealfilosimel

Darkpmet

OFFIaALPRAcncE it=

OIL

GenatiEducationalavelopment

SM

BEST COPY AVAILABLE 33


CiED Testing SaviceThe Center for Adult Learning And Educational Credenrnds

AmiocANCo NOLc EarA-rrN

V=10711:+3,424,-4.,,,

Teaching Tips

Visual Processing Skills: A Priority for the 2001GED Social Studies Test

by Joyce Hoover

Television is the nation'smain source of news andentertainment.

Newspapers increasingly rely ongraphic images to convey informa-tion. At work, in postsecondaryschool, and in training, adults mustuse computers for reports, research,and presentations. On television andthe Internet, in newspapers, maga-zines, and textbooks, visualsmaps,graphs, charts, diagrams, spread-sheets, cartoons, photoshavebecome everyone's "executive sum-maries."

"Executive Summaries"We are all familiar with execu-

tive summaries and how we've cometo rely on these brief encapsulationsof the key points we need to knowabout a product, report, or program.The development of visuals into aform of executive summary isunderstandable if we reflect on howthe information at our disposal hasgrown astronomically over the

On the 2001-series SocialStudies Test, the percentageof visuals-based questionswill increase to between

55 and 60 percent.

past fifty years. We have come todepend on more information forour livelihoods and for the good ofour families and communities, and itis clear that the amount of informa-tion available to us will continue to

grow. Visualsnot new to thescene, but here in abundance tostayharness essential informationand quickly make sense of it. Visualsalso are often an attempt to engage,entertain, and persuade the viewer.

GED 2001 Social Studies TestSpecifications

About 30 percent of items onthe current GED Social Studies Testrequire examinees to process infor-mation in graphic form to answerthe question; on the 2001-series test,the percentage of visuals-based ques-tions will increase to between 55

GED instructors can faciliatepreparation by continuing todevote time to reading, using,and evaluating maps, graphs,

charts, tables, diagrams,cartoons, and photographs.

and 60 percent. Included will bemaps, graphs, diagrams, charts,tables, political cartoons, advertise-ments, photographs, and excerptsfrom practical documents such asmanuals, forms, almanacs, atlases,websites, and statistical reports. Inseveral instances, the visuals willappear alongside relevant text.

The 1997-98 GED SocialStudies Test Specifications Commit-tee recommended the increased useof visuals on the test. They basedtheir recommendation on their anal-ysis of the habits of the NorthAmerican public, the state socialstudies content standards, and cur-rent social studies textbooks and

instructional resources. For the lastfifteen to twenty years, educationalpublishers have increased theamount of visual and statistical re-sources in high school social studiestextbooks. These visuals illustrate orcomplement the written text in thecore academic courses of history,geography, civics and government,and economics.

Support from the NationalCouncil for the Social Studies

The National Council for theSocial Studies standards has identi-fied visual processing skills amongthose essential for civic participa-tion.1 That is, to thriveperhaps tosurvivein their social, economic,and civic lives, high school graduatesmust be able to perform the follow-ing tasks with visual or graphicsources:

Acquire informationOrganize and use informationEvaluate the quality of informa-tionEvaluate systems that transmit orprimarily rely on visual stimuli

Among the evaluation skillsrequired that GED examinees mayfind "new" on the GED 2001 SocialStudies Test are:

Understand the relationship ofdata within a graphic or visualUnderstand the relationship ofdata in a graphic or visual to datain print or proseDetect biases and assumptions ingraphs and visuals

Page 8 May/June 1999 GED Items

Tips for a Plan of Study andPreparation for the Test

GED candidates can preparethemselves and GED instructors canfaciliate preparation by continuingto devote time to reading, using,and evaluating maps, graphs, charts,tables, diagrams, cartoons, and pho-tographs. Materials should be from avariety of sources and scopes ofinterestworld, national, regional,and local. Students need to practicereading and using visuals to under-stand world, national, regional, andlocal history; geography; govern-ment; and economicsas well as tounderstand and respond to currentevents and issues.

Visual Processing and MapsEach form of the GED 2001

Social Studies Test will include assources for questions a map of theworld or a major region of theworld. It will also include a map ofthe United States, or a map ofCanada for the Canadian version ofthe test (see Figure 1). For starters,examinees will need to know thedifferent types of map projectionsand their uses, how to "read" theinformation in the map, how toevaluate a map's quality, the ele-ments of a "good" map, and whereto find "good" maps. Current stan-dards call for high school graduates,

in the context of a meaningful pro-ject, to be able to locate places usingscale and computing distance, inter-pret map symbols and visualize whatthey mean, and detect any bias inmaps. Furthermore, high schoolgraduates are expected to be able tolocate the continents, oceans,biomes, and major regions and pop-ulation centers of the world and ofthe United States or Canada.

Visual Processing and Graphs,Charts, Tables, and Diagrams

Each form of the GED 2001Social Studies Test will include atleast one bar graph, line graph, orpie chartmost likely one ofeachas source material for ques-tions. In addition, each SocialStudies test form will include achart, diagram, or table as the basisfor questions. Examinees will needto know how to read and use theseimportant tools designed to con-dense large amounts of writteninformation into easy-to-read pack-ages.

Adults preparing for the GEDSocial Studies Test should know thecomponents of "good" graphs,charts, diagrams, and tables. Theyshould be aware that all of thesesources can present informationaccurately, but also can, intentionallyor inadvertently, distort information.

Bar and line graphs usually have twolabels, one that reads across the bot-tom, or horizontal axis, and one ona line running up and down, thevertical axis (see Figure 2). Bargraphs show amounts at specifictime intervals, and line graphs useindicator lines, usually reading fromleft to right, that show change overtime. Pie charts permit a comparisonof a whole and its parts by dividingoff "slices" in a circle, showing a"whole" and its "parts" in one pic-ture (see Figure 3).

GED examinees must also beable to read tables. Typically, a tablehas several headings both on its ver-tical columns and its horizontalrows. Examinees need to know howto locate a specific fact on a table bylooking down a column and acrossthe row to the point at which theyintersect. Furthermore, examineesmust know how to use charts. Aflowchart, for example, shows a pro-cess, and GED examinees will needto know how to identify.the varioussteps in a process by reading aflowchart.


Figure 2North American Trade

After NAFTAU.S.-Canada Merchandise Trade

(in billions of dollars)

Canada

1994 1995

MI U.S. Exports

1996

U.S.Imports

Source: The 1 998 Wall Street Journal Almanac,

Ronald J. Alsop, ed. New York: Ballannne Books,1997.

GED Items

BEST COPY AVAILABLE 35May/June 1999 Page 9


Figure 3Occupations of American

Rebel LeadersBased on Members of

Continental Congress in 1774

arta.jurists

rt

darks3%

Planters andfarmers

22%

Source: Understanding Maps, Charts, and Graphs:U.S. History from the Explorers ro the Civil Wor,

Teacher's Edition. NY: Scholastic, Inc., 1995.

Visual Processing and Cartoonsand Photographs

Each form of the GED 2001Social Studies Test will include atleast one political cartoon and photo-graph as source materials. Similar tothese visuals, advertisements andposters may also be used as sourcematerial on the test. Examineesshould gain experience reading polit-ical cartoons such as those found inthe editorial sections of newspapers.They must understand that the car-toons use pictures, symbols, labels,caricatures, and captions to express apoint of view (not necessarily a fact).Examinees must also understand thatpolitical cartoons are often humorous(depending on your point of view!)but also have an underlying message.Test-takers must be able to identifysymbolsUncle Sam, the MapleLeaf, the Hawk and Dove, for exam-pleand understand how caricaturesthat distort and exaggerate can befavorable or unfavorable portrayals ofa person or idea.

Examinees will need to practicegetting more information from pho-tographs. Not only should they learnto determine the theme by readingcaptions and titlesthey should digdeeper, examining details, key sub-jects, and background features tounderstand the photograph's con-tent, importance, and relevance.Examinees should be aware thatevery photo expresses a photogra-pher's point of view about the sub-ject by emphasizing details, usingdifferent angles, and juxtaposingsubject matter within the photo-graph.

Evaluating Graphics and VisualsToday's high school graduates

must be able to understand the rela-tionship of data in a graphic or visualto data in prose sources. Likewise,GED examinees must simultaneous-ly use information from a variety ofsourcesgraphic and prosetoreach conclusions, make compar-isons, and predict outcomes aboutpublic policy issues, historical devel-opments, and economic trends. Forexample, an examinee must be ableto use information from a regionalresource and topographical map anddescription of the economic activi-ties of the region's population toanswer questions about land use andenvironmental changes.

Examinees must also be able todetect inaccuracies, distortion, andbias in graphics or visuals.2 Theymust be able to work with theknowledge that some visual systemssuch as billboards, newspaper arti-cles, television reports, films, andcomputer software may inadvertent-ly do the following:

Portray map projections thatexaggerate features of the globeProvide illustrations in a chartthat obscure the meaning of thedata

Vary scale and proportion ingraphs that illustrate two sets ofstatistics being comparedPortray opinion and belief asfact

The Visual MediaFinally, examinees must be

able to appreciate, analyze, andevaluate media industries that pri-marily rely on visual stimuli (e.g.,commercial advertising, newspa-pers, political propaganda, andfilm). High school-level socialstudies teachers expect graduatesto be aware of the influence theseindustries have in all aspects of ourlives. In social studies especially,

examinees must be able to distin-guish between visuals that aredesigned to persuade with factsand visuals that persuade by dis-torting facts. Examinees should beable to distinguish among hardnews, features, and commentary innewspapers and TV news. Theyshould understand political persua-sion techniques such as the "band-wagon approach" and "glitteringgeneralities," as well as how similarformulae are used in advertising.For example, the adult high schoolgraduate should know how to dis-tinguish between the "packaging"of a product in an advertisementand its actual ingredients and effec-tiveness.

Visual Learning as a Modalityfor Lifelong Success

Educational psychologistsremind us that we all learn in avariety of waysfrom printed andspoken word, from body move-ment and performance, from visualstimuli such as pictures, graphs,and diagrams, and others.3 Theytell us that the more of these waysto learn that we develop, the better


Page 10 May/June 1999BEST COPY AVAILABLE 36 GED Items

Eleven States Fund FamilyLiteracy

The National Center for FamilyLiteracy reports that family literacyprograms are continuing to spread.Seven states have enacted, or areattempting to enact, legislation:Kentucky, Washington, Hawaii,Louisiana, South Carolina, Colo-rado, and Arizona. Four statesNevada, Maryland, Pennsylvania,and Massachusettsare supportingfamily literacy using means such asnew budget line items and gover-nors' discretionary funds underWelfare to Work. For more informa-tion, go to wwwfamlit.org.

Free GED Testing Marks BigEvent

In March, LaSalle University in

Philadelphia, Pennsylvania, offered aday of free GED testing to the first40 registrants to mark, the anniver-sary of the college's charter. Theoffer was limited to candidates livingwithin specific zip codes to ensurethat the service benefited the localcommunity. For more information,

contact Alternate Chief ExaminerJune Robinson at (215) 951-1189.

Hispanics Lead Adult EdEnrollments

It may not be surprising to knowthat Spanish is the language mostoften spoken at home by ESL partici-pants, but did you know thatHispanic adults comprise almost half(40 percent) of all adult educationenrollments in the United States?According to the U.S. Office ofVocational and Adult Education, datafrom 1997 also show that 31 percentof adult education participants arewhite and that 16 percent areAfrican-American.

"Skills Gap" in New WorkersRises

An American ManagementAssociation (AMA) survey finds thatmore than 33 percent of job seekerslack the basic literacy skills requiredby the jobs for which they are apply-ing. This figure is up from 19 percentin 1996. The AMA says that thejump is a result of employers needing

to fill technology-rich jobs that

demand stronger reading and mathskills. Faced with an expandingeconomy in which skilled workers

are scarce, companies tell AMA thatthey are increasingly willing to hirepeople whose skills need upgradingand then provide the needed train-ing. More than half of those seekingjobs in the wholesale and retail sec-tors did not have the necessary basicskills, while only 23 percent of thoseapplying for jobs in the financial ser-vices industry lacked good enoughskills. For more information, contactEric Greenberg at [email protected].

Technology Ideas to BorrowNorth Carolina has a resource

guide for adult educators who wantto update their services but who maybe dazed by new technology. Uses ofComputer Technology in Adult BasicSkills/Literacy Programs: North

Carolina Practice and Ideas from Other

States provides guidance in evaluating



r

The KET/GED Series (GED ON TV)



15 half-hour video programs of practical life-skills reading for the mid-level reader. Helpsprepare adults for more technical concepts.


15 video programs of up to

real-life math that adults IMF30 minutes each, teaching

need at home and on thejob. Helps prepare adults formore technical concepts.

