DOCUMENT RESUME

ED 412 251 TM 027 521

AUTHOR Richards, Lisa, Ed.TITLE GED Items. The Newsletter of the GED Testing Service. Volume

12, 1995.INSTITUTION American Council on Education, Washington, DC.PUB DATE 1996-00-00NOTE 66p.; For volume 13, see TM 027 522.PUB TYPE Collected Works Serials (022) Reports Evaluative

(142)

JOURNAL CIT GED Items; v12 n1-4/5 Jan-Oct 1995EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Adult Education; Adult Literacy; Adults; *Educational

Technology; *Equivalency Tests; Foreign Countries;Graduates; *High School Equivalency Programs; Job Skills;*Literacy Education; Teaching Methods; Vocational Education

IDENTIFIERS Canada; *General Educational Development Tests

ABSTRACT"GED Items" is published bimonthly by the GED Testing

Service of the American Council on Education. This volume contains sixissues, each containing several articles related to adult education,equivalency testing, and the General Educational Development (GED) program.The first issue features an article by Frederick Stadler on the successfulperformance of GED graduates at a technical college and an article by CaroleTotten on the lack of a formal infrastructure for adult basic and GEDeducation. Approximately 84% of all paid adult education teachers are"part-time," virtually "throwaway" employees. The second issue features adiscussion of technology in the adult education environment and the profileof a successful GED graduate. In issue three, the story of Admiral MikeBoorda, a GED graduate who went on to become the first enlisted person to benamed Chief of Naval Operations, is the lead article. In 1995, as describedin issue 4/5, Indiana became the 44th jurisdiction to issue diplomas toadults who pass GED tests, joining 29 U.S. states, 6 Canadian provinces, and8 U.S. territories. Issue 6 reports on the GED-National Adult Literacy Surveyof the document, prose, and quantitative literacy skills of adults in theUnited States. Each issue also contains "Teaching Tips" for teacherimprovement, graduate profiles, and other articles and information related toGED testing. (Contains one table and three graphs.) (SLD)

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

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

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

kr)ci Volume 12, No. 1-6 Date: Jan-Dec 1995

GED hemsAmerican Council on Education

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.

1=1 Minor changes have been made toimprove reproduction quality.

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

THE NEWSLETTER OF THE GED TESTING SERVICE

BEST COPY AVAILABLE

2

GED more than 24,000 readers

Volume 12, Number 1 AMERICAN COUNCIL ON EDUCATION January/February 1995

Study Finds GED Grads Comparable toTraditional Grads at Milwaukee AreaTechnical Collegeby Frederick Stadler

The results of a study com-pleted in the fall of 1994show that the GED popula-

tion at Milwaukee Area TechnicalCollege (MATC) achieved consider-able success in college courses over athree year period and that theirachievement compares favorablywith that of traditional high schoolgraduates.

Nearly 60% of the gradesearned by GED graduates were"C-" (2.00 GPA) or above. Morethan 20% of the grades were record-ed as either Satisfactory ("S") orWithdrawal Passing ("W"). Only16.5% of the coursework completedby GED graduates was listed in the"D" or "U" (Unsatisfactory) catego-ry. The average grade point average(GPA) for a cross-section of selectedprograms was 2.46 for the GED

Inside Items

From the Director 2

Teaching Tips 6

EDP Update 11

GED Graduate Story 8

GED Examiners 5

News and Notes 10

4

3

2

1

OGED graduates HS graduates

In a cross-section ofselected programs,GED graduates atMilwaukee AreaTechnical Collegeearned an averageGPA of 2.46 on thetraditional four-point grade scale.During the sametime period,traditional highschool graduatesearned an averageGPA of 2.73.

population. Traditional high schoolgraduates averaged a 2.73 GPA.

The study found that the score aGED graduate earned on the GEDTests did make a difference concern-ing the GPA he or she earned incollege classes. Those who earned atotal score of 250 or better achievedan overall GPA of 2.47 over thelength of the study. GED diplomaholders who earned a total score of225-249 achieved a GPA of 2.07.

This GED research study,undertaken as a doctoral dissertation,concerned the performance of GEDcredential holders who enrolled atMilwaukee Area Technical Collegebetween 1989 and 1992.

MATC is a four-campus urbanarea Technical/Community College,with a yearly enrollment of morethan 70,000 full- and part-time stu-dents. Nearly 1900 students regis-tered as GED graduates when theyenrolled in classes at MATC duringthe period studied. The study doc-uments which of the college's pro-grams the 1877 students enrolled in,and the levels of success theyachieved. During the study, GEDcompleters took 24,218 courses.

Other factors reviewed in thestudy include the number of creditstaken and earned as well as gradepoint averages. Factors of age, sex,

continued on page 12

THE NEWSLETTER OF THE GED TESTING SERVICE

3

Sounding our Own Voicesthe Key to Professionalizing AdultEducation

Two articles in this issue stand instark contrast to one another. Thecover story by Frederick Stadlerfocuses on the successful perfor-mance of GED graduates atMilwaukee Area Technical College.The other, "Throwaway" Teachers, byteacher Carole Totten, describes thelack of formal infrastructure for thefield of adult basic and GED educa-tion.

Without the thousands of vol-unteers and part-time teachers, therewould be no adult education systemat all in most parts of the UnitedStates and Canada. These dedicatedindividuals carry the adult educationsystem on their backsoften at con-siderable personal cost. On the onehand, we are warmed by findingssuch as those that Stadler reports.On the other, Totten's description ofadult education as a marginal profes-sion is a problem that belongs to us

GED Items is published bimonthlyby the GED Testing Service of theAmerican Council on Education(ACE). GED Items is notcopyrighted. Readers are invited tocopy any articles not previouslycopyrighted. Credit should be givenin accordance with acceptedpublishing standards

Editor: Lisa RichardsEditorial Assistants: Rachel Herf,Laura MullaneEditorial Consultants: Susan PorterRobinson, Steve SatderAdyertising Manager: Lisa RichardsCtrculation Manager Debia LouallenOrmiation Assistant Zenitta Jones

Juliet V. Garcia, ACE Board Chair;President, University of Texas atBrownsvilleRobert H. Atwell, President, ACEJean H. Lowe, Director, GEDTesting Service

all. Like everyone, adult educatorshave families to raise, children toeducate, parents to care for. AsCarole Totten so passionatelydescribes, they needand deservejobs that provide planning time, staffdevelopment opportunities, sickleave and the benefits full-timeteachers and other trained profes-sionals take for granted.

The lead-in on the facing pagesays, "One woman's story starts thedialogue..." I hope that it will.GED Items, now with a circulationof more than 24,000, belongs toyouthe teachers and examiners inthe GED program (Where are theother 160,000 adult educators?). Itcan serve as a forum for your ideasabout how to make long-termefforts toward developing a real sys-tem.

If it were easy to build a strongeducational system for adults, wewould already have one. It is diffi-cult because of the diversity of adultlearners and the programs tailored tofit their needs. It is difficult becauseadult educators often work withtheir students in isolation and arefrequently not part of a group wherethey can find inspiration and sup-port. It is difficult because, in thepresent political climate, there isopposition to "excess" governmentspending, an emphasis on short-termresults, and a focus almost entirelyon employment. And it is difficultbecause of the lack of teacher-sup-porting infrastructure such as thatTotten describes.

The irony is that NorthAmericans of all political back-grounds are inspired by our achieve-ments. We epitomize the democrat-ic values that shaped the United

States and Canada: second chances,opportunities to work and grow.And what we do makes a difference.Ask any one of the GED graduatesat Milwaukee Area TechnicalCollege.

Our task is difficult, but it's pos-sible. We'll have to act collectively.In addition to the hours that we'vealready committed, we'll have tomake time to tell everyone whatwe've been doing. We need to tellour stories and those of our stu-dentsnot just to each other, but toour entire communities: employers,the media, civic and church leaders,secondary and postsecondary educa-tors, and, of course, our politicalleaders. It's very difficult for politi-cians to cut a program when theyknow they represent people whohave moved forward in their liveswith that program's help. It is ourjob to keep faces on the statistics.

The GED graduates describedby Frederick Stadler are real people.So are the other 800,000 GEDexaminees and the many studentswho enroll in ABE programs eachyear. The public needs to under-stand this, as do the politicians andthe media. We must tell them.Then tell them again. And again.Only when they perceive the valueof our work will we be in a positionto accord the more than 150,000marginal adult educators the profes-sional status they deserve and needto help build a strong and effectiveadult education system. Please let usat the GED Testing Service knowwhat you are doing; we'll do ourbest to spread the word.

JHLIf you have a story, a success, or an

opinion to share, send it to: LisaRichards, Editor, GED Items,American Council on Education,One Dupont Circle, NW Suite250, Washington, DC 20036-1163.

Page 2 o January /February 1995 GED Items

"Throwaway" Teachers Face Challenges as Backbone

of Adult Education SystemApproximately 84 per cent of all paid adult educationteachers are classified as "part-time" employees. What arethe implications for people? For programs? One woman'sstory starts the dialogue...by Carole Totten

s an ABE/JOBS teacher, oneof my responsibilities is toteach job seeking skills to my

students. Last month, my class and Idiscussed an article in the newspaperabout recent trends in employment.One of the disturbing trends in thearticle mentioned was that manyemployers, in order to save moneyfor the company, will hire anemployee on a permanent part-timebasis with no paid holidays or sickdays and no benefits. The theory isthat, since unemployment is highand a large pool of qualified workersexists, these employees, who are ini-tially grateful for any employment,can be easily replaced when theybecome dissatisfied with their part-time status. For this reason they arecalled "throwaway" employees. I

warned my students to be wary ofsuch jobs, because, even though theyprovide needed experience, they aregenerally dead-end jobs which willnever provide an income on whichone can live.