The KentuckyNetwork

learn To Read


Call (800) 354-9067 to request acatalog or a free preview, or find outmore at our Web site:http:Ilwww.ket.orgladultedi

'When assessing the state of theart of adult literacy instructlon,


from TELEVISION AND ADUU LITERACY.


GED Items

37May/June 1999 Page 11


equipped we are for a lifetime oflearning. In the GED 2001 SocialStudies Test, examinees will havemore opportunities to demonstratetheir proficiency by using their visualprocessing skills to demonstrate theirknowledge of history, geography,civics and government, and eco-nomics.

1. Schneider, Donald, et al.Expectations of Excellence: Curriculuim

Standards for Social Studies.

Washington, DC: National Cofor the Social Studies, 1994.

2. Wainer, Howard. "How to DisData Badly." The American

Statistician 38:2 (May 1984):148-49.

3. Gardner, Howard. Multiple

Intelligences: The Theory in Practice.

New York: Basic Books, 1993.

Joyce Hoover is the social studies test

specialist for the GED Testing Service.

BEST COPY AVAILABLE

ILLS '0N *wadDa .uo3SumseAk

ClIddavuod S11

uopenut2i0 3goaduoN

y

News and Notes, from page 11

software, , reative idds for usingPCs, and/technical assistancesources. 't'o get one free repro-ducible copy, contact Nancy Masseyat (919) 733-7501, extension 501,or [email protected].

Training Specialist Wanted

The National Center for FamilyLiteracy, a private nonprofit organi-zation located in Louisville, Ken-tucky, is seeking a creative, dynamicfamily literacy training specialist.The person will design and deliverfamily literacy training, staff devel-opment, and technical assistanceacross the United States. Theincumbent must be willing to relo-cate to Louisville and to travelextensively. Send resume and letterof application to: Office Manager,National Center for Family Literacy,325 West Main Street, Suite 200,Louisville, Kentucky 40202-4251.-

illit ATTENTIONTEACHERS!!!

Order the New

LEARN MATH QUICKLY,LEARN ORAL

COMMUNICATION QUICKLY,and

LEARN WRITING ANDGRAMMAR QUICKLY


STUDENTS LOVETHEM!Easy to understandQuick resultsExtremely effective fortest preparation,especially GED TestsClassroom proven forgraduation success


SOLANA BEACH, CA 92075


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

PWITT111"11"91"9111"91h,V4191T000-4900Z Oa (401BuIgsvM

EOZ woolf '111PH elmoa,0val.:emu jo fillssaniun 31lotilvo

Tesoanv

CI33INVIIVC10 39111S0d N1111.1.311ansanbali NO11031E1100 SS311CIaV

E911-9£00Z Oa NOIONIHSWAOSZ 3.1111S tAN TIDIIID 1,NOcIfla 3NO

NOLLVD11G3 NO ioNnoo NVDI733WVapinuas °masa'. iNawdo-rinau mrtsiouvonaa mrliaNzao

38 suoNED

GEDItemS.r

more than 24,000 readers

VOLUME 16, NUMBER 4 AMERICAN COUNCIL ON EDUCATION SEPTEMBER/OCTOBER 1999

New Orleans Fire Chief Honored atGEDTS 1999 Summer Conference

The GED Testing Servicerecognized New OrleansFire Department Chief

Warren E. Mc Daniels with theCornelius P Turner Award duringthe annual GED Conference, whichwas held in San Diego July 13-17.

The award, named for thefounder of the GED testing pro-gram, is given annually to a GEDgraduate who has made outstandingcontributions to society in educa-tional, public, or social service.McDaniels was presented with theTurner. Award for his lifetimeachievements in the field of publicsafety, as well as his dedication andleadership in education initiativesand his patronage to cultural andsocial service organizations.

During his career, McDanielshas taken a leadership role in nation-

Inside ItemsAnnual Report Findings 4

Conference Wrap-Up 5

Teaching Tips 8

For GED Examiners 10


News and Notes 14

Pictured from left to right: Fred Edwards, Director, Partner Outreach, GED Testing Service;Betty McDaniels; Warren E. McDaniels, New Orleans Fire Department Chief; and Joan C.Auchter, Executive Director, GED Testing Service

al fire safety organizations and hashelped the New Orleans PublicSchools provide GED testing foraspiring firefighters. McDaniels alsocoordinated and developed an edu-cational fire safety program for chil-dren called "Learn Not to Burn"that has contributed to an 18 per-cent reduction in fire-related deathsthroughout New Orleans since hisappointment in 1993. Under hisleadership, the city has improved itsfire insurance rating, resulting insignificantly lower insurance premi-ums for citizens.

A New Orleans native and life-long resident, McDaniels earned hisGED diploma in 1968 and joinedthe fire department in 1969.

"Earning my GED was likewalking through a gate. I felt an

awakening leading me to wonderwhat I could achieve," McDanielssays. Within one month of test-ing, he took two employmentexams and was offered two jobs asa result, one of which was withthe fire department. McDaniels isthe first fire chief to have risenthrough the ranks to head thedepartment, and he is the firstAfrican American commander ofthe New Orleans Fire Depart-ment.

Widely recognized in his field,McDaniels vice-chairs theMetropolitan Chiefs Division ofthe International Association ofFire Chiefs and will assume thechair in 2000. In addition, the

continued on page 3


At-Work GED Training Empowers Employeesby Kathleen Kelly Halverson

0 n the night of April 13,1999, training staff at theBellagio Hotel in Las

Vegas prepared for the kickoff of anew GED training program. Theyset out fifty chairs, in hopes thatsome of the hotel's 1,000-plusemployees without high schooldiplomas would be interested in

_

learning more about earning a highschool equivalency diploma. Theoverwhelmingly positive responsethey received was even better thanthey had predictedmore thanthree times the expected number ofemployees showed up.

By the time the evening began,165 people crowded the room.Some were interested in learning .

more about what's involved in tak-ing the GED Tests. Some were thereto support their friends and col-leagues. Still others signed up on thespot. The training program wentinto full swing a week later.

More than 100 employees nowattend John-Davis's weekly GEDinstructional classes that will eventu-ally take them to test dayand to afuture of better career opportunities,increased earning potential, higherself-esteem, and continued educa-tion and growth.

"The thing that struck me wasthat most of these people who camewere not embarrassed. They didn'tlet pride get in the way of their get-ting more education," says BeckyPerich, former General TrainingCoordinator for the Bellagio Hotel."One of the guest room attendantswho has a very demanding jobwhere a lot is expected of hertoldme at the kickoff, 'I'm not going tobe a maid for my whole life. I needto get an education' We're reallyexcited. . . with employees comingforward, we can actually do thisGED training program. It's some-thing we're anxious to begin."

"Most of those who graduatestay on, and a lot of our

employees who haveearned the GED through

us have gone on tosupervisory positions."

The Bellagio employs 9,500people and is just one of the luxuryhotels under the umbrella of MirageResorts, Inc. Owners Steve andElaine Wynn are longtime advocatesof employee training and continuingeducation. "They feel that educationis important. This training program is

GED Items (ISSN 0896-0518) is published bimonthly by the GED Testing Service of

the American Council on Education (ACE). GED Items is not copyrighted. Readers

are invited to copy any articles not previously copyrighted. Credit should be given in

accordance with accepted publishing standards.




John DiBiaggio, ACE Board Chair, Tufts University; Stanley 0. Ikenberry,

President, ACE; Joan E. Auchter, Executive Director, GED Testing Service

a benefit they wanted to provide totheir employees," says Perich. Andfive years ago, the first GED trainingprogram came to the Mirage, one ofthe many Mirage Resorts hotels.

The exciting stories of programgraduates show how this investmentbenefits both the employees and theorganization. "The employees canmove forward in their education andcareers, and the Bellagio retainshigh-quality, skilled employees," saysMarty Windham, Bellagio's GeneralTraining Coordinator. By commit-ting to the program's long-term suc-cess, Mirage and Bellagio managersare also securing employee loyalty.

"Most of those who graduatestay on, and a lot of-our employeeswho have earned the GED throughus have gone on to supervisory posi-tions," says Perich. One example isDario Lopez, originally fromMexico, who started in the StewardDepartment in 1995 and was pro-moted to Assistant ExecutiveSteward after earning hii GEDdiploma through Bellagio. Anotherexample is Carlene Beam, whoreceived her GED diploma throughthe Mirage and is now the Super-visor of the Uniform Room. Sheoversees the provision of uniformsfor more than 5,000 people.

"The goal of the GED trainingprogram is to keep everyone at thesame pace so that they can takethe GED Tests together," saysWindham. To achieve this goal,GED instructor John Davis teachesfour classes per weektwo onTuesday and two on Thursday.These multiple sessions, all ofwhich cover the same material, aredesigned for the employees' conve-nience and accessibility as well as tokeep everyone moving at a similarpace.

Page 2 September /October 1999 40 GED Items

4

Enrollment is consistent,according to Windham and Davis.Approximately 100 people regularlyattend class every week. The GEDattendance policy is that you go toclass once a week. "One persontoday asked me if they could attendmore than one classabsolutely,"says Windham. "If they attendedclass on Tuesday but, after studying,felt that they still missed somethingor couldn't quite understand a con-cept, they can come to another classthat week, ask more questions, andreceive supplemental instruction."

Typically, says InstructorJohn Davis, it takes

approximately four to sixmonths for the class to be

ready for the tests.

In addition to GED instruction.Windham hopes to bring GED test-ing on site, as needed. "If there's alarge number of employees who areready to take the tests at the sametime, then we're hoping to get thelocal GED Examiner to come to theBellagio," says Windham. (In thepast. students have gone to the near-est Official GED Testing Center.).

That feeling of familiarity, thecomfort of place. would be a defi-nite advantage for the test-takers. "Ifwe have as many as thirty studentswilling to take the GED Tests, wecan do it in-house, which wouldmake it comfortable for them," saysDavis. Such a large number ofexaminees would require the localGED Examiner to bring along anAlternate Examiner or proctor toassist. The final arrangementsdepend on how many students stickwith the training and how the pro-gram goes over the next fewmonths. Typically, says Davis, it takes


Fire Chief, from page 1

it

Federal Emergency ManagementAgency (FEMA) has appointedMcDaniels to the Board of Visitorsof the National Fire Academy inEnunicsburg, Maryland.

Besides his work as a public ser-vant, Chief McDaniels also chairsthe Board of Directors of Volunteersof America of New Orleans, whichadministers elderly and communityliving arrangements, halfway houses,maternity and adoption services, andthrift stores. He is vice-chair of theNew Orleans Jazz and HeritageFestival, which stages the annualJazzfest and other events. Evidenceof his commitment to public serviceis clear in Chief McDaniels' responseto the news that he had been select-ed as this year's Turner Award win-ner: "How will my winning thisaward help others?" he asked.

During the July 16 awards cere-mony, McDaniels introduced a sur-prise guest, baseball legend DonNewcombe, who addressed confer-ence participants about accomplish-ing the impossible. Newcomberelated his personal experiences ofbreaking baseball's color barrier.linking his own experience withthat of GED graduates who haveovercome the barrier of not havinga high school diploma.

Wally Amos, who as "FamousAmos" founded the gourmetchocolate chip cookie industry,gave the keynote address at theawards dinner. Other speakersincluded two GED graduates whoare now successful leaders in theadult education community,Molly Robertson of Indiana andAlthea O'Haver of Arkansas.During the awards ceremony, schol-arships were also presented to sixoutstanding California GED gradu-ates. Their stories are featured onpage 7. A

Wally AmosDelivers Keynoteat Honors Dinner

Former cookie entrepreneurWally Amos served as thekeynote speaker at an awards

banquet during the 1999 GEDAdministrators' Conference in SanDiego, California.

A GED graduate, Amos iswidely known for the cookies hebegan selling in the 1970s. He hassince founded the Uncle Wally'sMuffin Company. Adult learnersand educators may also be familiarwith Amos' genial, relaxed stylethrough his appearances as host ofthe KET series, "Another Page."Today, he is a popular motivationalspeaker and has authored-severalbooks on coping with setbacks anddeveloping a lifestyle that is consis-tent with one's interests and values.

Amos told the audience,"When people tell you that some-thing can't be done, they're reallytalking about themselves. Theydon't think they can do it. It's notabout how easy or hard it is, becauseeverything is possible. The impossi-ble just takes a little longer."

L

fn.

iy

Wally Amos, pictured here with MollyRobertson, Director of Indiana Learn AtHome, offered lessons about life after the

GED diploma to awards banquet guests.