The reason I know so muchabout it is that I am a "throwaway"employee. I have an educationdegree that I worked very hard toget. However, there are no full-timejobs for teachers in my home countyor any surrounding counties. Atfirst, I was grateful for the steadyincome provided by my part-time,hourly job with the KanawhaCounty ABE/JOBS program. ThenI began to consider the facts: As apart-time instructor, I teach fourdays a week for five hours a day with

no lunch period. The sixth hour ofthe day, which is ostensibly my plan-ning time, is spent allowing my stu-dents to make up any hours theymight have missed. Since my stu-dents are in the room during myplanning period, and it is impossiblefor me to tell them that I can't helpthem because I have paperwork todo, I effectively teach all six hoursand then stay late to do the requiredpaperwork and plan for instruction.I regularly spend my day off andweekend trying to catch up onweekly, monthly, and annual reports,as well as trying to plan effectiveinstruction for a program based ongroup and individualized learningwith a constantly changing popula-tion.

On the other hand, full-timeteachers in my county are paid foran eight hour day with an hour forlunch and an hour planning time,which means that they actually teachsix hours a day. I feel exploited by a

system that counts on me to do agood job by giving full-time devo-tion and professionalism in returnfor part-time, hourly compensation.

I have another serious problem,too. I have, unfortunately, fallen inlove with my job. We all look formeaning and purpose in our life-time's work, and I have found thatmeaning and purpose in my jobworking with Department of Healthand Human Resources (DHHR)clients, They are, for various rea-sons, at the bottom of society's eco-nomic and social structure, but theyare worth the effort it takes tobecome productive and active mem-bers of society. I am proud to be apart of the partnership betweenDHHR and the Department ofEducation in this eminently worthyeffort.

For this reason, I have decidedthat the old saying "anything worthhaving is worth fighting for" appliesto me. Instead of following the for-mula in the throwaway employeetheory, which assumes that dissatis-fied employees will quit (and no onewill care), I have decided to fight for

continued on page 9

Counselors,Administrators,

Paraprofessionals

Full-timeTeachers

Part-timeTeachers

VolunteersAll Levels

Of the 184,000 peopleworking in AdultEducation, 56% arevolunteers. Of theremaining 85,000 paidAdult Ed professionals,76% are teachers, theremainder are counselors,administrators, andparaprofessionals. Ofthat 76% (slightly under65,000), 84% are part-time teachers. Theremaining 16% are full-time teachers.

Graph based on data provided by U.S. Department of Education, Division of AdultEducation and Literacy. Data gathered From state-provided data for 1993 program year.

GED Items

5January/February 1995 0 Page 3

O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000000000000000000

211WG nUCgo, Offiwg avicDiEcgtyy

oar a ecKm\ aacoiDomffindi F 2cDig[511

Save up to 33 percent on thePre-GED 2000/GED-2000Software Combination Pacid

0 0 0 0 00000000000

00000

000000000000000000000000000000000000

Steck-Vaughn's automated GED preparatory programs

Pre-GED 2000 and GED-2000 save you time teaching and

managing your GED program. Now they can save you

money, too.

L-L-A Pre-GED learners and GED candidates can get the0 " 7=7., .7L7=1 one-on-one attention, self-paced instruction and

practice, and comprehensive test experience that0O Pre-GED 2000 (reading levels 5-8) makes these preparatory programs so popular. And

because instruction,

O scoring, management, monitoring, and reporting tasks are automated,0

0 you can spend your time where it's needed most

o with your learners.0

Order the Pre-GED 2000 /GED -2000 Software Combination

o Pack today. Offer good through August 31,1995.--0

0000

o ?Et,0

Complete book series available, toolSteck-Vaughn offers a comprehensivecollection of book series to complementPre-GED and GED studies. See your

current Steck-Vaughn catalog, or call1-800-531-5015 for more information.

00

0

OR10111E U0111, MEM0

c°, ilC3@©M31:1=0@1:13

000 STECKVAUGHN

C O M P A N Y0 ELEMENTARY SECONDARY ADULT LIBRARY

P.O. BOX 26015Austin, TX 78755

O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

00

GED-2000 0(reading levels 8-921 0

000000000000000000000000 0 0 0000000000

Page 4 o January/February 1995 GED Items

Procedures for Ordering Testing Materials Requre Care,Attention to Details, Policies

Some time back GEDTS staffreceived what seemed to be a com-plete set of papers for annual con-tract renewal. Included were thepink copy of the contract, the signedtest security memo, and an orderform. As it turns out, the papersweren't entirely in order. Across thetop of the order form, the newChief Examiner had written, "Donot need any materials at this time."

As experienced Examinersknow, new testing materials must beordered at the beginning of eachcontract year. Also, old testing mate-rials must be returned to GEDTS atthe end of each contract year. TheChief Examiner and InstitutionalChief Administrative Officer agreeto these conditions when they signthe Annual Contract, and a centermay be closed for violating thisagreement. If your center cannotmeet these conditions, please contactthe GED Testing Service or yourGED Administrator.

A center must order at least twodifferent forms of the English printtest. Each test booklet may be usedup to 15 times, so calculate thenumber of booklets needed bydividing the previous year's testingvolume by 13to allow for volumeincreases. If you run short of batter-ies during the contract year, youmust order more batteries at the fullprice, so it's best to order enoughearly on. GEDTS will not ship test-ing materials until we receive thesigned pink copy of the contract,order form, and the signed test secu-rity memo.

It is extremely important thatthe contract, the order form, and thetest security memo all contain yourCenter ID number, address informa-tion and Chief Examiner's signature.If, for instance, your order formwere to become separated from yourcontract, the staff at GEDTS wouldhave no way of identifying yourorder from among the hundreds of

Shop at the GED Store!

Item Unit Price

Mug, white w/blue GED logo or cobalt blue w/gold logo $8.00White t-shirt with blue GED logo (L or XL only) $8.50Silver-nickel GED key tag (2 1/2 x 1 3/8 in. oval) $7.00Tote bag, natural canvas w/blue logo (13 1/2 x 15 in.) $7.00GED pencils (pkg. 144) $27.00Pens (pkg. 12) $12.50Insulated lunch bags, blue w/white logo $7.50Gift-boxed pen & pencil set $15.00GED buttons (2 3/4 x 1 3/4 in. oval) pkg. 100 $40.00Canadian 25th Anniversary insulated 16 oz. mug $ 5.00

All items plus shipping & handlingMasterCard®, Visa ®, personal checks, and purchase orders accepted

The GED Store, GED Testing Fulfillment ServiceP.O. Box 261

Annapolis Junction, MD 20701Phone (301) 604-9073 Fax (301) 604-0158

orders we receive at a time. Thiscauses a delay in filling your orderand slows our ability to serve yourcounterparts at other centers.

Ordering materials properlysaves both GEDTS and your testingcenter time and money. For non-profit organizations, small expensesadd up fast. The extra time andeffort it takes on both ends to cor-rect a problem take their toll as well.Please follow instructions, ask ques-tionstake that extra momentbeforehandto make sure yourorder is accurate and complete.

For information about orderingmaterials please refer to the back of

the order form and Section 4.3-2 ofthe 1993 Examiners' Manual.

LARGE PRINT

GED Prep MaterialsThe Key To Success

For The Visually ImpairedAdult Student

Every program can now have aLARGE PRINT set of GED Study/Practice/Exercise or ComprehensiveReview Books.

LRS (Library Reproduction Service)provides LARGE PRINT versions ofall GED preparatory materials.

Each LRS large print reproduction isan exact copy of the regular edition,with the print from 2 to 4 times theoriginal size. The patented LRS"Full-View" format keeps the typelarge, yet the book size small foroptimal ease of use. Page numbers,paragraph layouts and graphics re-main unchanged to facilitate instruc-tion and learning.

Each LRS large print reproductionis custom made in cooperation withthe publisher. These reproductionscan be made from titles selectedfrom the LRS catalog, or from yourown program's materials.

For a list of available Large PrintGED materials, or for further informa-tion, call LRS toll-free

1-800-255-5002

GED Items

7January/February 1995 0 Page 5

An Arthurian Quest: In Search of the PerfectEssay Prompt...by Arthur M. Halbrook

In the 1800s, one English teacherchanged the course of essaywriting. When students

returned in the fall to begin classes,the teacher told them to write aboutwhat they did on their summervacations. Essay writing wouldnever be the same thereafter.

Since that time, the creation ofthe perfect essay prompt has trulybecome a quest.

In many respects, this questtakes on the characteristics ofArthurian taleprompts so goodthat Guinevere would blush, so badthat Merlin's magic couldn't savethem, so complex that Arthur couldnot slice through the verbiage withExcalibur (Lancelot is not includedhere because he was still busy withthe multiple-choice questions onPart 1).

Last spring, the GeneralEducational Development TestingService (GEDTS) asked writers tocontribute to the GED Prompt

Bank and as a result, several hundredessay prompts poured in. What wasso striking about the prompts wasthe richness of the questions beingasked, the diversity of the subjectmatter, and demands made on the

Is there the perfect prompt, a

prompt that adheres to all

specifications, a prompt to

which all test takers can

respond with equal success, a

prompt with universal appeal?

test taker. Only a few prompts madeit. About 24 passed GEDTS' rigidcriteria.

What, then, makes for an effec-tive prompt? As the stimulus mate-rial, a good prompt grows from, firstand foremost, a good ideaa ques-tion or issue that significantly touch-es the experience of people any-

where from 17 to 90 years old, whocome from richly diverse back-grounds.

Assessment programs such as theGED are continually searching forprompts that allow the student'spowers of expression and communi-cation to be stimulated to the maxi-mum level.

Educators and researchers agreethat certain traits are essential to agood essay prompt: clarity, validity,reliability, and interest. From thesetraits have evolved GEDTS' promptguidelines:

The prompt should bepotentially interesting to writers.

Here the emphasis is not onone writer, not a class of writers, nota school of writers, but writers ingeneral. It is, true that not all writ-ers will find every topic interesting.However, the prompt should possesscertain inherent characteristics thatprovide a catalyst for thought.

SIMPLEFASTEFFICIENT...ACCURATE

PUPIL ACCOUNTING SOFTWARESPECIFICALLY FOR YOUR IBM OR COMPATIBLE PC

EASY TO USEGEDREC Version 2.1 Examinee Record Keeping & Reporting System for GED Test CentersA simple to use menu driven program that stores the necessary examinee demographics, test results, State and Provincial mini-mum scores, a table of raw and standard scores for all versions of the tests. GEDREC compiles and prints a wide range of re-ports including the annual GEDTS "Official Report of Test Results.' and the "Official Report of GED Test Results and Applicationfor Certificate of High School Equivalency'.

STUREC - Adult Education Record Keeping & Reporting ABE (GED) VersionSTUREC Adult Education Record Keeping & Reporting - High School Completion VersionThese programs are menu-driven for ease of use. They will store the necessary demographics and other student data to providea wide range of reports for efficient program management, plus Federal and State reporting. Single user and network versionsare available for all programs demo disks and complete user manuals are available for all programs at $35.00 per program.

(MiCrOData 640 Romence Road, Suite 212, Portage, MI 49002SYSTEMS, Ltd. ) Voice: (816) 327 - 1505 Fax: (618) 327 - 8266

Page 6 0 January/February 1995 GED Items

The prompt should bepotentially interesting to theessay readers.

It may sound strange, but if thesubject fails to interest the readers,then reading a large number ofpapers each day on the same subjectand grading them according toGEDTS' holistic scale can prove astrenuous task. If the prompt is onethat fosters substantial reflection anda broad range of responses, the pro-fessional reader who scores hundredsof essays daily will be better able toremain interested and examine eachpaper's merit on the holistic scalewith the attention it deserves.

The prompt should bemeaningful to the writer.

How often have we had towrite on a prompt about which weasked that famous question, "Do wehafta?" However, meaningful doesnot equal controversial. A contro-versial, emotionally charged topiccan elicit a response in which sub-stantive writing takes a back seat todefensive and sometimes offensiverhetoric.

The prompt must take into

account the diversity of thepopulation being testing.

Perhaps the key issue in promptdevelopment, this question should

be considered whenever a promptfor large-scale assessment such as theGED is being constructed. Theprospective prompt writer may prof-it from a simple observation on pop-ulation diversity. On a given day,the GED Tests are administered totrappers in Alaska and Canada,immigrants, executives, single par-ents, prisoners, Pacific Islanders,farmers, young inner-city adults,seniors, and people with disabilities.These are but a few of the manytypes of individuals who take thetests.

A good prompt grows from,

first and foremost, a good

ideaa question or issue that

significantly touches the

experience of people anywhere

from 17 to 90 years old, who

come from richly diverse

backgrounds.

The language usage within theprompt should be readilyunderstood and should excludecultural bias.

If a term is central to the mean-ing of the prompt and the likelihoodexists that the test taker might be

confused, that term must beexplained within the text of theprompt. Moreover, the promptshould not incorporate language orissues that might be unfamiliar tocertain groups, such as questions thatrequire a specific understanding of aparticular religion, custom, orregion.

The prompt should permit thestudent to rely on priorknowledge but it should notdemand extensive priorknowledge, especially that of atechnical or historical nature.

Not all GED examinees areactive newspaper readers, TV newswatchers, moviegoers, or regular vis-itors to the library. For this reason,to ask about the space program orpolitics might disadvantage manywriters. Although the many writerswho take the GED Tests each yearmay be knowledgeable in manyareas, an individual's knowledge ofspace exploration or politicalintrigue might be limited.

In a very similar manner, anessay prompt which focuses on theVietnam conflict can prove difficultor unfair for the increasing numberof examinees who were very youngor even unbornat the time or

continued on page 9

reINTEG Pi LE

o

"Invaluable in preparing our students forthe GED... We have been averaging

2.2 grade level gain compared to 0.7without Solutions."

- Gloria Myers,CAI Correctional Instructor, Cross City, FL

See for Yourself...

g for a COST EFFECT!SYSTEM that REALLY

"The content, reading level, and topicswere just right for our needs... In mythirteen years of training adults, I have

never found materials that interested andinvolved the students so completely."

- Ray Hoffman, Urban League ofGreater Hartford, CT

The Answer is

E

"EA software is assisting us inaccomplishing our goals at a third of

the cost... We highly recommendyour company and its products to

our fellow educators!"- Linda De Silvey, Project: Adult Learning

Tehama Cty Dept. of Education, CA

441071The Proven, Customizable, Integrated Learning System

that brings RESULTS!EDUCATIONAL ACTIVITIES, INC.

Dept. GED, Box 392, Freeport, NY 11520, or call 800-645-3739 (FAX 516-623-9282)

GED Items 9 January/February 1995 0 Page 7

ILi our years ago, Scott was in a?0,-1 coma. One year ago, he

earned his GED diploma.Three months ago, he traveled toNashville to accept an award asAdult Learner of the Year from theTennessee Association for Adult andContinuing Education.

Scott Dabney, of Clinton, TN,quit tenth grade in 1987. OnChristmas Eve 1990, he sufferedinjuries in an automobile accidentthat left him partially paralyzed andin a coma for three months. The carwreck led Scott to evaluate his life,and as a result, he made some"major changes." He returned toschoolwith a vengeance! Whileattending both day and eveningclasses at theAndersonCounty AdultLiteracyProgram, Scottlearned to useboth Apple andIBM computersand improvedhis skills fromLevel I to LevelIII in eightmonths.According tothe program'sdirector, JennyParris, "He washere so muchwe locked himin the buildingone time."

She says atfirst he wasreluctant to attend classes where, hesays, he thought other studentswould laugh at him for the "funny"walk he developed as a result of theaccident. Scott started working withJanie Bollinger, a teacher whoretired after a stroke. When theymet, she walked with a three-pronged metal cane. She says they

were "two broken down people"working together. The problem ofwalking "funny" resolved itself andScott began working his waythrough the Anderson County pro-grams. And although the paralysismeant that Scott also had to learn towrite with his left hand, his hand-writing is still legible.

When Scott first approached theCenter, an evaluator recommendedhe be placed in a vocational pro-gram. The vocational rehabilitationcounselor then recommended Scottbe trained to become a desk securityguard. Scott said he wanted morethan that. He reacted to the evalua-tion by focusing and intensifying hisefforts.

Clinton, TN resident Scott Dabney was named Tennessee's AdultLearner of the Year by TAACE in Nashville last fall.

Today, Scott jogs several miles aday. Accepted into a TennesseeValley Authority (TVA) trainingprogram, he hopes to become ashoreline inspector for the agency.Says Jenny Parris, "Scott is an exam-ple of what can be accomplished byany adult education student if themotivation is high enough."

College Fair DatesSet

The National Association ofCollege Admission Counselors(NACAC) sponsors the NationalCollege Fair each year. Upcomingdates are:Indianapolis, IN

March 5 12-4:30pmIndianapolis Convention Center

Springfield, MAMarch 12 12-4:30pmMarch 13 9am-1pmEastern States Exposition

Boston, MAApril 4 9am-1pm, 6-9pmApril 5 9am-lpmHynes Convention Center

Charlotte, NCApril 9 12-5pmCharlotte Merchandise Mart

For more information s NACAC,1631 Prince Street, Alexandria, VA22314-2818 13. (703) 836-2222.

NALS Prison StudyFinds GED HoldersHave Advantage

Literacy Behind Prison Walls, anew report from the U.S. EducationDepartment's National Center forEducation Statistics, examines simi-larities and differences between pris-oners and adults in households.Among the findings in the report:

Prisoners with 9-12 years ofschooling outperform those with 0-8 years of schooling, and those witha high school diploma outperformthose with 9-12 years of schooling.

Inmate GED holders appear tohave an advantage over those with ahigh school diploma. GED holdersin prison have literacy proficiencysimilar to those in households. Incontrast, high school graduates inprisons have lower literacy proficien-cy than those in households.

Page 8 o January/February 1995 10 GED Items

Turney Manzer, Canadian GED Pioneer,to Retire in 1995

Turney C. Manzer, who has servedas GED Administrator for the Provinceof Nova Scotia for 26 years, steps downthis spring. Nova Scotia was the firstCanadian jurisdiction to offer the GEDTests, thanks largely to Turney's efforts.

Following is part of a recent letter.

An Open Letter to My Friends

After 26 years and meeting withso many of you at our annual meet-ings over those years I hope I cancall you my friends. It has beenwith pride that I've been a memberof the GED family for that time andI'm pleased that as I went from posi-tion to position in the Departmentof Education that I was able to per-suade the department that I shouldtake the GED Program with me onthe moves.

With all the many things I'vedone during my working years I cantruly say that the most rewardingemployment was my connectionwith GED. I could never get overthe awesome responsibility we haveand the effect we have on so manylives due to success in the program.Even those who may not be success-ful the first time can be encouragedto continue studying and working to

improve and it is often these whogive even more satisfaction whenthey finally meet the high standardsthat are set.

I will be handing over myresponsibilities to Paula Millman inJanuary although I will still bearound to help her for a couple ofmonths after that. I am sure youwill go out of your way to welcomeher to your meetings and to give herthe same sound advice and help youhave given me over the years.