GED Items91

September /October 1999 Page 3

1998 Figures Show GED Tests Passing Rate onthe Rise Since 1997 Minimum Score Change

The number of adults earn-ing a General EducationalDevelopment (GED) high

school equivalency diplomaincreased by 5 percent during the1998 calendar year, according toGED's 1998 Annual StatisticalReport (ASR), Who Took theGED?, which was released to thepublic on August 6. More than506,000 people earned a GED cre-dential in 1998, bringing to nearly14 million the estimated number ofadults who have received GEDdiplomas since 1949.

Who Took the GED? documents

the general make-up and perfor-mance of GED test-takers in NorthAmerica and internationally. In1997, the GED Testing Serviceraised the minimum passing standardto reflect changes in. secondaryschool educational requirements,and, as expected, pass rates for theGED dipped in 1997. In 1998,however, figures show a 2.5 percentrecovery in the number of adultsmeeting the raised standards.

In fact, sixteen of the thirty-sixjurisdictions exceeded the passingrates they posted in 1996, when lessstringent score requirements werestill in place. "In 1997, we estimatedthat the higher passing scorerequirement might encourage exam-inees to study longer and furtherdevelop their skills before taking theGED Tests, and the evidence sug-gests that this has in fact happened,"said GED Testing Service ExecutiveDirector Joan Auchter.

Those states with increasedpassing rates were Arizona (10.2percent), Puerto Rico (8.9 percent),Connecticut (6.6 percent), Alabama(5.0 percent), Wyoming (4.9 per-

cent), Iowa (3.9 percent), Hawaii(2.1 percent), Minnesota (3.2 per-cent), Georgia (3.0 percent), Maine(2.9 percent), Nevada (2.1 percent),Kansas (2.2 percent), NewHampshire (2.0 percent), SouthCarolina (1.3 percent), Pennsylvania(.9 percent), and North Carolina(.4 percent).

For the remaining thirty-threejurisdictions where the standard wasnot raised in 1997, the overall 1998passing rate was the same as theoveral passing rate recorded for 1996(71.2 percent).

The number of adults taking theGED Tests in the United States hasincreased 17.8 percent during thepast decade, while participation inCanada has declined 29.1 percent.In 1998, more than 718,000 adultsworldwide completed the GED bat,-tery of tests-about the same num-ber as in 1995 (723,899) and 1997(722,461).

Sixteen of the thirty-sixjurisdictions [which raisedpassing scores in 1997]

exceeded the passing rates

they posted in 1996,when less stringent score

requirements were in place.

Highlights

Milestones

New York, the first state toadminister the GED Teststo civilians, became thesecond jurisdiction to issueits millionth GED diploma.Texas surpassed the one millionmark in 1996.

Jurisdictions ShowingIncreased Testing

Volume of at Least10 Percent

Jurisdictions °A

New Mexico 17.3

Northwest Territories 23.7Texas 13.2

Prince Edward Island 20.1

Wisconsin 12.9

Ontario 19.8

Wyoming 13.1

Saskatchewan 14.6

Minnesota 11.3

Age, Formal Schooling, andAcademic Goals

The average age of adults takingthe GED Teifi f998 was 24:4"in the U.S. and 30.7 in Canada.

Most U.S. adults earning GEDhigh school credentials werebetween ages 18 and 24 (54.4percent). Most Canadian GEDgraduates earned their credentialsbetween ages 20 and 34 (57.4percent).

As in previous years, two in threeadults (67.1 percent) reportedcompleting grade ten or higherbefore leaving traditional school-ing. More than one in three(37.4 percent) reported complet-ing grade eleven or higher.

Two of every three U.S. adults(67.7 percent) and more thanone of every two Canadianadults (53.6 percent) reportedthat they took the GED Testsfor reasons related to furthereducation (e.g., college or tradeschool).

Page 4 September/October 199942 GED Items

Reasons for Taking theGED Tests, U.S.

To furthereducation

67.7;:

To fur thor

eclumtion

Source: Who Took du CED' 1998 Annual Sununu? Ripon

Special Editions and SpecialTesting Accommodations

During the past decade, the num-ber of adults taking special edi-tions of the GED Tests has morethan doubled (1,169 in 1989 to2,503 in 1998).

In 1998, the number of adultstaking special editions of theGED Tests increased by 9 percentover 1997.

A total of 3,482 adults requestedand received additional time tocomplete the GED Tests becauseof documented disabilitiesa7 percent increase over 1997.

Who Took the GED? GED 1998Annual Statistical Report is available

for $20 plus $5 for shipping andhandling from the GED FulfillmentService, P.O. Box 261, AnnapolisJunction, MD 20171; (301) 604-9073 (phone) or (301) 604-0158

(fax).

Conference Features GED 2002Strategic Plan, Tuition Awards

More than 200 GEDAdministrators andadult education policy-

makers convened in San Diego July13-17 to review the program'sfifty-six-year history and plan thefuture of the GED testing program.The attendees talked about programfeatures, state directives in learningdisabilities, and special editions test-ing and participated in ongoing pro-ject planning for the new series ofGED Tests.

A special pre-conference sessionoffered orientation and policy infor-mation for new GED Admin-istrators and provided a separate

-meeting for Canadian program lead-ership. On the first full day of theconference, GED Administratorsmet in a joint session with the StateDirectors of-Adult Education, so-that the instructional and testingprogram leaders could address com-mon issues such as state-level initia-tives to support adults with learningdisabilities and plans for the newseries of GED Tests.

New Test Release Date Set forGED Tests

GED Administrators workedon specific plans for introducingthe new series of GED Tests, mak-ing recommendations for the timing

of public information campaignsand other activities. They unani-mously supported moving theintroduction of the tests fromSeptember 2001 to January 2002,and the GED Testing Service willimplement this recommendation.Among the reasons the GEDAdministrators cited for movingintroduction of the new tests toJanuary 2002 are:

Many programs are closed duringthe summer months, making thedelivery of new tests in time for aSeptember 1, 2001, start-up dateprone to difficulties.

The "down time" offered by theholiday season offers an excellentopportunity for transition fromthe 1988 series to the 2001-seriestests.

A January start date will offerprograms a better ability to trackthe number of individual testingopportunities within a contractyear.

Annual Statistical Report data for2001 would otherwise require"mixed" reporting of testing datafrom the 1988-series tests and2001-series tests.

STARS IntroducedThe meeting also offered GED

Administrators an opportunity tomeet the eleven Strategic Trainingand Resource Specialists, or STARS,who will provide technical assistanceand training resources to GEDAdministrators and Examinersthroughout the United States andCanada. (For more information onthe STARS, see page 10.)

Distinguished Service AwardElvin Long, GED Administrator

and State Director of Adult Educa-tion for the State of Missouri, waspresented with the DistinguishedService Award. This award is given

each year to a GED Administratorwho has demonstrated consistentlong-term service to the GED pro-gram above and beyond his or hernormal responsibilities. A former

continued on page 7

GED ItemsBEST COPY AVAILABLE

43September/October 1999 Page 5

The point is,the real GED Test is a

paper and pencil test.Steck-Vaughn and the GED Testing Service proudly

announce the Fall arrival of GG and Spanish BB. jGG is the new half length test to complement AA-FF.



learners to.practice in the same way they will be taking

the test ... paper and pencilf










Sales representative directly.

STEac-vAuGHN®C O M P A N YEIJI1aNTARY SECONDARY ADULT LIBPAIT

A DIWsion of Harcourt Brox & Compaq

1-800-531-5015

BEST COPY AVAILABLE

1.

SM


OED Teeing ServiceThe Caster For Aciult Learning And Eikancred Credentils

AmErucAN Courcu. Ecuc.ATEN

GED Conference, from page 5

physicist and high school scienceteacher, Long has worked with theGED program for twenty-five years.Also honored for his twenty-fiveyears of service to the GED programwas Roz Petrilli, GED Adminis-trator for the state of Illinois. KatiNiemi, Customer Service Managerfor the GED Testing Service, wasrecognized for her twenty years ofservice to the program.

GED Tuition ScholarshipProgram

Each year, in partnership withthe GED Administrator hosting theannual conference, the GED TestingService selects GED graduates tohonor in the tuition scholarship pro-gram. Through this program, found-ed in 1997, selected GED graduatesreceive a one-time $500 tuitiongrant.

Winners are selected to providebroad representation of age, gender,and race/ethnic background as wellas reasons for taking the testswhether to gain access to furthereducational or employment oppor-tunities, to serve as a role model foryounger family members, or toimprove self-esteem. The GEDTesting Service also evaluates thecandidate's plans for the future, lead-ership potential, and communityinvolvement. "Going to the AwardsDinner was one of the most memo-rable times of my life," scholarshipwinner Esmeralda Reyes later wroteto the GED Testing Service. "I wentthere scared and feeling like Iwouldn't belong with everyone else,and I came away with a warm feel-ing in my heart for all who helpedput this dinner on and for those ofyou who made me feel like I couldbe anything I want to be." SixCalifornians were selected for the1999 award:

Elvin Long, GED Administrator for Missouri (seated) received the 1999 GED DistinguishedService Award during the GED Administrators' Conference in San Diego. Long has servedthe GED program for 25 years and will retire to join STARS. Also honored for 25 years ofservice was Roz Petrilli, GED Administrator For Illinois (standing, right). Kati Niemi, GEDTSCustomer Service Manager (standing, left), received recognition for her 20 years of service

with the GEDTS program.

Wesley Farris, San

Bernardino. Several

years after leavinghigh school, Wesbecame a quadri-plegic as a result

of a car accident in 1981. He wasfeatured in the San Bernardino Sunafter successfully completing theGED Tests with accommodationsfor his disability. Now, having com-pleted his A.A. in Psychology inJune with a 3.2 GPA, he is enrolledat California State University SanBernardino with plans to become achild psychologist.

Lucia Veronica

Hendriks, Costa

Mesa. Marriedwith two daugh-ters, Lucia left

____== school at sixteenand soon after became a full-timemother. As her daughters grewolder, she "saw the opportunity toserve as a good role model and cre-ate a brighter future for her family"by taking GED classes. Currentlyattending Orange Coast CommunityCollege, Lucia plans to finish her

B.A. at the University of Californiaat Irvine and become a lawyer anduniversity instructor.

Christopher North,

Escondido. A single

parent, Christo-pher left a seriesof low-wage jobsand put himself

and his daughter on public assistanceso that he could return to school. Ahigh school football player until hisjunior year, he is now a teacher'saide working with disabled teenagersand planning a career as a teacher.Christopher attends Palomar Collegeand volunteers in his daughter's

PTA. He was recently featured inthe San Diego Union-Tribune.

Esmeralda Reyes,

La Puente. A sin-gle parent with anine-year-olddaughter,Esmeralda was a

medical office assistant-turned-homehealth care worker. When shebecame disabled by back pain, her


GED Items September/October 1999 Page 7

45

-

Calculator Part of New 2002 Math Test Seriesby Kenneth Pendleton

In one of his best-known songs,Bob Dylan proclaimed "thetimes, they are a' changin." The

upcoming Series 2002 MathematicsTest clearly echoes those words.

Two significant changes areplanned for the new series: the use ofa calculator for half of the test and theinclusion of alternate format items.

At the 1997 meeting, theMathematics Test Specifications

Committee recommended the useof a calculator on the new seriesof GED Tests. They suggested a

solar-powered, scientific model thatfollows algebraic logic and can com-pute square roots. At the committee'sfinal meeting in January 1999, theccounittee.placedthe price ceilingfor the calculator at $5.00. Mostbelieved it would be impossible tofind a scientific calculator at thatprice. However, they thought it asimple task to find a low-priced cal-culator that met the other specifica-tions. What fools these mortals be!

An exhaustive five-month searchensued that included phone calls tomajor producers, searches of cata-logues, stores, and the Internet, andpersonal contact with manufacturers'representatives. The choices werenarrowed to two. The finalists werethe only basic calculator discovered

that followed algebraic logic and theideal envisioned at the specificationscommittee's first meeting: the Casio6c-260 Solar model. The main argu-nient against the scientific calculatorwas that examinees might find itintimidating. What proved to turnthe tide was the GED TestingService's own promise that the GED

Tests should measure "the major andlasting outcomes of a four-year highschool course of study." Anyone whosaw the calculators would know that,of the two, only the Casio is likely tobe found in today's high schoolmathematics classrooms.

While the acquisition of the cal-culator proved to be a monumentaltask in terms of time and energy, theinclusion of the calculator may bethe less dramatic change on the newseries. Familiarity with the workingsof and comfort in using a calculatoris increasingly commonand willbecome more so. However, thealternate format items are situationslikely to be new to examinees andthus of more concern to them.