"I could never get over the

awesome responsibility we

have and the effect we have on

so many lives..."To the wonderful staff at GED

Testing Services I can only give mythanks for the many years of dedicat-ed service you have given to me andthe other administrators and say Iwill really miss you all.

Turney Manzer is the AssistantDirector of Research, Testing andEvaluation, Nova Scotia Departmentof Education, 2021 BrunswickStreet, P.O. Box 578, Halifax, NSB3J 2S9, Canada.

"'Throwaway" from page 3

full-time status. I strongly encour-age all other ABE/JOBS teacherswho feel as I do to write to theirsuperiors on the county, state, andfederal levels. It would be nice ifadministrators on the county, state,and federal levels would quit squab-bling about whose department hasthe responsibility to make this deci-sion and just get together and do theright thing.

As instructors, we are told atconferences, inservices, and staffmeetings (which, by the way, we aregenerally not paid to attend but areexpected to attend anyway) that ourprofessionalism is appreciated andthat we are the foundation of thewhole program. Administrators oneach level need to be aware that thisfoundation, which provides the basisfor their (full-time) employment, isin danger of crumbling if instructorscontinued to be treated as peripheraland "throwaway" employees.

Carole Totten lives in Charleston,West Virginia. She now works as a

full-time instructor at a KanawhaCounty adult learning center.

The preceding article first appeared asan opinion piece in the January/February 1994 issue of NETWORKS,West Virginia's Literacy and AdultEducation Newsletter.

NOW AVAILABLE - "The Step-By-Step Guide To Passing Your GED"

It's affordable, easy to use, and guaranteed to get results. Our complete 5 part GED series is ideal for OpenLearning Classes, Outreach Programs, Homebound Study, New Teacher Orientation, Learning Labs, as well asTraditional Classroom Education.

It's simple, one workbook and video per required area of the GED: Social Studies, Science, Writing Skills,Mathematics, and Interpreting Literature and the Arts. Each subject area is organized into three skill levels.Test Taking Tips are also offered. We even tell you the specific information on the GED requirements for your state.

All 5 videos and all 5 workbooks for only $149.00.

To order "The Step-By-Step Guide To Passing Your GED", please contact:

Capital Communications - P.O. Box 70188 - Nashville, TN 372071 (800) 822-5678 - 1 (615) 868-5239 FAX

GED Items

11January/February 1995 0 Page 9

COABE Slated for JuneThe Arkansas Association for

Public Continuing and AdultEducation hosts the Commission onAdult Basic Education 1995 nationalconference June 6-9, 1995.

Offerings at the conference willinclude six pre-conference institutesand about 200 concurrent sessionson various topics of interest to pro-fessionals and volunteers involved inpublic, private, college, business andindustry, and basic skills instructionfor adults. s 1995 COABEConference Office, 1504 Caldwell,Conway, AR 73032 17 (501) 336-9930.

Association Supports LifelongLearning

The National Association ofReturning Students (NARS), is anational non-profit adult studentsupport organization. NARS pro-vides information on forms of col-lege financing and scholarships andissues a monthly newsletter,Transitions, which contains informa-tion on and for adult students andcollege staff working with adults.

NARS works to "alert andeducate academic institutions to theneeds of the adult students popula-tion" and "promote the participa-tion of the business community, andof business and political leaders inproviding economic and moral sup-port of nontraditional students."Memberships: $15/yr. student,$100/yr. college. Subscription toTransitions $32 per year. s Director,Membership Services, NARS, P.O.Box 3283, Salem, OR 97302 I2(503) 581-3731, FAX: (503) 362-2123.

Legend,

mailing address

telephone number

internet address

Family Literacy ConferenceUnderway in April

The Fourth Annual NationalConference on Family Literacy takesplace April 23-25 1995 at the GaltHouse in Louisville KY. Keynotespeakers include former first ladyBarbara Bush, Alex Kotlowitz,author of There Are No ChildrenHere, and Parade magazine editorWalter Anderson. The conferencetheme, "Creating a Community ofLearners Touching TomorrowToday", celebrates the family literacymovement's success as a catalyst forsystemic change.

Along with the general confer-ence schedule, special sessions willcover related programs such as HeadStart, Even Start, adult education,corporation-backed initiatives, ESL,Native American programs and oth-ers. For registration materials,s National Center for FamilyLiteracy Waterfront Plaza Suite 200325 West Main Street Louisville KY40202-4250, Dept. C. 17 KerryBickel or Ardith Hannula 502 -584-1133.

New Directory Helps FieldNavigate Internet

Many adult educators feelilliterate when it comes to tappinginto computer informationresources, so take heart! There'shelp for the technologicallychallenged. Thomas Eland, coord-inator of the Minnesota/SouthDakota Regional Adult LiteracyResource Center, has published theInternet Directory of Literacy and AdultEducation Resources. The guide is $3.Checks payable to the University ofSt. Thomas. s Minnesota/SouthDakota Regional Adult LiteracyResource Center, University of St.Thomas, Mail #5019, 2115 SummitAvenue, St. Paul, MN 55105 IT(612) 962-5570; FAX: (612) 962-5406. I: tweland@stthomas.edu.

New Administrators Take theWheel

Six men and women recentlyjoined the GED program as GEDAdministrators: Steve Gilles,Wisconsin 12 608-266-1723; NaceMacaluso, Alabama 2r 205 -242-8181/8182; Murray Mezaros, UtahlEr 801-538-7870; Cheryl Lelick,Department of Justice IT 202 -724-3022; Marlis Miller, Oregon 13.

503-378-8648 ext. 359; PaulaMillman, Nova Scotia 13. (902) 424-5636.

"GED Administrator" is thetitle used for the person who over-sees GED testing at the state, provin-cial, or territorial level.

Submit to ERICERIC/ACVE needs your help

to ensure that high-quality, compre-hensive materials for adult, career,and vocational education make itinto the ERIC system. Contact theAcquisitions Coordinator for infor-mation on submitting researchreports, conference presentations,speeches, program or projectdescriptions, or other materials to bereviewed for possible inclusion inthe ERIC database.

Updates in the ERIC systemsinclude AskERIC, an Internet basedelectronic library and online ques-tion-answering service, includinginformation specifically geared foradult ed. In the coming year, ERICplans to provide full-text onlineaccess to new documents indexed inthe database and better Internetaccess to the database. s ERICClearinghouse on Adult, Career, andVocational Education, The Centeron Education and Training forEmployment, 1900 Kenny Road,Columbus, OH 43210-1090 12(614) 292-4353 or (800) 848-4815;FAX: (614) 292-1260.I: ericacve@magnus.acs.ohio-state.edu.

Page 10 0 January/February 1995

12GED Items

EDP Graduates Achieve Further Successby Katherine Lowndes

Adults who decide to enroll inthe External Diploma Program(EDP) often do so for personal satis-faction, then end up using their suc-cessful completion of the EDP pro-cess as a stepping stone to furtheraccomplishments. Although two-thirds of EDP graduates saw personalsatisfaction as the most importantmotivator for taking the EDP, thenext goal was "admission to college."

Surveys show that after com-pleting the EDP, about 40 percent ofEDP graduates go on to postsec-ondary education. Completing theEDP often gives graduates increasedlevels of self confidence in learning,as well as motivation to succeed inprofessional and personal arenas.

Petronilla ("Nilla") BredaNewman first learned about theExternal Diploma Program in 1983,in an article entitled "Never TooOld To Learn" in a small northernVirginia paper. The writer describedthe EDP as a non-traditional meansto achieve a high school diploma,involving work at home and one-on-one meetings with trainedAssessors rather than sitting in class-

rooms. Nilla left school early toearn an income after her parentsdied, so she kept the article in a safeplace. Itwas tocome inhandy oneday.

In1984,after theend of hermarriage,Nilladecided"to dosomethingfor[her]self."She want-ed to go

Virginia Community College thatsame year.

While taking evening courses(and working each day) she graduat-ed cum laude with an associate'sdegree in 1990. National-Louis

University in McLean, VA,

EDP graduate Nilla Newman earned herBA summa cum laude in 1992.

back to school, and felt EDP was theperfect program for her, since it wasdesigned for adults who had beenout of school for several years andhad acquired skills in the workplaceand/or at home. She then called thelocal adult education office andattended an EDP information ses-sion. Nilla completed the EDP andobtained her high school diploma in1985, then enrolled at Northern

was next. Nilla graduatedwith a BA, summa cumlaude, in June 1992. Soonafter, she was promoted toAssistant Representative atBanca Commerciale Italianain Washington, D.C., whereshe remained until theItalian government closedthe bank's branch in 1994.

Now Nilla works as theProgram ServicesCoordinator for theNational External DiplomaProgram. In her new posi-

tion, she hopes to pass on toprospective EDP adopters

and candidates her enthusiasm forthe program and her message that itis never too late to learnor use theEDP to go to college.

For information on the EDP,call Nilla at the American Councilon Education, (202) 939-9478.

Katherine Lowndes is AssistantDirector of the External DiplomaProgram.

RESULTS RESULTS RESULTS RESULTS

No KID STUFF. NO KIDDINGTUTORSYSTEMS Software

IR RREsES UuLL 1g, IEtEE LB is bammRESULTSRESULTSRESULTS RESULTSREsureitEsurrsREsuntEEsuirsnEsurrs RESULTS

RESULTSRESULTSRESULTSRESULTSRESUL1VRESULTSRESUSRESUSRESULTgRESULTS

RES/ IT TS R RR, RTS REMIT TE FERMI'SRE{Rq

RERE.it

EILNbTA.;Aiiixs.TS

eadinkr

at -rammar

STA delivers Functional Skillsfor Adult Learners FAST f

run.ram ma ismriEsw,mlizusotottl

RESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTSRESULTS RESULTSRESULTATESULTS

RESULTSRESULTSRESULTSRESULTS

RESULTS RESULM RESULTS RESULTS

Affordable Effective GuaranteedRESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTS . ..Lau 1-800-S4S-7766 for your FREE BLS Catalog BL1 5153 WEST WOODMILL DR.

WILMINGTON, DE 19808RESULTS RESULTS RESULTS RESULTS1REsuus gEsurrs RESULTS Esuust , Y1 I + . 1 t t

GED Items 13 January/February 1995 Page 11

Grail, from page 4

those who had little exposure to theconflict's wide-ranging aspects.

The prompt should emphasizethe positive aspects of life.

The GED prompts incorporate,to every degree possible, what mightbe interpreted as a "feel-good"approach to writing. In writing, thetest taker must explore many facetsof an issue. However, what seems tosurface most predominatelyin thenewer prompts especiallyis anemphasis on experiences and out-comes which can be considered bythe writer in a positive light.

Fairness, Effectiveness are thegoals

A prompt must incorporate anumber of essential criteria to be fairand effective, and as anyone who hasworked with prompt development

ILCS '0N 3!utladDu 'uolgunpriik

UIVdAtIsod Sfl

uoprzna210 lgoicluoN

will concede, writing a good promptis difficult! Research has shown thatone of every ten large-scale assess-ment prompts submitted finallymakes it to the final review stages.

Is there, somewhere in the realmof standardized testing, the perfectprompt, a prompt that adheres to allspecifications, a prompt to which alltest takers can respond with equalsuccess, a prompt that holds univer-sal appeal?

While I do believe that Camelotexisted, I doubt that a perfect essayprompt exists either here or beyondthe next rainbow. However, allgood knights must ride on, faithfulto their quest. Like the members ofthe Round Table, our search contin-ues.

Arthur M. Halbrook is the WritingAssessment Specialist at the GEDTesting Service.

Grads Compare, from page 1

and race were also documented, andcompared with the level of successfor GED completers in respective

The study found that the score

a GED graduate earned on

the GED Tests did make a

d erence concerning the GPA

he or she earned in college

classes.

programs. The study found, howev-er, that age, sex, and race could notbe used to predict achieved GPA.

Frederick Stadler, Ph.D. is theInstructional Chair of the ReadingDepartment at Milwaukee AreaTechnical College,700 West StateStreet, Milwaukee, WI 53233,(414) 297-7364.

ciaaiNvInino aDVISOcl N.11111311ausarioni NOLLDMIOD ssamaav

£91I -9COOZ DU NO.LONIHSVA1OSZ anns PAN alDIED INOdfICI UNO

NOLLVDflaa NO lIDNI1OD NVD11131Aldamvaas DNIISUI IN3141d0-13A3C1 -nrNouvancia 11/113N39

L4 stualia39

GEDRE more than 24,000 readers

VOLUME 12, NUMBER 2 AMERICAN COUNCIL ON EDUCATION MARCH/APRIL 1995

Technology in the Adult Ed EnvironmentPie in the Sky, a la Modem?

Hn many offices, telephone mes-sages don't come on little pinkslips of paper any more; they

appear on the computer screen atthe worker's desk. Today, some stu-dents research, write and print theirpapers at their own computers. Adecade ago, professors acceptedreports written in ball-point pen.

Technological advances arechanging the ways in which wethink, talk, act, do businessand theway we learn. What do we keep andwhat do we throw away? What is ofgreatest benefit to our students?Educators at all levels need to seekanswers to these questions.

The Cyber ClassroomFast-moving technological

changes are affecting adult educationprograms in several ways. For exam-ple, distance learning, in the form ofsatellite teleconferences, TV studycourses such as GED on TV, isincreasingly familiar to adults of alleducational levels.

As the equipment that providesthe link between an instructor'slocation and the sites where studentstap in to the instruction gets lessexpensive, distance learning willgrow more prevalent. Such tech-niques provide exposure to a rangeof subjects that might otherwise beunavailable to learners isolated inrural areas or studying under mobil-ity or time constraints.

Interactive multimedia, inwhich the learner navigates througha system of information modules or

lessons that integrate sound, graph-ics, text, and video, is at the fore-front of instruction for all age andability levels. Learners using interac-tive multimedia are personallyinvolved, controlling the sequenceand pace of the instruction to fittheir needs and preferences.

"Multimedia learners have the

opportunity to gain critical

technology skills that they will

need in the workplace of the

future." Nancy Engler,

educational consultant

As directors of their own learn-ing, they can select what they wantto learn about next, or repeat a seg-ment they didn't understand.According to educational consultantNancy Engler, "Multimedia learnershave the opportunity to gain criticaltechnology skills that they will needin the workplace of the future,where such information storage andretrieval methods will become morecommon."

The Paperless AdministratorAs the GED Testing Service

(GEDTS) phases out hand-scoring,computerized scanners will be thestandard tools for scoring answersheets. In some areas, testing centersare forming consortia for scoringpurposes. With several testing cen-ters supporting it, a centrally locatedscoring center scans answer sheets,

forwards records to the GEDAdministrator and sends try-out datato GEDTS. Elsewhere, the opera-tion is centralized. The GEDAdministrator takes on scanning,scoring and reporting for the juris-diction or finds a government orother qualified entity to perform theneeded functions (see Section 12,GED Examiner's Manual).

The Georgia Department ofTechnical and Adult Education,GED Division is developing a cen-tralized scoring system. According toGeorgia's GED Administrator, BobWofford, "It's a huge undertaking,and we're still in the developingstages, but it's a model innovationbecause this is the way business andgovernment will run in the future."

When the system is in full oper-ation, with a target date for imple-mentation a few months away, GEDExaminers at Georgia's 100-plustesting centers will be able to fax

continued on page 5

Pems

EDP Update 6

From the Director 2

GED Examiners 10

GED Graduate Story . . . 4

Teaching Tips 8

Legislative Update 7

News and Notes 13

Readers' Survey 12

THE NEWSLETTER OF THE GED TESTING SERVICE

I5

Fv©ED NA® DOT@cto

Keeping Pace With Technologyhen I came to GEDTSeight years ago, we hadseveral word processing

machines that a staff person couldschedule for two to three hours aday. I was really impressed. At theschool I had come from, there was acomputer in the main office and afew more in the business educationlab. During my second year atGEDTS, the question became howwe could justify the expense of hav-ing computers at some staff mem-bers' desks.

If someone had told us then thatwe'd soon be computer-dependentand complaining about the time ittakes to print a document, we'd havelaughed. If I'd heard that our staffwould take computers along onbusiness trips so they could keep intouch with the GED office viamodem, I'd never have believed it.

Computers are now so com-mon-place, they're virtually invisibleto us. People use them in many dailytransactionsanalyzing a car's emis-sions, keeping customer drug pro-files at the pharmacy, ordering ahamburger, or withdrawing moneyfrom the bank's automatic tellermachine (ATM).

When GEDTS completed spec-ifications for the 1988 GED Tests,technology was to be recognized intwo ways: first, while they wouldnot measure computer literacydirectly, the tests were to support theconcept that technology was creating

.a "global village" and acceleratingthe rate of change in society; andsecond, we planned to allow calcula-tors on the mathematics test. We'vecarried out the first of these worthyintentions; the second was still toorevolutionary to implement in 1988.

What does this mean for thenext generation of GED Tests andthe operation of testing centers?

Should we include technologyas a subject area? Do we permit stu-dents to use a calculator on the mathtest or should we develop specificquestions to measure their ability touse a calculator? Do we allow essaysto be written and spell-checked on

...as educators, we have a

duty to understand these

new information tools and

instruct adults in their use.

Simply put, people who

don't learn to use them will

be left behind.

computers? What should be the pol-icy about allowing test score reportsto be faxed or sent by modem? Howcan technology speed up the deliv-ery of test batteries to GED TestingCenters? How do we maintain con-fidentiality when we store examineerecords on computer? What aboutadministering the tests on computer?Should we follow the example ofthe GRE Tests or licensing examsthat are given at private learningcenters?

We've come a long way ineleven years. Now we're trying tofigure out where we need to be tenyears from today. How fast will theuse of computers and other tech-nologies for instruction and assess-ment grow?

While I don't have the answer, Ido know that change is comingsooner than we as adult educatorswill be ready. In addition, adult pro-grams are often the step-children ofother educational institutions andour audience may therefore havefewer opportunities to becomefamiliar with technology.

Nevertheless, as educators, wehave a duty to understand these newinformation tools and instruct adultsin their use. Simply put, people whodon't learn to use them will be leftbehind.

In this issue of GEDItems, weinvite you to join us in thinkingabout how to use the technologicalresources around us. In future issueswe will explore certain aspects ofinstructional technology in greaterdepth. For example, Nancy Engler'swork, Bibliography of MultimediaInstructional Materials for Adults, willsoon be available through GEDTS.

In the meantime, we want toknow what you have to share withother readers about your experiencesin helping adult learners to use tech-nology. What would you like to seehappen? What tools do you need?Please let us know so that we canpass your knowledge on to others.

GED Items is published bimonthlyby the GED Testing Seivice of theAmerican Council on Education(ACE). GED Items is notcopyrighted. Readers are invited to,copy any articles not previouslycopyrighted. Credit should begiven in accordance with acceptedpublishing standards.

Editor. LisaEditorial Assistants: Rachel HerfEditorial Consultants: Susan PorterRobinson, Steve SattlerAdvertising Manager. Lisa RichardsCirculation Manager Debra LouallenCirculation Assistant: Zenitta Jones

Franklyn G. Jenifer, ACE BoardChair; University of Texas atDallasRobert H. Atwell, President, ACEJean H. Lowe; Director, GEDTesting Service

Page 2 March/April 199516

GED Items

Demystifying the InternetSo what is the Internet and why is everyonetalking about it?