Unlike the familiar multiple-choice format, alternate format itemsdo not present the examinee withresponses from which they mustchoose the one, that is correct.Sometimes more than one correctanswer for an item may exist, andstrategies to narrow choices are lesslikely to be successful. Three meansof evaluating answers through analternative format are being tested: a

grid for entering a single number, a

grid for entering an ordered pair,and a section of the number line onwhich a dot will be placed. (Note:

These illustrations appear in therecently completed Item Writers'Manual for Mathematics, available fromthe GED Testing Service.)

Standard GridThe most common type of

alternate format question on the newseries will involve the standard gridon which a student can enter a singlenumerical answer (see Figure 1). It

also serves as a

guide for com-pleting the grid.While the top rowneed not be com-pleted, the bub-bles must be filledin to indicate thedesired answer(see Figure 2). Tocomplete such anitem correctly, theexaminee needs toknow that:

Figure 1

Standard Grid

Answers can be entered from leftto right, right to left, or centered.

For an answer other than a wholenumber, either a fraction or adecimal can be entered.

Mixed numbers (for example,1 344) cannot be entered.

Unused columns should be leftblank.

Figure 2Standard Grid Example

Question: The scale on a map indicates that

X inch represents an actual distance of 120

miles. In inches, how far apart on the map

would two towns be if the actual distance

between them is 180 miles?

Answer: The correct answer is 34,

or 0.75, inches. The answer could be

gridded using any of the methodsbelow.

Page 8 September/October 1999

- 46GED Items

Ordered Pair GridThe ordered pair grid will, as far

as we know, be unique to the GEDMathematics Test. Using this alter-nate format, the examinee can enterthe coordinates of a point on thecoordinate plane (see Figure 3).Unlike the standard grid, this formatallows negative values to be entered.Each coordinate must be an integerfrom -9 to 9.

Figure 3Ordered Pair Grid Example

Question: Name the coordinates of point A

on the graph below.

Answer: Thecoordinates of point

A are (-3, 2).This answer should

be filled in as

shown.

Me your answer below.

Number LineThe number line alternate for-

mat consists of a section of the num-ber line on which the examineeplaces a dot to represent the approxi-mate location of a point meetingspecified conditions (see Figure 4).Generally, there will be no exactlocation for the point. A range ofvalues will be established within thesecure computerized scoring pro-gram, and any response falling with-in that range will be scored ascorrect. In this scenario, clearly thereis not only one correct answer.However, items that have more than

Figure

Number Line Example

Question: Place a dot on the section of thenumber line to show the location of anumber that, when squared, is less than thenumber itself.

.1 0

Answer: There is no specific answer tothis question. Any mark placedbetween zero and one, such as thoseindicated in the diagrams below, would

be correct.

4

4.

0

0

one correct response also have beencreated for the other two types ofalternate formats.

In addition to those alternateformats already being field tested,others are being considered. A gridfor entering the slope of a line, suchas a linear function, has also beencreated, and the most far-reachingconcept allows the examinee tosketch a line of best fit for data thatis generally linear in nature. This lastprospect opens the door to manytruly real-life applicationswhichis, of course, the goal of the GEDTests.

These two innovationsthe useof a calculator and the alternate for-mat itemswill present the exami-nee with more real-life situationsthan were possible before. The GEDMathematics Test will more closelymirror the standards as proposed byNCTM and detailed in GEDTS'srecently published Alignment ofNational and State Standards. With a

flourish, the GED Mathematics Testwill be ushered into the next centu-ry. It is an exciting time for mathe-matics at GEDTS.

Kenn Pendleton is the Mathematics Test

Specialist at the GED Testing Service.

Do You Have a

Partnership

With a Local

Employer?

If your program offers onsiteGED training program or test-ing for employees, the GEDTesting Service wants to hearfrom you!

Please contact GED SpecialProjects Coordinator CassandraAlston at (202) 939-9490; orwrite to:

Joan AuchterExecutive Director

GED Testing ServiceOne Dupont Circle NW

Suite 250Washington, DC 20036

ATTENTIONTEACHERS!!!



sadLEARN WRITING ANDGRAMMAR QUICKLY

Videotapes for your classroomSTUDENTS LOVETHEMI

Easy to understandQuick resultsExtremely effective fortest preparation,especially GED TestsClassroom proven forgraduation SIMMSa


SAN DIEGO. CA 92138 3355

or call: 1-888-LRN-FAS(roil FREE)

Visit our web site (§)http://www.learnquickly.com

GED Items 47 September /October 1999 Page 9

For GED Examiners

GED STARS to Provide Training and Assistanceby Kyle S. Malone

The theme for the 1999GED Administrators'Conference in San Diego

was "Mission Possible." One areathat embodies this philosophy isthe new GED Testing Service ini-tiative: the Strategic Training andResource Specialists (STARS).

The STARS initiative bringstogether eleven seasoned GED andadult education professionals whowill serve as consultants to theGED Testing Service. Through thisinitiative, the STARS professionalswill provide technical assistanceand training resources to GEDAdministrators and Examiners inthe United States and Canada.These professionals will providetraining in the areas of test security,development of model testing cen-ters, and training for GEDAdministrators and GED Chief andAlternate Chief Examiners.

The key to the strength ofSTARS is the experience andknowledge that each consultantbrings to the position. Moreimportantly, these individuals arewidely respected in the area ofGED and adult education. Each ofthe STARS is a former GEDAdministrator or key GED testingprogram official: RichardArmanini and Pat Taylor, Arizona;Patricia Blair, Virginia; CathyErwin, Texas; Alex Hyman,Maryland; David Fischer, Florida;Harlan Stubbs, Kentucky; PeterKilburn, New Brunswick, Canada;Colleen Venters, Oklahoma; andGene Dickson, South Dakota; andElvin Long, Missouri. Together,

,t

C'tt-i. a '- tt

txt

first.A3

EFIP? ;11,3

tilt:., xyFkx't

Front row, left to right: Richard Armanini, Patricia Blair, David Fischer, Alex Hyman. Secondrow: Elvin Long, Cathy Erwin, Gene Dickson, Kyle Malone, Colleen Venters, Harlan Stubbs,and Pat Taylor (not pictured: Peter Kilburn)

they represent more than 300 yearsof experience in GED programoperations.

The strength of STARS is theexperience that each consultant

brings to the position.

Former Arizona GEDAdministrator Pat Taylor sees theSTARS initiative as a mentoringpartnership with states andprovinces. "I'm excited about theopportunity to assist in promotingand preserving GED processes andprocedures."

In their previous roles, bothPeter Kilburn and Alex Hyman havechaired the GED AdvisoryCommittee, while Cathy Erwin andHarlan Stubbs have served as at-largemembers. David Fischer succeededRichard Armanini as GED Admin-istrator for Ohio, and Alex Hymanoperated the District of Columbia's

GED testing program. ColleenVenters directed GED testing for thestate of Oklahoma's correctional sys-tem. During her career, Patricia Blairhas been GED Administrator for bothSouth Carolina and Virginia. In addi-tion, Hyman, Kilburn, Erwin, Blair,and Long are all past recipients of theGED Distinguished Service Award.

The STARS training calendarsare beginning to fill up. Each juris-diction has a number of resource daysbased on their program's testing vol-ume. The GED Administrator foreach state, province, or territory isresponsible for submitting a requestfor training at least five weeks priorto the training date. GED ChiefExaminers who are interested inusing the STARS should call theirGED Administrator.

Kyle S. Malone is the Field Service

Manager for the GED Testing Service.

For more information, please contact Kyle

at (202) 939-9478.

Page 10 September/October 1999 48 GED Items

GED Graduate Story

Young GED Graduate Defies Fear of Failureby Janai C. Belcher

Iwas lookingout the win-dow in

September 1995when I saw mymother pull up in

the driveway, with my two littlebrothers in the backseat of our old,beat-up Buick. Our situation wassevere: We had been living in awomen's shelter for two weeks, withno money, no food (of our own),and certainly no place to live thatdidn't include my family sharing oneroom. My mom had separated frommy stepfather. She didn't speak ofthe reasons, but I saw the abuse andI knew why we had to leave.

Desperate fo'dosomething formy family, I begged her to let medrop out of my junior year of highschool. Up to that point, my motherhad strongly opposed the idea,understanding the hardships I would

face without a high school diploma.I was only sixteen, but I felt that Ineeded to work to help us get backon our own. This goal seemedunreachable. Mom reluctantlyagreed, but I promised to earn myhigh school equivalency diplomawhen we moved into our own place.What I couldn't foresee was howhard it would be to get my GEDand the internal struggles I wouldface with myself along the way.

I rejoined the ABE/GEDprogram twice, quitting bothtimes. I would throw myself

into studying but was terrifiedto actually take "the exam."

I began waitressing and mymother found a job as a cook, allow-ing her and my brothers to move toa small place of their own. I movedin with a friend, continued to sup-port myself as a waitress, and signed

up for Adult Basic Education (ABE)/General Educational Development(GED) classes. My long waitressinghours and intense nights of studyingmade it tough for me to realize thelong-term advantages. I saw no ben-efitsonly the bags under my eyesand precious few hours of sleep.When I set my mind on something,I either throw myself into it or giveup; this time I gave up.

I was only sixteen years oldtothe average person just a child, butto the enormous world I lived in, achild beyond her years. I met myhusband-to-be, Steven, at the smallrestaurant where I worked, and wegot married six months later, inApril 1996. Steven was in the Army,working in demolitions, and I got ajob delivering pizza. I rejoined theABE/GED program twice, quittingboth times. I would throw myselfinto studying but was terrified to


Teachers makethe pieces .fit.

KET can help.

56o Cooper Drive, Lexington, KY 40502www.ket.org/adulted

GED preparationworkplace readinessESLadult basic educationparentingprofessional developmentbasic literacy skills

Call KET for a free catalog.(800) 354-9067

The KentuckyNetwork

GED Items 49 September /October 1999 Page 11

Young GED Grad, from page 11

actually take "the exam." I wasscared to disappoint my husbandand my mothertwo people whohad encouraged me to do some-thing about my dreams. After thethird time of quitting the GEDclasses, I realized that I neededsome sort of motivation.

I got that motivation in thesummer of 1996, when I found outI was pregnant. My biggest concernnow was our baby's future. Howcould I look at my child and tellhim that he could be anything hewanted to beand be successful atit? Although my mother had toldme the same thing, I learned thehard way that success requires a lotof work. I set another goaltohave my diploma in hand before mybaby was born.

Again, I threw myself intostudyingnot because I enjoyed it,but because I was afraid of failure.Knowing that my results rested inmy own hands, I tried my best.One day, after my teacher could notanswer a complicated algebra ques-tion that I asked, she told me that Iwas more than ready for the GEDTests and she would kick me out ofher class if I didn't take them (halfjoking, half seriously). I was ecstat-icthe day had finally come.

It took my husband an hour toget me out the door that morn-ingnone of my excuses worked.When I got to the testing site, Icould feel my confidence rise whenI realized that I was not alone:Others knew how much they need-ed a GED diploma. One of myfondest memories occurred beforethe tests, when we were giving eachother words of encouragement. Theelderly woman sitting next to metold me that earning our GEDdiplomas could only make usstronger and wiser. She said that

even though we know how smartz

we are, we had to also prove it tothe world and to our family andfriends.

Many of my own friends andfamily members frowned upon theGED program. But it was great toshare with them the facts that weregiven to me:

Only one-third of high schoolgraduates would be able to passthe GED Tests.

If I had stayed in high school,based on my performance onthe GED Tests, I would'vepassed in the top 10 percent ofmy class.

The last fact really blew the"nonbelievers" away, and theyeventually saw how much the pro-gram benefited me.

I could feel my confidence rise

when I realized that I wasnot alone: Others knew howmuch they needed a GED

diploma.

During the torturous twoweeks following the exam, I wouldwalk to the mailbox every day,returning with only bills. On theday I received my GED diplomaand congratulatory letter from theDepartment of Education, I was soexcited, I ran to show my husbandand call my mother. We shared afew memories from the year beforeand recalled the journey I hadtaken. After talking with my teach-er, Mrs. Miller, I discovered thatmy score was 311. A passing scorewas 225. And that was only thebeginning.

The following summer, a grad-uation ceremony would be held forany willing participants who hadearned their GED diplomas theprevious year. I was happy to par-

ticipate and even happier when thedirector asked me to give a speechat the graduationa little insightinto what I had endured to reachthis point. She had not seen manystudents who had attained a scoreabove 300and I was honored totalk to others about my experiences.

In my speech, I emphasized thechallenges that we had all enduredbefore we reached our final goal ofearning the GED. Each of us hadearned the right to walk across thestage. I had since enrolled in classesat Central Texas College (CTC),and I vowed that one day I wouldbe walking across a different stage,accepting a college degree. Ithanked my mother and my hus-band, two people who were myinspirations, my "shoulder," and inpart, my teachers.