,n reality an international net -work of networks, the Internet isconstructed by groups of institu-

tions getting together and contribut-ing to or forming their own regionalnetworks. Collectively, these net-works join universities, school sys-tems, businesses, government agen-cies, and numerous other groupsworldwide (Eisenberg and Ely1993).

These networks are based onTCP/IP (TransmissionControl Protocol/Internet

Protocol). Originally a U.S.Department of Defense (DOD)standard protocol, TCP/IP is oneindication that the Internet originat-ed as a DOD network approximately20 years ago. Following almostexclusive use by the military researchcommunity from the mid-1970s tothe mid-1980s, the Internet becamethe domain of academic computingprofessionals. From the mid-1980sthrough the early 1990s, universitiesbegan to group together to formregional networks that in turn wereconnected to the Internet. During

this period, the National ScienceFoundation (NSF) provided fundingsupport for supercomputing centersand regional networks. The NSFnetworking efforts were importantbecause they opened up access tothe network beyond the researchcommunity. Since the early 1990s, avariety of electronic networks havedeveloped connections, and theInternet has become accessible tousers beyond the research and aca-demic communities (Gates 1993).Most of the new users are not thegovernment officials, researchers,and academics for whom theInternet was designed, but are mem-bers of the general public, includingschool children and adults frommany professions (J. Seabrook, "MyFirst Flame," New Yorker, June 6,1994).

'though the Internet is usedmost frequently for e-mailcommunication, other uses

include providing access to bulletinboards, mailing lists (known as list-servs), and informational and inter-personal resources that make the

Internet such a veritable treasuretrove, but finding exactly what isavailable can still be a "hit or miss"proposition. Fortunately, staff at sev-eral universities have "created user-friendly tools that can help you tosearch the interconnected Internetdomains and find information inways other than by chance" (Harris1993, p. 7).

Gopher, developed at theUniversity of Minnesota, isthe best known of these

tools. A user-friendly, menu-driveninformation organizer, Gopher isdesigned to go for the desired infor-mation without the requestor havingto know where it is going. ManyGopher sites are directly accessibleand open for public use through theInternet but to use a Gopher, youmust either have Telnet capabilitiesor a Gopher site must be operatingon the computer where youraccount is located (ibid.).

N0 tool of the informationage has increased access topreviously inaccessible

resources more than the Internet.According to Eisenberg and Ely(1993), "this is a time in which theability to ask the right questions ismore important than having the

continued on page 11

\

NO KID STUFF NO KIDDINGRESULTS RESULTSRESULTS RESULTS

InuAREs1=RESUSMIIE511RESULTS

RESULTS RESULTS RESULTS RESULTSRESULTS?RESULTS RESULTS RESULTSRESULTS' RESULTS RESULTSRESULTS

TUTORSYSTEMS® SoftwareRESULTS RESULTS RESULTSRRRIITTR

RESULTSREsiRF,,RERE

RE

RERERE

REbt,

inr Ts RFANITS ROOMSTS

EIL.30 .TSXSXSXSTS

eadin 1 0 Math -4annarMT

TAT delivers Functional Skillsfor Adult Learners FAST!

Li o nr.ouLa o nr.ou Ls co nmeatTSRESULTS RESULTSRESULTS RESULTSRESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS

RESULTSRESULTSRESULTS

RESULTSRESULTSREsars

RESULTSRESULTS

RESULTS

RESULTSRESULTSRESULTS

RESULTSRESULTSRESULTS

RESULTSRESULTSRESULTS

RESULTS

Affordable Effective GuaranteedRESULTSRESULTS

RESULTSRESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTS

Ca111-800-545-7766 for your FREE BLS Catalog BV SIS3 WEST WOODMILL DR.WILMINGTON. DE MOERESULTS RESULTS REsuLTsRESULTSRESULTS RESULTS RESULTS RESULTS

Y1 n , I r. e, , YI 6

GED Items 1 7 March/April 1995 Page 3

GED GaDdRo@ft Sgto,Ty

Virginia Woman Attains GED Goal 33 Years

After Leaving High Schoolby Carollyn James

People often say, "that's the waythe cookie crumbles." But for 16-year -old Leona Tunstall, life wasn't"crummy" at all. Until 34 yearsago, when Leona's mother was diag-nosed with cancer. Leona was theeldest daughter at home.

There, in small-town SouthCarolina, it looked as if any growingup Leona had to do would have tobe done immediately. "I had wantedto be a teacher or a secretary,"Leona says. She had to leave school,set aside her "unrealistic" teenagenotions and become an adult.

Leona left school, nursed hermother, tended her father, motheredher baby sister, and ran the house-hold. She must have done wellenough at it, because soon after, herolder sister left her with a six-year-old nephew to raise as well.

Within a year of her mother'sdying, Leona became pregnant. Bythe time she was 17, she had buriedher mother, given birth to her firstson, married a truck driver namedClarence Tunstall and moved toRappahannock, Virginia.

In her early 20's, Leona had ajob offer from the local school sys-tem. They said they'd make her ateacher's aide if she would get herGED diploma. "That was the firsttime I took the test," Leona remem-bers, "and I did just awful." Shedidn't get the job. She continued toraise her family while earning apractical nurse certification. "ButI've never used it, you know," shesays.

Her first son graduated fromhigh school, joined the army, andyears later started his own trucking

Leona Tunstall earned her GED diploma in April of 1994, after undergoing a

kidney transplant in 1990. Now that her children are on their own, she plans tolearn computer skills that will help her get a better-paying job.

company. Her second son graduatedfrom high school and also joined thearmy. He studied to be an architect,and is now in graduate school,studying to become a softwaredesigner. Before any of Leona's chil-dren reached adulthood, however,Clarence Tunstall died in a truckingaccident.

After her husband's death,Leona moved to New York with herdaughter so that they could be nearher sister, her only living adult rela-tive. "That was a hard time, I cantell you," she adds.

She found a job filing forAbraham & Strauss departmentstores. She was on the job one daywhen the goals she'd set for herself

had to be put on hold again. Leonacollapsed and was rushed to the hos-pital. Kidney failure, according tothe physicians. What followed weresix years of dialysis, three or fourtimes a week, two to three hours ata time.

Leona had to give up her job ifshe wanted to stay alive.

In 1990, Leona's luck turnedwhen she received a kidney trans-plant. It was the cost of her medica-tion that pushed her to come backfor her GED. "I've always told mychildren to get an education becauseyou can't get a good job without aneducation."

She was thankful they had lis-tened to her. Now, she says, it was

Page 4 March/April 19958

GED Items

"I've always told my children

to get an education because

you can't get a good job

without an education."

...Now it was time to take her

own advice.

time to take her own advice; "I can'tafford my medications without agood job."

In April, 1994, Leona passed theGED Tests in Alexandria, Virginia."I've always wanted my GED. Itmeans that I've finally accomplishedsomething I couldn't do before."She's now preparing to enter a com-puter training course at a local com-munity college.

Carollyn James is a teacher with

the Alexandria City PublicSchools Employment TrainingProgram.

continued from page 1

completed answer sheets and essaysto Atlanta. The central computerwill retrieve the data from theanswer sheet directly into its memo-ry. It will check to see if the exami-nee has other testing records on file,score the answer sheet, reproducethe essay onto a computer monitorfor scoring (in the examinee's hand-writing), and prepare score reportsas well as diplomas for those whohave successfully completed the fivetests in the battery.

Put Down Your Pencils, BeginAcross North America, a broad

range of licensing candidates taketheir examinations on computer,entering their answers directly intothe computer, sometimes just bytouching the screen rather than thekeyboard. At the end of the test, thescore is computed and reported,often right away. The item bank foreach licensing test may be located ina central computer hundreds of

miles away from the examinee.Telecommunications systems providea two-way, real-time link betweenthe testing site and the item bank.

" ...this is the way business

and government will run in

the future." Bob Wofford,

GED Administrator, Georgia

The delivery implications suchdevelopments hold for the GEDTests are enormous. However, abouteight times more people take theGED Tests each year than take thelargest licensing exam. According toGEDTS Senior PsychometricianSteve Sireci, "in addition to the con-tent issues we're examining for GED2000, we're looking at ways to deliv-er the tests on computer." As theEducational Testing Service discov-ered earlier this year with its firstattempts to administer the Graduate

continued on page 14

Barron's GED ManualsCustomized For Your Needs

GED-High School Equivalency Examination, 9th EditionMurray Rockowitz, Ph.D., Samuel C. Brownstein, and Max PetersUpdated to reflect the most recent GED exams, this manual features three full-length practice exams, one of them a diagnostic test. All exam questions areanswered and explained. Extensive reviews cover all GED test areas: Writing SkillsPart I and Part II (essay), Social Studies, Science, Interpreting Literature and theArts, and Mathematics. Illustrations and two-color graphics facilitate students' use.Paperback, $13.95, 960 pp., ISBN: 0-8120-9196-5

Pass Key to the GED, 2nd EditionMurray Rockowitz, Ph.D., Samuel C. Brownstein, and Max PetersThis newly revised book is a compact version of Barron's new full-sizeGED manual. It offers one complete practice GED high school equiva-lency exam presented with an answer key, plus extensive subjectreview that covers all GED subject areas: Writing Skills Part I and Part II(essay), social studies, literature and the arts, and math.Paperback, $6.95, 400 pp., ISBN: 0-8120-2183-5

To order your copies direct, please send check or money order plus 10%for postage & handling (minimum $3.75). NY residents add applicablesales tax.

EDUCATORS: Receive 20% discount when order is submitted on officialP.O. or letterhead. Free shipping and handling on prepaid orders.

FOR FAST SERVICE CALL TOLL-FREE: 1-800-645-3476 Ext. 204, 214, 215or ORDER BY FAX: (516) 434-3217

Barron's Educational Series, Inc. 250 Wireless Boulevard, Hauppauge, New York 11788BARRON'S

GED Items

9March/April 1995. Page 5

Ese@Facill 0011©mg Poog000 Updlaft

Merging EDP with the One-Stop Career Centersby Florence Harvey andKatherine Lowndes

0 ne of the changes in voca-tional and adult educationthat may soon become a

reality is a system of One-StopCareer Centers. These centers, pro-posed by the U.S. Department ofLabor, and currently funded as pilotsin three states, would provide assess-ment and information resources.The key ingredient in this design is alabor market information system.The inclusion of adult education isas an additional program, not a coreone.

The states of Ohio, Indiana, andMinnesota have received a total of$15.5 million to create One-StopCareer Centers from existing assess-ment centers that already offer ser-vices based on a one-stop model.

By offering counseling, jobsearch assistance and referrals to edu-cation and training services, thesecenters would provide access pointsfor underemployed and unemployedadults.

Enhancing The One-Stop ModelTo make the one-stop center

truly "one-stop," one of the employ-ability factors the center staff wouldassess would be the adult's educa-tional skills compared with thoseneeded for a desired job. Adultswithout a high school diplomashould be able to learn of the avail-able educational options during theone-stop visit.

When an adult enters a one-stop center, basic skill assessmentsand the Official GED Practice Testcould be included in the assessmentsgiven on site. The diagnostic test

portion of the External DiplomaProgram (EDP) would fit nicely intothe one-stop centers.

How the External DiplomaProgram Fits

Already a brokering model thatrefers adults to existing communityinstructional resources, EDP admin-isters a math, a reading, and a writ-ing basic skill diagnostic test as thefirst step in earning a diploma. EachEDP candidate also most have avocational skill, so career diagnosticinstruments are administered, too.When needed, referrals to trainingprograms are part of the EDP pro-cess.

Adults without a high

school diploma should be

able to learn of the

available educational

options during the

one-stop visit.

EDP provides each prospectivecandidate with a printed specific skilllearning recommendation thatdefines the areas in which she or hemust improve skills. Because EDPassesses competencies in a real-lifecontext, the instructional referralscan be family or workplace learningprograms as well as ABE centers.When the learning is completed, theadult returns to the assessment cen-ter for retesting on the specific com-petencies that she or he missed thefirst time.

Retesting offers an advantagebecause it keeps the adult studentengaged with the career center dur-ing training and learning, allowingthe counselor to track the client andto collect accurate pre- and post-testdata on successful learning experi-ences. Once the adult successfullycompleted the diagnostic phase, theone-stop center counselor could linkthe adult with a local EDP programor perform an EDP assessment iftrained to do so.

The high school level EDPassessment involves private appoint-ments similar to those used by theone-stop assessor. Therefore, withEDP training, the existing centerstaff could fit EDP assessments easilyinto their daily schedules.

Successful documentation anddemonstration of EDP's 65 compe-tencies and a vocational skill givesthe EDP graduate a traditional highschool diploma and increasedemployability.

The Education and Training LinkTwelve states currently offer the

EDP: Connecticut, District ofColumbia, Kentucky, Maryland,North Dakota, New York, Oregon,Rhode Island, Utah, Virginia,Wisconsin, and West Virginia.

The one-stop assessment centerconcept may be in place now at yourwork site program or through yourcommunity or technical collegedelivery system.

If you are involved in any ver-sion of a one-stop model in yourcommunity and want more informa-tion about linking EDP with yourcenter, contact the ExternalDiploma Program at (202) 939-9475.

Florence Harvey is Director and

Katherine Lowndes is AssistantDirector of the External DiplomaProgram.

Page 6 March/April 1995 GED Items

20

1@gOolIctOw® Upd1c7kg

House PassesLiteracy ProgramCuts

The House of Representativeshas passed approximately $17.5 bil-lion in budget cuts for the 1995 fis-cal year. The recission bill, whichmade it through the House onMarch 16, eliminates remaining1995 funding for workplace literacypartnerships ($18.7 million), state lit-eracy resource centers ($7.8 million),literacy programs for prisoners andhomeless Americans ($5.1 and $9.5million respectively), and library lit-eracy programs ($8 million).

A late-breaking floor amend-ment restored funding to theNational Institute for Literacy andTech-Prep programs, which hadseen all FY95 funding terminated inthe recission bill that left the HouseAppropriations Committee a weekearlier. Other literacy-related pro-grams such as JTPA, bilingual pro-grams and AmeriCorps face possiblepull-backs in promised funding aswell.

Part of a broad-reaching domes-tic spending cuts package puttogether in late February, the pro-posal now goes to the Senate before

reaching President Clinton's desk.Observers say that, given the chang-ing dynamics on Capitol Hill, it isunclear what the bill will look likein its final form. The Senate wasscheduled to mark up their versionof the recission bill during the weekof March 20.

Democrats Top EdSpending HonorRoll

The Committee for EducationFunding (CEF) released its honorroll of top congressional educationspenders for the 103rd Congress,which closed with the end of 1994.Senators who ranked most school-friendly in the Senate: Bumpers andPryor (AR), Boxer (CA), Dodd(CT), Harkin (IA), Mitchell (ME),Mikulski and Sarbanes (MD),Kennedy (MA), Levin and Riegle(MI), Wellstone (MN), Reid (NV),Moynihan (NY), Metzenbaum(OH), Pell (RI), Matthews (TN),Leahy (VT), Murray (WA), Byrdand Rockefeller (WV). All areDemocrats. Member groups of CEFinclude the American LibraryAssociation, the InternationalReading Association, America's

Public Television Stations, theAmerican Association ofCommunity Colleges, and theAmerican Council on Education.

For the complete CEFEducation Honor Roll, which alsolists House members, and a list ofCongressional voting records oneducation bills, [E] CEF, 505 CapitolCourt, NE, Suite 200, Washington,DC 20002 itir (202) 543-6300.

Contacting yourSenator orRepresenta§ive

Letters to members of Congressshould be addressed in thefollowing format:

The Honorable Steve SmithU.S. House of RepresentativesWashington, DC 20515

The Honorable Betty BrownUnited States SenateWashington, DC 20510

U.S. Capitol Switchboard(202) 224-3121

EffigRALUI [D, LNZIKII1Hig OVOTM aoR GEZ2MY POONICIFn7,2 VoK _D(DgielE0 gCDT sg007 oug07311UN

"Invaluable in preparing our students forthe GED... We have been averaging

2.2 grade level gain compared to 0.7without Solutions."

- Gloria Myers,CAI Correctional Instructor, Cross City, FL

"The content, reading level, and topicswere just right for our needs... In my

thirteen years of training adults, I havenever found materials that interested and

involved the students so completely."

- Ray Hoffman, Urban League ofGreater Hartford, CT

"EA software is assisting us inaccomplishing our goals at a third of

the cost... We highly recommendyour company and its products to

our fellow educators!"- Linda De Silvey, Project: Adult Learning

Tehama Cty Dept. of Education, CA

S e e f o r Y o u r s e l f. . . The A n s w e r i s OD@ 0

-0M 07 0© 05k

The Proven, Customizable, Integrated Learning Systemthat brings RESULTS!

EDUCATIONAL ACTIVITIES, INC.Dept. GED, Box 392, Freeport, NY 11520, or call 800-645-3739 (FAX 516-623-9282)

GED Items 21 March/April 1995. Page 7

The Lure of Easy MoneyA Tennessee teacher inspires her ABE class to think, write,and cooperate...with resources from the local newsstand

by Kay Ann Sparks-Smith

f you agree that adult learnersbenefit from a reading class basedupon the language experience

approach, then I have a set of lessonplans worth the investment!

With a minimum of resources,the adult basic education instructorcan offer students a new way to usetheir reading, writing and communi-cation skills while working withtheir peers. The payoff will beincreased skills and, maybe, a fewbucks to boot!

The HookDo you have bright ideas? Do

you do something that makes lifeeasier for you? Would you be willingto share these ideas with thousandsof others if someone paid you twen-ty-five dollars to do it?

Several magazines will pay fornifty ideas, neighborly projects, par-enting tips, organizing hints, etcetera. I sometimes send in my ownideas to various magazines and I'vereaped several small checks in themail.

I decided that my studentswould get just as excited about thepossibility of a check in the mail. Ibegan to think of the many waysthat the lure of easy money wouldpay off toward individual studentgoals in the areas of reading, writing,expression, thinking skills, and evenmath! This was truly an enticingproject!

As I had hoped, once I intro-duced the idea, my students wereanxious to run the 32 cent risk andshare their ideas with the populace.

We really had fun with this projectand we continue to set aside a groupwriting time whenever a studentannounces, "I thought of an idea."

The following is a step-by-stepdescription of how I carried out thisproject with my Level I ABE stu-dents.

The Set UpIntroducing the project was easy.

I asked my students approximatelytwo weeks in advance of the finallesson to think of the small thingsthey do every day, but that they doin some unique or different way. Didthey have a cooking tip or a cleaninghint? A way of doing something thatmade life easier?

I didn't tell them why I broughtpages torn from magazines into class.The pages were from magazines thatoffered to pay for ideas and hints. Iselected ideas that matched differentstudents' reading and vocabulary orinterests. Then I circled with redmarker a tip that had been sent inand published.

Each student was asked to readaloud the article circled. For exam-ple, one student, a constructionworker, read a hint about wettingthe tip of a nail before pounding itinto a dry wall. When he comment-ed, "Duh," I asked him to read theother box that I had circled at thebottom of the page. There he dis-covered that the author of the hinthad literally "hit the nail on thehead" with a one hundred dollarpayment from Family Circle® maga-zine!