I am currently attending col-lege. I'm keeping up my 4.0 GPAand soon, I'll have an associate'sdegree in Computer Science,Networking. I plan to use mydegree to become as successful asI've always dreamed. And if I do getthe chance to speak again on a dif-ferent stage, I will thank the samepeople, along with many more whohave helped me since then. Withoutmy GED diploma, I never wouldhave been the success that I dreamof and plan to become.

Janai has been balancing her classes

at CTC with her full-time position in

the audit department of a hotel. She

and her family recently moved to Austin,

where her husband has accepted a posi-

tion with a communications company.

Janai plans to enroll in more classes

this January. After she earns her associ-

ate's degree, she plans to find work

in her field (computers) and pursue a

bachelor's degree part time. We learned

about Janai when she e-mailed

[email protected] seeking information

on financial aid.

Page 12 September/October 1999 50 GED Items

Canada's GED Pioneer Dies at Age 69Turney C.

Manzer,the for-

mer GED Admin-istrator for NovaScotia, died June 2in Halifax as a

result of injuries sustained in a falllast year. He was 69.

Turney Manzer introduced theGED program to Canada in 1969.He had a deep interest in thoseadults who had not completedtheir secondary education and wereseeking another opportunity todemonstrate their academic profi-ciencies. Upon returning fromKorea a decorated veteran, Manzerserved the Canadian Army in thePersonnel Selection Corps, retiringwith the rank of Major, before join-ing the provincial department ofeducation. "Turney first becameaware of the GED program duringhis eighteen years of service with theRoyal Canadian Regiment, and asan officer, he confronted educationalissues in his work," recalls GaryEyre, Arizona's former director ofadult education.

As the American Council onEducation prepared to re-norm theGED Tests in 1967, Manzer exploredwith Neil Turner, then-director ofthe GED Testing Service and theprogram's founder, the feasibility ofproviding the GED Tests in NovaScotia. Two years later, Nova Scotiabecame the first Canadian provinceto operate a GED program.

Manzer became the province'sGED Administrator and directed theprogram until he retired in January1995. During those twenty-fiveyears, Manzer was instrumental ingetting other Canadian provinces andterritories to join the GED program.Today, all provinces and territoriesexcept Quebec offer the GED. "TheGED is in Canada because of onepersonTurney Manzer. He will bemissed," said Allan Quigley, author ofThe Canadianization of the GED andchair of the adult education depart-ment at St. Francis Xavier Universityin Antigonish, Nova Scotia.

Manzer served two terms onthe GED Advisory Committee,including a term as chairman. Healso led the caucus of Canadian GED

Administrators. Widely consultedfor his expertise and recognized forhis leadership and vision, he becamethe first recipient of the GEDDistinguished Service Award in1993.

In honor of Manzer's contribu-tions, a new award has been estab-lished. The Turney C. ManzerAward will be presented annually toa GED staff person in Canada whobest exemplifies Manzer's contribu-tions to the GED programa pas-sion for serving adult learners,expanding testing services, meetingspecial needs, attention to test secu-rity, and continuous efforts to pro-mote the credibility and acceptanceof the GED diploma.

The award, sponsored byContemporary Publishing, willenable the recipient to attendthe Annual GED Administrators'Conference, a professional develop-ment experience that TurneyManzer valued and enjoyed.

Special thanks to Peter Kilburn and

Gary Eyre, who provided information for

this article.

Solutions 2010A Modular Literacy System For Older Students

Managed multilevel - diagnostic prescriptive tutorial with immediate feedback. .11Includes Life Skills and Internet Activities

"Students routleely lamest Melr test scores by two to fourpeers in nine months time. There also here been NeapInstances where *Indents *ere shown increase ofsit to seven pears in the some amount of time"Sandra Linn, Associate Professor,San Diego Community College.

For more information:

Educational Activities, Inc. P.O. Box 392, Freeport, NY 115201-800-645-3739 Fax:516-623-9282 e-mail: [email protected] www.edact.com

Educational Activities, Inc. is the publisher of fine educational software products including Diascriptive® Reading, Core Reading and VocabularyDevelopment, Reading in the Workplace, Basic Math Competency Skill Building, Learning Styles Inventory, etc.

Solutions 2010 8/99

"She response that l pot from mystudents was terrific/ The Solutionssystem enabled me to plan sad set upan ladhtlduellsed program of studyfor all mp ASE and ESL students"Paul P. Gonzalez, ABE/ESL Instructor

1.0

zrsMita

MIS

GED Items

REST COPY MAILABLE51

September/October 1999 Page 13

GEDTS Website Selectedas "Top Site"

The GED Testing Service (GEDTS)website (wwwgedtest.org) wasrecently selected as a "Top Site" byEducating.net, a leading online edu-cation resource. Educating.net offersopportunities for various types oftraining, specifically information onGED/high school diplomas, distancelearning college degrees, professionalretraining, and continuing educationfor health care and other profession-als. Educating.net provides answersfor people looking for an MBA pro-gram at a prestigious university, alaw degree that will allow them topractice in their state, or informationon the $55 billion offered annuallyin college scholarships. The site alsooffers sections on career counselingand employment opportunities. Toview the GED listing or to useEducating.net's services, visit thewebsite at www.educating.net.

Teachers of Adults May NeedUpdated Methods

Preliminary results from a studyby Hal Beder at Rutgers for theNational Center for the Study ofAdult Learning and Literacy findthat adult education classes mostoften use strategies that focus onteacher-to-multiple learners interac-tions. The most common of thesestrategies was an assigned exercisefollowed by a teacher-led question-and-answer session. In the programsstudied, the interaction seldom isbetween learners. The newWorkforce Investment Act fundingcriteria favor programs that teach incontext, promote learner-to-learnerinteraction and other effective prac-tices, and use technology in theclassroom. Beder's full results areexpected in November.

Grandparents Play Role inHome Learning Environment

When Grandma says she's earn-ing her GED to set a good example,she's not kidding! A report releasedJuly 1 by the U.S. Census Bureau

reports that in three-quarters of fam-ilies that include at least one grand-parent and young children, agrandparentusually the grand-mothermaintains the household.In addition, the bureau reports thatabout two-thirds of children inhouseholds led by grandmothersalone live in poverty. For moreinformation, go to www.census.gov.

Sunshine Improves LearningOutcomes

One of the largest and most rig-orous studies ever performed onlighting in schools indicates that stu-dents in classrooms that have moredaylight learn faster and performbetter on standardized tests.According to Sacramento Bee reporterCarrie Peyton, statisticians analyzedthe test performance of more than21,000 elementary school studentsin California, Washington state, andColorado. Researchers report thatthat learning rates were 26 percenthigher in reading and 20 percenthigher in math in classrooms withthe most natural light.

Ready for Adult Phonics4 Videos $34.95 each www.grammarkey.com





Miami, FL 33156


1-888-223-6284for Grammar Key, Crossroads Cafe, and Phonics

www.acemath.com

Page 14 September/October 1999

52GED Items

The research also examined thesun's effect on retail sales and foundthat stores with skylights saw up to40 percent higher sales incomewhen compared with identicalstores in the same retail chain thatdidn't have skylights.

Steve Selkowitz, who heads thebuilding technologies department atLawrence Berkeley NationalLaboratory, says the research is "oneof the better recent studies thatindicates there are effects hereworth looking at." Heschong-Mahone Group, a Sacramento-based energy consulting firm,conducted the research for theCalifornia Board for EnergyEfficiency and Pacific Gas andElectric Company.

SLD Advisory Panel FormedGEDTS will host the first

Specific Learning DisabilitiesAdvisory Committee meeting onOctober 21-22. The committeewill provide a review and consultingmechanism for GEDTS policy onadults with learning disabilities.Members of the committee are:James Koller, Ph.D, State ofMissouri Division of Vocational

Rehabilitation Consultant in SLDand ADHD to the Uffiversiry ofMissouri; Steve Wooderson,Coordinator, Program Services,Missouri Division of VocationalRehabilitation; Patricia Latham, J.D.,an attorney specializing in disabilitylaw; Dan Fey, Learning DisabilityProjects and Education ServicesCoordinator, Seattle-King Co.Private Industry Council; Mardis D.Dunham, Ph.D., Director of SchoolPsychology, Department ofEducational Leadership andCounseling, Murray StateUniversity; Carlita CMJ Perkins,Director, Professional Development,Adult Education Division, MarylandDepartment of Education; CarlPaternostro, GED Administrator,Bureau of Career and AdultEducation, Connecticut Departmentof Education.

Workplace Education MeansReal Gains, Study Shows

A recent study of workplaceeducation reveals that a maleemployee with high literacy skills haslifetime earnings totaling $1.36 mil-lion more than a male with low lit-eracy skills. Instead of lifetime

earnings of $806,000, he can beexpected to earn $2.16 milliona267 percent difference. For femaleemployees, the return is highera362 percent increase in lifetime earn-ings. The findings reveal that

employees participating in the pro-grams studied gained eleven essentialbasic skills that helped them raisetheir performance level in the work-place. The study was funded by theOffice of Vocational and AdultEducation in partnership with theConference Board. For a free copy ofthe report, contact [email protected].

Education Pays DividendsThe Bureau of Labor Statistics

reports that education continues tomake a difference in a person's pay-check. Its 1999 report shows thatfull-time workers 25 and older withless than a high school diploma hadmedian weekly earnings of $342,compared with $481 for high schoolgraduates (no college) and $842 forcollege graduates. The estimates wereobtained from the Current Pop-ulation Survey (CPS) conducted eachmonth in all fifty U.S. states and theDistrict of Columbia.


i1

k 14

The KET/GED Series (GED ON 1V)



15 half-hour video programs of practical life-skills reading for the mid-level reader. Helpsprepare adults for more technical concepts.


15 video programs of up to30 minutes each, teachingreal-life math that adults IVneed at home and on thejob. Helps prepare adults formore technical concepts.

The KentuckyNetwork

Learn To Read


Call (800) 354-9067 to request acatalog or a free preview, or find outmore at our Web site:http://www.ket.orgladultedl



from TELEVISION AND ADULT LITERACY.


GED Items BEST COPY AVAILABLE53 September/October 1999 Page 15

GED Prep Classes, from page 3

approximately four to six monthsfrom the time they signed up forthe class to be ready for the rests,But it all depends on that particulargroup of students and the pace atwhich they move.

Now that the word's out.Windham says, there's tremendoushope for the program's continuedsuccess. "People are continuallycoming up to me and asking meabout the GED training program.Some don't have the time right nowbut have every intention of taking.7.advantage of this opportunity laterdown the road. And that's promis-ing for the future of this program."

Kathleen Kelly Halverson is the

managing editor of GED Items and

coordinator of writing and editorial

services for the Center for Adult

Learning and Educational Credentials.

ILLS ON 31.mladDU oillumseir,

alVdalenod

uoiirginaio 390.1dUON

Scholarship Recipients,from page 7

patients encouraged her to earn herGED and get training for a newcareer. Esmeralda has been acceptedto Concorde College, but is stilllooking at other programs that offerlicensed vocational nurse (LVN)training. Her daughter plans tobecome a doctor.

Lori Sanchez, San

Jose. A single par-ent, Lori left highschool and gotmarried, only tofind herself

"trapped for years" in an abusiverelationship. After several months ina women's shelter, she found a placeof her own and a position as a recep-tionist and data entry clerk for theChildren's Discovery Museum ofSan Jose earlier this year. Lori writespoetry and attends college part time,where her interests are astronomy,mathematics, and computers.

1191111911""nrOPTIMPIIIIIIT0013-1300Z 3Q NO19111118VM

En 11008 'TM MOIL ,0yousuu ao ALIsminnin oilomamp_.

moony

Robert Steele, Ventura. (not pictured)Married with two children, Bobleft school at age sixteen. Afteryears of working in manufacturingjobs, he found that he neededmore education to pursue the civilservice job he wanted. "Beingback inside a classroom was verystrange but, as I sat there, I sawthings differently than I had as asixteen-year-old kid...I found thatI could not wait to get to class andget to work on my nextassignment." An avid surfer andmountain cyclist, he is nowenrolled at Ventura CommunityCollege and is a member of theVentura County Sheriff's DeputyAcademy Class of 2003.

The 2000 GED Tuition Scholarships

will be awarded to GED graduates in

South Carolina. Applications will be

available in November 1999. For more

information, contact Lisa Richards

Hone at (202) 939-9493.

3DVISOda3.1s3rib3lf NOLLOM100 smaav

I-9£002 Da NOLDNIHSWAosz auns MN TIMID iNoana aNO

Nouvonaa NO 1IONr100 NV01113WVapinuas °balsa'. iNawdolaAaa wrzou.vonaa TVIEN3D

54su4411:139


VOLUME 16, NUMBER 6 AMERICAN COUNCIL ON EDUCATION NOVEMBER /DECEMBER 1999

2002-series GED Tests: What's New?wring the summer of 1997 at

the annual GED Adminis-

trators' Conference in San

Antonio, Texas, the state, provincial,

and territorial GED Administrators

requested simple charts, by content area,

that compare the 1988-series GED

Tests with the 2002-series GED Tests.

Basically, they asked, "What remains

the same?" and "What is different?"

The GED test specialists have developed

a set of answers to these questions for

each of the five tests in the GED battery.

The GED Testing Service isnow researching and validatingspecifications recommendations forthe new 2002-series GED Tests.The tests will feature some majorchanges from the previous seriesand will reflect the impact ofwelfare-to-work legislation andthe increased emphasis on academic

Inside Items

From the ExecutiveDirector 2

Canada Celebrates30th GED Anniversary 5

News and Notes 6

For GED Examiners 7

Canadian Scholarship 9

Teaching Tips 10

standards in the K-12 community.The 2002-series GED Tests willcontinue to follow their originalpurpose of providing a basis for con-ferring a high school equivalencydiploma on adults who have notgraduated from traditional highschool.

The 2002-series GED Testsreflect the most up-to-date, widelyused secondary school curriculumstandards and standardized assess-ment practices available. As withall previous GED test series, gradu-ating high school seniors will serveas the norm group through whichpassing scores are set. The GED TestDevelopment Unit is presently de-veloping and field - testing "try-out"items with representative samples ofhigh school seniors. Data gatheredthis fall and spring from the try-outsessions will provide the basis forfurther development of the 2002 -series tests.

The 2002-series GED Testsreflect the most up-to-date,

widely used secondary schoolcurriculum standards available.

Some changes do not directlyimpact what GED candidates willneed to know and demonstrate. Forexample, the names of Test 1:Writing Skills and Test 4: Inter-preting Literature and the Arts willchange to reflect their kinship in thecontent area of Language Arts.

Beginning in January 2002, theywill be called Test 1, LanguageArts: Writing and Test 4, LanguageArts: Reading. And in Test 4, whilethe classifications from which selec-tions are chosen will be rearranged,test-takers will continue to read andinterpret fiction and nonfiction,prose, poetry, and drama, from avariety of cultures and time periods.

Other changes will have moreof an impact on the adult learner. Asignificant example of such a changeis the introduction of the calculator(see teaching tips on page 10). As aresult, the GED Mathematics Testwill be presented in two booklets:Part I permits the use of a calculator,Part II does not. As with the Writ-ing Skills Test, an examinee willhave to complete both parts of thetest to earn a score. If an examineedoesn't successfully complete bothparts, he or she will have to takeboth parts again. In addition, candi-dates will encounter business-relatedand adult-context information textsacross all five tests. On Test 2, SocialStudies, U.S. examinees can counton seeing at least one excerpt fromthe Declaration of Independence, theUS. Constitution, the Federalist

Papers, or a key Supreme Courtdecision.

The chart on page 3 offers moredetails about the changes that theGED community can expect withthe new series of tests. Additionalinformation can be found on theGED website at wwwgedtest.org.


55

From the Executive Director

ACE/GED Testing Service Signs on to Skills Planby Joan Auchter

This past summer, at ourannual GED Administra-tors' Conference in San

Diego. the GED Testing Service an-nounced a plan to increase to1,000,000 the number of GEDtest-takers in 2002. This initiative isonly part of a national blueprint forpreparing a skilled American work-force needed for the global economyof the next century. The AmericanCouncil on Education (ACE) andthe GED Testing Service havejoined other leading education, busi-ness, labor, and government organi-

zations in presenting Vice PresidentAl Gore with Skills for a New Cen-

tury: A Blueprint for Lifelong Learning.

The report is the work of the 21stCentury Skills Leadership Group,convened by Gore earlier this year toevaluate current workforce learningpractices and develop concrete stepsto help the U.S. meet its future

needs. The report contains a seriesof commitments by education, busi-ness, labor, and government to im-

prove educational opportunities for

adult learners.The report proposes the follow-

ing four key workforce learning

goals:

Deliver education, training, andlearning that are tied to high stan-dards, lead to useful credentials, andmeet labor market needs.

Improve access to financialresources for lifetime learning forall Americans, including those inlow-wage jobs.

Promote learning at a time andplace and in a manner that meetsworkers' needs and interests.

Increase awareness and motivationto participate in education, train-ing, and learning.

In support of these goals, ACEhas pledged to:

Produce a new generation of GEDTests that reflect the major and last-ing academic outcomes of a highschool education, with an increasedemphasis on the demands of theworkplace and higher education.

Collaborate with the AFL-CIOand the National Association ofManufacturers to expand the"College is Possible" campaign toinclude information for workingadults on how to access workplace-based tuition and scholarships. TheAFL-CIO, U.S. Chamber ofCommerce, and the NationalInstitute for Literacy will develophyperlinks to the "College is

GED Items (ISSN 0896-0518) is published bimonthly by the GED Testing Service of

the American Council on Education (ACE). GED Items is not copyrighted. Readers

are invited to copy any articles not previously copyrighted. Credit should be given in

accordance with accepted publishing standards.

Executive Editor. Lisa Richards Hone



John DiBiaggio, ACE Board Chair, Tufts University; Stanley 0. Ikenberry,

President, ACE; Joan E. Auchter, Executive Director, GED Testing Service

Possible" campaign website thatwill direct businesses and others toimportant lifetime learningresources for workforce prepara-tion.

Provide America's LearningExchange (ALX) with informationon all 3.200 GED testing sitesand publish information on access-ing postsecondary education andtraining in its newsletters, whichreach more than 50,000 educators.

Strengthen its civilian and militaryregistries to provide lifelong learn-ing transcripts for qualifiedAmericans.

Work with the AmericanAssociation of CommunityColleges and the NationalAssociation of Manufacturersto urge policymakers to perma-nently extend Section 127 of theInternal Revenue Code.

Partner with the University ofWisconsin and the U.S. Depart-ment of Education to put the

External Diploma Programon the Internet. The ExternalDiploma Program is aperformance-based high schoolcredentialing program.

Tony Sarmiento, who haschaired the GED Advisory Com-mittee and is also assistant director ofeducation for the AFL-CIO, is work-ing with us to build a workplacestrategy to encourage employers to

offer the GED Tests. I know manyof you have successful programs inplace, and I look forward to featuringthem in upcoming issues of GEDItems and at our July 2000 conference

in South Carolina.

continued on page 4

Page 2 November/December 199956

GED Itemr-__

57

Cha

rtin

g th

e C

ours

eto

200

2: a

Sum

mar

y of

Cha

nges

TE

ST

Tes

t 1:

Writ

ing

Ski

lls(r

enam

edLa

ngua

ge A

rts:

Writ

ing)

Tes

t 2:

Soc

ial S

tudi

es

4

Tes

t 3:

Sci

ence

Tes

t 4:

Inte

rpre

ting

Lite

ratu

re a

ndth

e A

rts

(ren

amed

Lang

uage

Art

s:R

eadi

ng)

Wha

t's th

e S

ame

I45-m

inut

e es

say;

3 it

em ty

pes

(cor

rect

ion,

revi

sion

, and

con

stru

ctio

n sh

ift);

Sen

tenc

est

ruct

ure,

usa

ge, a

nd m

echa

nics

; Inf

orm

-at

ion

docu

men

ts (

"pas

sage

s");

Par

t I,

mul

tiple

-cho

ice,

and

Par

t II,

essa

y;E

xam

inee

mus

t com

plet

e bo

th p

arts

.

Mul

tiple

-cho

ice

in s

ets

and

sing

le it

ems;

Mea

sure

s co

mpr

ehen

sion

, app

licat

ion,

anal

ysis

, and

eva

luat

ion;

Cov

ers

hist

ory,

geog

raph

y, c

ivic

s, g

over

nmen

t, an

dec

onom

ics;

Nat

iona

l, gl

obal

, and

adu

ltco

ntex

ts; T

ext a

nd v

isua

l sou

rces

.

U

Tes

t 5:

Mat

hem

atic

s

Mul

tiple

-cho

ice

in s

ets

and

sing

le it

ems;

Tex

t and

vis

ual s

ourc

es.

Ref

lect

div

ersi

tyge

nder

, eth

nici

ty, a

ge,

regi

on; P

assa

ges

rang

e fr

om 3

00-4

00w

ords

; One

poe

m (

8-25

line

s) a

ndon

epi

ece

of d

ram

a re

pres

ente

d; N

o gr

aphi

cs,

view

ing

addr

esse

d in

text

ual m

anne

r.

Wha

t's E

limin

ated

IS

pelli

ngex

cept

for

hom

onym

s, p

osse

ssiv

es,

and

cont

ract

ions

.C

omm

ason

ly te

sted

whe

nth

ey a

re u

sed

to e

limin

ate

conf

usio

n.

Beh

avio

ral s

cien

ceps

ycho

logy

, soc

iolo

gy,

anth

ropo

logy

not t

este

d as

sepa

rate

con

tent

are

a;so

me

conc

epts

test

ed w

ithin

cont

ext o

f oth

er a

reas

.

I

Mea

sure

s al

gebr

a, g

eom

etry

, num

ber

rela

tions

, and

dat

a an

alys

is. 2

5% s

et-u

pqu

estio

nsex

amin

ee m

ust i

dent

ify c

orre

ctw

ay to

sol

ve p

robl

em.

Mor

e si

ngle

item

s, fe

wer

item

set

s.

Def

initi

ons:

Pop

ular

Tex

t and

Cla

ssic

al L

itera

ture

red

efin

edas

tim

e pe

riods

; "Li

tera

lco

mpr

ehen

sion

" no

w"c

ompr

ehen

sion

"; "

Infe

rent

ial

com

preh

ensi

on"

now

"syn

thes

is."

Wha

t's In

clud

ed fo

r 20

02

IB

usin

ess

Com

mun

icat

ions

(le

tters

, mem

os, e

-mai

l,re

port

s,ap

plic

atio

ns, e

tc.)

; "H

ow to

" te

xts

(e.g

., dr

essi

ng fo

rsu

cces

s, le

asin

g a

car,

pla

nnin

g a

trip

); b

oth

200-

300

wor

ds, 1

2-18

sen

tenc

es.

Org

aniz

atio

n--t

rans

ition

s, te

xt d

ivis

ions

, top

ic s

ente

nces

, and

unity

/coh

eren

ce. L

engt

hm

ay e

xpan

d to

250

wor

ds.

Mor

e hi

stor

y, c

ivic

s, a

nd g

over

nmen

t; M

ore

grap

hics

, pho

togr

aphs

;M

ore

clea

rly d

efin

ed c

onte

nt in

U.S

. and

wor

ld h

isto

ry; M

ore

anal

ysis

;D

iffer

ent c

onte

nt a

reas

test

ed w

ithin

sam

e ite

m s

et; M

ore

sing

le-it

emqu

estio

ns; A

t lea

st o

ne "

prac

tical

" do

cum

ent (

vote

rs' g

uide

,ta

x fo

rm,

etc.

); A

t lea

st o

ne e

xcer

pt fr

om U

.S. C

onst

itutio

n, D

ecla

ratio

nof

inde

pend

ence

, Fed

eral

ist P

aper

s,or

land

mar

k S

upre

me

Cou

rt c

ases

.

I

"Not

suf

ficie

nt in

form

atio

n"qu

estio

ns d

ecre

ased

from

12%

to 4

%.

Inte

grat

ed w

ith N

atio

nal S

cien

ce E

duca

tion

Con

tent

Sta

ndar

ds;

Ear

thsc

ienc

e in

clud

es s

pace

sci

ence

; Phy

sica

l sci

ence

incl

udes

phy

sics

and

chem

istr

y; In

crea

sed

focu

son

env

ironm

enta

l and

hea

lth to

pics

(rec

yclin

g, h

ered

ity, d

isea

se p

reve

ntio

n, p

ollu

tion,

clim

ate)

and

onsc

ienc

e's

rele

vanc

e to

eve

ryda

y lif

e; 5

0% c

once

ptua

l und

erst

andi

ng;

50%

pro

blem

-sol

ving

.

Con

tent

are

as d

efin

ed b

y ty

pe o

f tex

t: Li

tera

ry (

75%

) an

d N

onfic

tion

(25%

); A

t lea

st o

ne c

ompa

rison

/con

tras

t que

stio

n, N

onfic

tion

will

incl

ude

one

busi

ness

doc

umen

t and

one

sele

ctio

n ab

out v

isua

lre

pres

enta

tion;

20%

com

preh

ensi

on, 1

5% a

pplic

atio

n, 3

0-35

%an

alys

is, 3

0-35

% s

ynth

esis

.

Mor

e em

phas

is o

n da

ta a

naly

sis

and

stat

istic

s; T

wo

part

s: P

art I

per

mits

calc

ulat

or, P

art I

I doe

s no

t; C

andi

date

will

hav

epr

actic

e tim

e w

ithca

lcul

ator

prio

r to

test

; Alte

rnat

e F

orm

at it

ems

appr

oxim

atel

y 20

%; I

tem

sets

in w

hich

can

dida

te m

ust a

cces

s m

ultip

le p

iece

s of

info

rmat

ionp

iech

arts

, bar

gra

phs,

tabl

es.

58

1998 GED Graduates Honored for High Scores

Each year, the GED TestingService supports states,provinces, and territories

that recognize the GED graduate(s)who have achieved the highest scoreon the GED Tests within theirrespective jurisdiction. Each "highscorer" is presented with a plaquehonoring his or her achievement.

Standard scores on the GEDTests range from 20 to 80 on each ofthe five tests in the battery. Thus, thehighest total score that one can earnis 400 total standard score points.The highest score earned overall in1998 was 397. The average overallscore among GED OutstandingAchievement award winners on theU.S. English-language tests was 372;those testing on the CanadianEnglish-language version averaged366. Hubert Landry of Bertrand,New Brunswick, scored 360 on theFrench-language version. U.S. awardwinners averaged age 26, whileCanadian award winners averagedjust under age 35.

To be eligible for the Out-standing Achievement Award, theGED graduate must obtain a mini-mum total score of 300 or higher onthe GED Tests and meet other eligi-bility criteria. If you would likemore information on the selectionprocess for high scorers in your state,province, or territory, contact your

GED Administrator or CassandraAlston, Special Projects Coordinatorat the GED Testing Service, at (202)939-9490.

United StatesAlaska: Nathan Edward Brown,

Palmer. Arkansas: Nickey DuaneSeeman, Wrightsville. California:Joshua David Johnson, Encinitas.Florida: Vivian J. Shuemake,Tallahassee. Hawaii: Karyn M.

Illingworth, Aiea. Idaho: LessaNorth, Pocatello. Iowa: Brian R.Livengood, Modale. Kansas: ElkinW. Osorio, Wichita. Kentucky: JesseC. Saxon, Lexington. Leonard R.Pearson, Beattyville. Maryland: JoanC. Dameron, Bowie. Michigan:Jonathan L. Short, Fenton.Minnesota: Rhonda L. Nichols, PriorLake. Nebraska: Kevin DwayneNelms, Lincoln. New Hampshire:Nicole Angela Penfield, Exeter. NewMexico: Susan Adele Evans, Portales.North Dakota: Heidi MichelleKarges, Omaha. Rhode Island: JacobJ. Amato, North Smithfield. SouthCarolina: Jennifer Gayle Bateman,Charleston. Utah: Steve Downard,Logan. Virginia: Mary Alice Tasillo,Bridgewater. Washington: Orion A.Bawdon, Bellingham. West Virginia:Timothy Chandler, Statts Mills.Wisconsin: Elizabeth A. Walz, River

Falls.

United States TerritoryGuam: Blossom Q. Camacho,

Agana.

CanadaAlberta: Jason Brett St. Martin,

Fort McMurray. British Columbia:Harvey D. Moxness, Quesnel. NewBrunswick (English-language): Randy

Arthur Corey, Fredericton. NewBrunswick (French-language): Hubert

Landry, Bertrand. NorthwestTerritories: Cameron York,

Yellowknife. Nova Scotia: Jeannie

Frances Eisnor, New Germany.Ontario: Heather Brigitte Jordan,Barrie. Saskatchewan: Joanne BettyDonison, Regina. Yukon: Tracey J.Powell, Watson Lake.

The following jurisdictionshave not reported high scorer data

for 1998: Alabama, Arizona,Colorado, Connecticut, District of

Columbia, Delaware, Georgia, Illinois,

Indiana, Louisiana, Maine,

Massachusetts, Mississippi, Missouri,

Montana, Nevada, New Jersey, New

York, North Carolina, Ohio,

Oklahoma, Oregon, Pennsylvania,

South Dakota, Tennessee, Texas,

Vermont, Wyoming, American Samoa,

Marshall Islands, Micronesia, Palau,

Puerto Rico, U.S. Virgin Islands,

DANTES, Federal Prisons, Michigan

Prisons, Manitoba, Newfoundland,

Prince Edward Island.

Skills Plan, continued from page 2

In addition to these commit-ments, ACEalong with the U.S.Chamber of Commerce, AFL-CIO,National League of Cities, and theU.S. Department of Laborwillhelp promote a national literacysummit in February 2000. The sum-mit will bring together a broad

group of stakeholders to create anaction plan that will address how toclose the skills gap. Hosting thissummit will be the Lila-WallaceReader's Digest Fund, HarvardUniversity's National Center for theStudy of Adult Learning andLiteracy, the U.S. Department ofEducation, the National Institute forLiteracy, the National Council of

State Directors of Adult Education,and the National Coalition forLiteracy.

This is truly an exhilarating timeto be involved with adult educationand the GED program. Please contactus with news about workplace educa-tion ventures in your area. I look for-ward to sharing more news about thisinitiative in the months ahead.

Page 4 November/December 1999 59GED Items

Canadian GED Testing Program Marks 30 Years

The cool, crisp air ofCanada's Maritimeprovinces offered the set-

ting for the Canadian GED pro-gram to mark its 30th anniversary.Dartmouth, Nova Scotia, hostedrepresentatives of the GED andadult education communityCanadian corporate scholarshipsponsors, and honored guests.

A highlight of the ceremonywas the presentation of the AtomicEnergy of Canada, Ltd. GEDScholarship by the company's coor-dinator of Educational Programsfor the Atlantic Region, ClairRipley. The award's purpose is toencourage and assist GED recipi-ents in Canada's Atlantic Regionin pursuing a postsecondary educa-tion in science, mathematics, orengineering. This year's scholar-ship, which carries a value of$1,000 (C), went to Alex Pudsey.Also honored at the event wasJeannie Eisnor, the province'sOutstanding Achievement Awardwinner for 1998 (for more infor-mation on this annual award, seepage 4).

Laurie Edwards and Fred Edwards, Director, Partner Outreach, GEDTS, present the 1998

Outstanding Achievement Award to Jeannie Eisnor (For more information on this annual

award, see page 4).

In addition to a new tuitionaward established this year by GagePublishing (see related story on page9), Contemporary Publishing hasestablished a recognition program forCanadian GED staff members.Named for the founder of the GEDprogram in Canada, the Turney C.Manzer Award will be presented

annually to a GED staff person inCanada who best exemplifiesManzer's contributions to the GEDprograma passion for serving adultlearners, expanding testing services,meeting special needs, attention totest security, and continuous effortsto promote the credibility andacceptance of the GED diploma.

Teachers turn students'lives aroUrik KET videos can help.

56o Cooper Drive, Lexington, KY 40502www.ket.org/adulted

GED preparationworkplace readinessESLadult basic educationparentingprofessional developmentbasic literacy skills

Call KET for a free catalog.(800) 354.9067

The KentuckyNetwork

GED Items 60 November/December 1999 Page 5

News and Notes

New GED AdministratorsThe GED Testing Service wel-

comes the following state andprovincial GED Administrators tothe program. These are the officersto contact if you have questionsabout jurisdictional policies, trans-fer/verification of scores; issuance ofdiplomas, eligibility requirements,and other test operations questions.Richard Diaz, California (800) 331-6316; Joe Birmingham, Kansas (785)296-2210; Lisa F. Schwendau,Kentucky (502) 564-5117; WilliamKing, Michigan (517) 373-1692; BillPoteet, Missouri (573) 751-3504;Mary Katherine Moen, Nevada (775)687-9167 or 9104; Thomas Henry,New Jersey (609) 633-9715; JimShindledecker, Pennsylvania (717)

783-6871; Mike Anderson, SouthDakota (605) 773-4463; PhyllisPardue, Tennessee (615) 741-7054;Walter H. Tillman, Texas (512) 463-5491; Jo Anne Hug, Alberta (780)427-0010; Mark Gavard, Manitoba(204) 325-1711; Annette Albert,New Brunswick (French) (506) 453-

8237; Loretta Molyneaux (acting),Prince Edward Island (902) 368-4690.

Showtime GED Movie InspiresIn a Class of His Own, a true

story of how a school janitor earnshis GED diploma, made its debuton the Showtime cable channel.Lou Diamond Phillips portraysCallahan High School janitor RichDonato, who learns that his job isin jeopardy because he does nothave a high school diploma or itsequivalent. Popular with the stu-dents as a sort of ad-hoc counselor,Rich must confront his learningdisability and ask for help inpreparing for the tests so that hecan continue to provide for hisyoung family.

The producers took some dra-matic liberties with the way thetests are administered that shouldget the attention of any conscien-tious Examiner. When the produc-ers contacted the GED TestingService for information duringthe pre-production phase of thefilmmaking process, GEDTS askedto review the script for accuracy.While many script corrections weremade. the producer informedGEDTS that to keep the drama

moving, they would take poeticlicense and may not be entirelyfaithful to the GED process. Severalerrors made it to production:

The GED Tests were described asa "five-hour" exam.

A passing score of "81" wasemphasized repeatedly.

Examiners scored tests in thepresence of examinees.

There was not enough time tosend essays away for scoring.

Rich takes the tests four timeswithin a few weeks; anotheryoung man reports taking thetests "ten times" in a similarlyshort time.

One Chief Examiner remarkedafter viewing the film, "It really is aninspiring piece. . .it celebrates theGED Tests as a way to open doors.With an opportunity to correct themisinformation, I would be com-fortable using this film as a motiva-tional piece."

For more information, visit Showtime's

website at www.sho.com.

Ready for Adult Phonics4 Videos $34.95 each www.grammarkey.com





Miami, FL 33156


1-888-223-6284for Grammar Key. Crossroads Cafe, and Phonics

www.acemath.com

Page 6 November/December 1999 GED Items

For GED Examiners

Trainingby Kyle S. Malone

in Alaska: STARS Shine in the North

The Strategic Training and

Resource Specialists, or

STARS as the GEDTesting Service (GEDTS) likes to call

them, are part of a new initiative in

which GEDTS is bringing together

eleven seasoned GED and adult educa-

tion professionals who will serve as con-

sultants to GEDTS. The STARS willprovide technical assistance and training

resources to GED Administrators and

Examiners in the United States and

Canada. These professionals will provide

training in the areas of test security,

development of model testing centers, and

training for GED Administrators and

GED Chief and Alternate ChiefExaminers. The project is being led by

Kyle Malone, Field Service Manager for

the GEDTS.The state of Alaska is famous for

many wonderful treasures, fromAlaskan salmon to the majestic peaksof Mt. McKinley. On October 11,12, and 13, GED Examiners andAdult Basic Education Directorsfrom across the state participated inworkshops and training during theirannual statewide conference. Ijoined GED Strategic Training andResource Specialists (STARS) PatTaylor and Patricia Blair andwatched them deliver their work-.shop and training magic to our col-leagues of the tundra.

The STARS had the uniqueopportunity to train and work withJoyce Middleton, Carol Northamer,and Tommye Byington of Nine StarEnterprises, formerly an OfficialGEDTS Essay Scoring Site and nowa newly established GED TestingCenter. Historically, Nine Star hasprovided Adult Basic Education ser-

vices and activities in the areas ofcorrectional education and staffdevelopment. The training at NineStar covered GED history andproper test administration practices,as well as processes for ongoingexaminer training and addendumsite evaluation.

The following day, ourGEDTS STARS Taylor and Blairpresented a day-long GED ChiefExaminer training program. Thetraining sessions' interactive learn-ing included model test centerdevelopment, test security, the2002-series GED Tests, and provid-ing accommodations for specificlearning disabilities. The state'sGED Administrator, MarshaPartlow, stated upfront that theirgoal is "to provide cutting-edgeinformation on GED policy." Inaddition, she asked the STARS toshare the international perspectiveon GED issues with local person-nel. On the final day, Taylor andBlair provided some updated infor-mation on the 2002-series GEDTests (see cover story). This updatedinformation is also available on theGED website by following the linksfor teachers and examiners atwww.gedtest.org.

Marsha Partlow and I endedour journey with a site visit to theAlaska Military Youth Academy,where we were hosted by staffmembers Timothy Jones and JonJohnson. This year, the academybegan its first year of the ChallengeProgram, an Army Junior ReserveOfficers' Training Corps (ROTC)that combines GED preparationand testing with a disciplined mili-tary program. Many U.S. states haveChallenge Programs in operation;

between 85 and 92 percent ofAlaska's Challenge Program partici-pants are either employed or areenrolled in academic or vocationaltraining twelve months after theirGED graduation.

Throughout our trip to Alaska,we discovered many things ofwhich the state can be proud, notthe least of which is the wayAlaska's GED program is adminis-tered.

For more information about STARS,

contact your state, provincial, or terri-

torial GED Administrator, or call

Kyle Malone at (202) 939-9478. Formore information about the Challenge

Program, call (907) 384-6015.

ATTENTIONTEACHERS!!!

Order the NewLEARN RATH QUICKLY,



Videotapes for your classroomSTUDENTS LOVETHEM

Easy to understandQuick resultsExtremely effective fortest preparation,especially GED TestsClassroom proven forgraduation success


SAN DIEGO. CA 92138-3355


Visit our web site @http://vvw.learnquickly.com

GED Items November/December 1999 Page 7

62

The point is,the real GED lost is apaper and pencil test.


announce the Fall arrival of GG and Spanish BB. jGG is the new half length test to complement AA-FF.















STECKVAUGHN®COM PANYELEMENTARY SECONDARY ADULT LIBRARY

A Dittsion of Hamm: Brace & Company

1-800-531-5015

I Call for

availability!

rf.44

ilow01`

Generd Educationalavelconeu

(

UFFTCIALGED PRACTICE TEsrs

CEDTeedng ServiceThe Center For Aciult Laming And Edumnanal Ctederuials

AmaucAN Ccurrs. EDUCATICN

Gage Educational Publishing Establishes National

Scholarship for Canadian GED Graduatesby Jim Barlow

Gage Educational Publishing

and Canada PublishingCorporation marked the

International Literacy Day celebra-tions in Dartmouth, Nova Scotia,with the announcement of the GageGED Graduate Scholarship. Thisannual scholarship of $1,000 (C) willbe awarded to assist a Canadian GEDgraduate in pursuing a postsecondaryeducation in a Canadian university/college or an apprenticeship training

pmgram.At the September 7 event,

Ronald D. Besse, the corporation'schairman and chief executive officer,told the audience that it was appro-priate to announce the new scholar-ship in Nova Scotia and inSeptember because the first GEDtesting session was held in Canada,and the first Canadian GED certifi-catesfour of themwere awardedin Nova Scotia exactly thirty years

ago. Since 1969, more than 305,000Canadians have earned GED creden-tials. GED testing is now available inevery Canadian province and territo-ry except Quebec. Gage Educational

Publishing recognizes the dedicationand diligence of adults who return to

QI1,1N

The annual GAGE GED Graduate Scholarship

of $1,000 (C) will be awarded to assist

a Canadian GED graduate in pursuing

a postsecondary education in a Canadian

university/college or an apprenticeship

training program.

Ronald D. Besse, Canada Publishing Corporation Chairman and Chief ExecutiveOfficer

full-time studies and the financialchallenges they encounter. Theaverage GED graduate in Canadais over 30 years old and often hasfamily obligations. Returning toschool for them represents a consid-erable financial sacrifice that canaffect their family's lifestyle. Thestaff at Gage hope that this scholar-ship will assist GED graduates inbridging the financial barriersthat otherwise could prevent themfrom achieving their postsecondary

goals.The first application deadline

for the Gage Educational GraduateTuition Scholarship will be June 1,2000, and every June 1 each yearthereafter for programs that beginthe following September.

Established in 1844, GageEducational Publishing, a divisionof Canada Publishing Corporation,is the largest publisher and distribu-tor of GED preparation materialsof print and software in Canada.Gage publishes Canada's mostpopular GED preparation book,Passing the GED, with more than150,000 copies sold to date.

Jim Barlow is the product manager of

Gage Educational Publishing's Adult

Education Division. To obtain

applications and conditions of eligibility,

contact Jim in care of Gage at 164

Commander Boulevard, Scarborough,

Ontario M1S 3C7. You can also send

him an e-mail at jbarlow@gagelearning.

corn, or call (800) 667-1115, ext. 245.

American Council on Education

Center for Adult Learning and Educational Credentials

CenterPoint, ACE's newest electronic newsletter, is much more than the latest news in adult learning: It's

compelling stories of real people who have used the Center's services to build successful futures. New

features include legislative actions affecting adult learning, innovative programs and partnerships, letters

to the editor, guest editorials, and the latest in adult education, ACE news, and adult

learning.

To subscribe to CenterPoint, free of charge, simply send an e-mail tocenterpoint®listserv.nche.edu and type "subscribe" in the subject line. Beginningearly this winter, and with each new issue, you'll receive an e-mail including content highlights and

direct links to the stories and information you want.

Center PointTheAdultEducationEiource

GED Items 64 November/December 1999 Page 9

Calculator Instruction Offers Active LearningExperience, High School-Level Trainingby Kenneth Pendleton

In the last issue of GED Items,we described the GED TestingService's search for an appropri-

ate calculator that GED test-takerscould use in the new 2002-seriestests. We selected the Casio fx-260SOLAR model (see figure 1) as theone calculator that: a) meets the testspecifications committee's require-.ments, and b) is likely to be found ina traditional high school setting.Beginning in January 2002,Examiners will issue the fx-260 tocandidates during Part I of theMathematics Test.

To aid instructors in teachingcalculator skills, Casio manufacturesan overhead calculator nearly identi-cal to the fx-260 (see Figure 2). Bothmodels are available at reducedprices through the GED fulfillmentservice and the fv-260 is widelyavailable in stores. This article willdescribe the minor differencebetween the two models and provideguidance for making the overheadcalculator a valuable and powerfulinstructional tool.

The transparent Casio oh-280overhead calculator is about threetimes the size of the student modeland sits directly on the overheadprojector. Instructors can demon-strate the process of using the calcu-lator, and students can see and followthe process keystroke-by-keystroke.

Overhead and Under HandOn the fx-260 model, the

square root key is fourth from theright on the top row. On the oh-280,

it is third from the right on the toprow. There's a point to be made forthis sole, slight difference: Thepurpose for teaching adults to usethe calculator is not to enablethem to use one particular calcula-tor but to enable them to use anycalculator. With instruction, stu-dents gain the skills not only tocompute a square root, for exam-ple, but to perform any functionindicated by the orange letteringabove the keys. Further, the processis the same regardless of what cal-culator they might encounter inthe workplace, trade school, orcollege.

Knowing what calculatorwill be provided for use on

the GED Mathematics Testand becoming familiar withits operation beforehand will

help remove anxiety andensure examinees' success.

Shift Key and Square RootLet's consider how to use the

calculator to find a number's squareroot. Suppose you wanted the cal-culator to compute the square rootof 9:

First, enter the number whosesquare root you wish to know (9).Then locate the square root sym-bol, above the key marked "x2."These "second functions" areaccessed easily in a way similar tothe "shift" key on a computer ortypewriter keyboard. First, pressand release the "shift" key (located

Figure 1

Casio fx-260 SOLAR

ItR,315. fi!.1,82.3.4T:

IM

at the top left), then press the "x="key to access its second functionsquare root.

Demonstrating this processusing the overhead calculator willshow students what to expect on

. their own calculator. The word"shift" appears in the upper left-hand corner of the screen, but thenumber does not change. When thesquare root function is accessed, theword "shift" disappears, and theanswer appears on the screen. Whenselecting the Casio, GEDTS ana-lyzed the amount of time requiredto find the square root. One partici-pant in the study tried to press"shift" and "x'" simultaneously.Students need to know that good

Page 10 November/December 1999 GED Items

65

Figure 2Casio oh-280

7 8 in AC

4 5, x +3 f+i

EXP = M+

manners work with calculators, too:"No pushing, no shoving; press onekey at a time, please."

Order of OperationsWhen searching for the right

calculator for the 2002-series tests,the one capability that excluded

almost every low-priced model waswhether it followed "6rder of oper-ations." The calculator needed tomultiply or divide before it added orsubtracted (assuming no parenthe-ses). When working with represen-tatives of various companies, I askedthem to compute "two plus threetimes five" and tell me the result.The correct answer is 17; however,most basic calculators compute 25.These basic calculators produced thecorrect answer if the problem wasentered as "three times five plustwo."

Students can follow this processby viewing what happens on theoverhead calculator. When "2 + 3"is entered, the screen remains blankbecause the calculator does notknow whether to complete theoperation or wait for a higher orderoperation. The "equals" (=) signtells the calculator that you'vereached the end of the problem.When "3 x 5" is entered followedby the "plus" (+) sign, the calculatordoes the multiplication and awaitsthe number to be added, becausemultiplication takes precedenceover addition. To complete theproblem, the "=" sign is pressed atthe end.

Parentheses and the Missing "x"The Casio calculators can also

evaluate expressions involving paren-theses, including nested parentheses(parentheses within parentheses). Anactivity involving a parenthetical ex-pression offers the instructor an op-portunity to reassure students thatthey are still smarter than a calcula-tor is! Students know that "2(3 + 5)"means that the quantity within theparentheses is to be multiplied bytwo, but they must "translate" theexpression for the calculator byinserting a "times" (x) symbol. Toevaluate the expression with the cal-culator, follow these keystrokes: 2, x,left parenthesis, 3, +, 5, right paren-thesis, =.

Negatives and PositivesThe calculator can do arith-

metic with positive and/or negativenumbers in any expression involvingreal numbers. In this way, theinstructor can help students discoverarithmetic rules with positive andnegative numbers. To enter a num-ber such as negative eight (-8), firstenter the number ("8"). Next, pressthe "change sign" key, located


Solutions 2010A Modular Literacy System For Older Students

Managed - multilevel diagnostic prescriptive tutorial with immediate feedback.471Includes Life Skills and Internet Activities

"Students routinely Increase their test scores by two to fouryears Is nine months time. There also bare been manyInstances where students Aare shown increase ofsit to seven years In the same amount of time"Sandra Linn, Associate Professor,San Diego Community College.

For more information:

"The response that got from mystudents was terrific/ The Solutionssystem enabled me to plan and set upan ladhidaalised program of studyfor all my 48E and ESL students"Paul P. Gonzalez, ABE/ESL Instructor

Educational Activities, Inc. P.O. Box 392, Freeport, NY 11520

°'4,0

t

1-800-645-3739 Fax:516-623-9282 e- mail:Iearn @edact.com www.edact.comEducational Activities, Inc. is the publisher of fine educational software products including Diascriptive® Reading, Core Reading and Vocabulary

Development, Reading in the Workplace, Basic Math Competency Skill Building, Learning Styles Inventory, etc.Solutions 2010 8/99

GED Items

BEST COPY AVAILABLE

66 November/December 1999 Page 11

Calculator, continued from page 11

directly above the "7' key. The displaynow shows the negative number (-8).By producing varied examples (andcounterexamples), students can exploreall possible combinations for any arith-metic operation, thus actively learningthe rules for themselves. This methodof teaching also will increase the exam-inee's comfort in using the calculator.

The points covered in this articlewill be incorporated into the directionsfor calculator use that will be includedwith the 2002-series Mathematics Test.Candidates who become familiar withthe Casiofic-260 beforehand will findthese directions a handy refresher dur-ing the testing session.

Knowing what calculator will beprovided for use on the MathematicsTest and becoming familiar with its

ILLS '0N 3PLI ladOa 'II tam

UIVd2213.0d Sn

UOPIMUttiO 390,1dUON

The purpose fix teachingadults to use the calculator

is not to enable them touse one particular calculatorbut to enable them to use

any calculator.

operation beforehand will help removeanxiety and ensure examinees' success.But more importantly, the examineewill demonstrate his or her abilityto manipulate a widely used tool.Employers expect high school gradu-ates to be familiar with a calculator,and beginning in January 2002,GED graduates can demonstratethat they, too, have experience inthis key area.

Kenn Pendleton is the Mathematics Test

Specialist at the GED Testing Service.

GED CalculatorsNow Available!

Casio fx-260 Solar, $7Item number 251434

Casio OH-280, $35Item number 251435

For credit card andpurchase orders:Voice: (301) 604-9073Secure Fax: (301) 604-0158

Mail checks(payable to GEDTS):GED Fulfillment Center

Department 191

Washington, DC 20055-0191

3DVISOd NlifIL311agasanbau tszolionnioo ssmiaav

£911-9COOZ OCI NOIDNIHSVAIOSZ 31MS MN 3ID1110 INOdfla aNO

NOLLVOrlaa NO IIONflOO NV01113wVEDIAIINS ONLLS3.1. iNapidcrranaa miouvonaz 'IV ramao

- 67sum109

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

. NOTICE

Reproduction Basis

®

IC

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.

-alThis 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 Release form(either "Specific Document" or "Blanket").

EFF-089 (3/2000)

reproductions supplied by edrs are the best that …onto the issue of literacy in america. mrs....

Documents