Around the room we went. Mystudents read tip after tip from ordi-nary people who were sharing theirideas and were reaping the payoff.We read from Women's World®,Family Circle®, Healthy Kids®,Family Funo, and several other mag-azines.

Once you begin looking forthese columns in magazines, youwill find many examples. You'll findgood results if you check outwomen's, parenting, cooking, sport-ing and other specialty magazines.Most require a two or three sentencedescription of the hint. A boxincluded somewhere on the pagewill give the details of how to sendin the hint.

Next we made a list, on a largesheet of paper, of each of the maga-zines that offered to pay for ourhints. We listed the price paid and abrief description of what sort ofhints the editors seemed to like.

At this point, I felt strongly thatwe needed to discuss the possibilityof rejection. I asked my students if itwere a sure bet that they would getpublished and paid. I did not wantthem to think this was money in thebank. Collectively we agreed that allthat was at risk was a stamp or evenjust a postcard.

I began to think of the many

ways that the lure of easy

money would pay off toward

individual student goals in the

areas of reading, writing,

expression, thinking skills, and

even math! This was truly an

enticing project!

The PlanMany students were eager to

share their ideas. Each member of

Page 8 March/April 199522 GED Items

the class got an opportunity todescribe his or her great idea. Someof the ideas were wonderful!

I selected ideas that matched

different students' reading and

vocabulary or interests. Then I

circled with red marker a tip

that had been sent in and

published.

In describing them, we brokethe ideas down into two parts. InPart One we stated the problem. InPart Two we laid out the solution.

As a class we selected an idea totarget first. One creative motherfound a way to make her little girl'stights last longer by painting runswith like-color nail polish. This ideaseemed to easily fit into our two-part pattern.

On the board I wrote: "Part 1:Problem" and "Part 2: Solution."

Together we filled in the blanks:"My little girl's tights seem to run assoon as she puts them on." "I makethem last longer by painting the runbefore it gets too big with nail polishthat matches the tights in color.Using the matching color nail polishreally covers up the run!"

The class helped to refine thewording, spelling, grammar andpunctuation of the letter. The simplestatement formula soon had every-body buzzing with ideas.

The Send-OffWe had the most fun selecting

the magazine that would receive ourtip. As we consulted the long listwe'd compiled of all our possiblerecipients, a lengthy debate began todevelop. Most men in the classbelieved the tip should go to thehighest-paying magazine. Thewomen, on the whole, thought thetip need to match the market. In theend, the women won the argumentand we voted to send the tip I've

described above to a women's maga-zine that pays twenty-five dollars foreach idea published.

Once that was decided, we readthat the tip needed to be sent in on apostcard. This was great because wehad just completed a lesson usingpostcards to write to a state fortourist information.

Each student whose idea hadbeen selected to send to a magazinecopied the idea from the board,included his or her address and otherinformation as requested by themagazine, addressed the card andsent it off.

We had the most fun selecting

the magazine that would

receive our tip. As we consulted

the long list we'd compiled of

all our possible recipients, a

lengthy debate began to

develop.

The StingWe are still waiting to see

which ideas have been accepted. It isexciting to have something to expectfrom the letter carrier. And wouldn'tit be reinforcing if the lesson paid offin more ways than one! In themeantime, however, we've alllearned about the power of prob-lem-solving ideas, words, teamwork,and the other ways writing can payoff. Best of all, everyone has agreed,if we get any money, we'll order uppizzas for the class!

Kay Ann Sparks-Smith is anAdult Basic Education instructorliving in Kingsport, TN

ABE, ESL

Students Enjoy

Simple Poetry

TechniqueKathy Yearick, an adult educa-

tor in Wilmington, Delaware reportsthat she has found fun and successwith a "system" for poetry writing.The idea, she says, is "simple andstresses basic English skills" and shefinds it effective for ABE and ESLclasses.

Kathy asked her students towrite a poem by following a formu-la: Line 1 had to be a noun; Line 2,two adjectives; Line 3, three verbforms; Line 4, two short statements,questions, etc. Below is a sample ofher students' work:

BirthdayBigger, olderGrowing, changing, thinkingWrinkles are coming. Sad!

Weiling Deng, China

MoonDark, amazingChanging, thinking, remindingFull moon makes me think.Family far away.

Tie Fang, Japan

Portions of this story werereprinted with permission from

Synergy, Delaware's adulteducation community newsletter

(Winter 1995).

Submit to Items!Do you have an idea or lesson to share? GEDItems

wants to print articles written by you, our readers!For more about how to submit your article, refer to page

13, column 3!

GED Items23

March/April 1995 Page 9

Test Security Depends on Awareness and Continuing TrainingThe answers to these questionsmay seem elementary toyou. In fact, we hope that

they do! Test security is perhaps themost vital factor Examiners can con-trol in maintaining the GED Tests asa "measure of excellence." We cancreate the finest measurement ofhigh school-level ability, but itmeans nothing if the answers to thequestions are widely available.

Each year when you receiveyour order, serial-numbered batter-ies and keys are issued to your centeralone. These materials are checkedback in by serial number at the endof the contract year.

By following inventory proce-dures, you will gain a sense of con-trol over the test materials. Forinstance, suppose that the inventoryprior to a test session indicated noirregularities but in the inventoryimmediately after the session, youfind a page missing from a test book-let. The procedure has just made itpossible for you to track the sourceof the compromise immediately.

Maintaining a test log (seeAppendix 15a of the 1993 Examiner'sManual) will give you a record ofwhich examinees have used which

Can you answer the following questions without consulting yourExaminer's Manual?

1. Secure test materials must be inventorieda. immediately upon arrival from GEDTSb. before and after each testing sessionc. every monthd. a, b, and ce. a and b

2. Which of these statements is correct?a. Test forms are rotated yearly.b. One testing center may loan secure materials to another center.c. Testing centers may destroy damaged test booklets.d. Examiners and proctors may copy test booklets.e. None of the above

3. A test is considered compromised ifa. a package containing test booklets is lost or tampered withb. a package containing answer keys is opened in the mail roomc. a page or pages are lost from a bookletd. a test battery is not accounted for at the end of the contract yeare. all of the above

(Correct answers at end of story)

booklet and when. Also rememberthat checking for missing pages byusing the fan method is well worththe extra time it takes. Fan out thepages of the booklet and look forthe black blocks along the outsidemarginsa missing block indicates amissing page.

A variety of materials are avail-able from the GED FulfillmentService to provide guidance on test-ing center operations. The mostrecent video, "The GED Examiner:Test Security Depends On You"

continued on page 14

SIMPLE... FAST... EFFICIENT...ACCURATE

PUPIL ACCOUNTING SOFTWARESPECIFICALLY FOR YOUR IBM OR COMPATIBLE PC

EASY TO USE2 GEDREC - Version 2.1 Examinee Record Keeping & Reporting System for GED Test Centers

A simple to use menu driven program that stores the necessary examinee demographics. test results. State and Provincial mini-mum scores, a table of raw and standard scores for all versions of the tests. GEDREC compiles and prints a wide range of re-ports including the annual GEDTS "Official Report of Test Results" and the "Official Report of GED Test Results and Applicationfor Certificate of High School Equivalency.

2 STUREC Adult Education Record Keeping & Reporting ABE (GED) Version2 STUREC - Adult Education Record Keeping & Reporting High School Completion Version

These programs are menu-driven for ease of use. They will store the necessary demographics and other student data to providea wide range of reports for efficient program management, plus Federal and State reporting. Single user and network versionsare available for all programs - demo disks and complete user manuals are available for all programs at $35.00 per program.

(MicroData640 Romence Road, Suite 212, Portage, PdI 49002

SYSTEMS, Ltd. ) Voice: (616) 927 - 1505 Fax: (616) 327 - 8266

Page 10 March/April 199524 GED Items

continued from page 3

right answers" (p.6). The secret tothe Internet's rapid ascent is this: byconnecting networks worldwide, itprovides access to databases, libraries,interpersonal resources, and othermaterials that can provide the rightanswers.

This article was excerpted from the

ERIC /ACNE Practitioner Fileseries. For information aboutERIC/ACVE and its resources,I: ericacve@magnus.acs.ohio-

state.edu or write ERIC /ACNE,1900 Kenny Road, Columbus,OH 43210-1090.

Related story on page 16

Legend

mailing address

telephone number

internet address

Sources

Eisenberg, M.B., and Ely, D.P. "Plugging into the 'Net." ERICReview 2, no 3 (Winter 1993): 2-10.

Gates, R. "The Culture of Net Navigation." Electronic Library 11, nos.4-5 (August-October 1993): 335-345 (EJ 471 089).

Germain, J.M. "ERIC Goes Internet." Online Access (January-February1994): 50-61.

Giguere, M. "The Internet: A Selective Annotated Bibliography ofPrint Materials." Education Libraries 17, no. 2 (Summer 1993): 13-20(EJ 469 142).

Harris, J. "Networked Information Location Tools: Gophers, Veronica,Archie, and Jughead." Computing Teacher 21, no 1 (August-September1993): 16-19 (EJ 469 255).

Krol, E. The Whole Internet: User's Guide and Catalog, 2d ed. Sebastopol,CA: O'Reilly & Associates, Inc., 1994.

LaQuey, T. Internet Companion Plus. Reading, MA: Addison-Wesley,1993.

Levine, J.R., and Baroudi, C. The Internet for Dummies. San Mateo, CA:IDG Books, 1993.

Related story on page 16

`lt2 a Elia& ©Q ggOED Man '12ECF

Convince every student that he or she can pass the GED MathematicsTest with The GED Institute's two VCR introductory tapes:

Start-up Tape 1: The Fastest Way to Prepare for the GEDMath Test

Start-up Tape 2: The Calculator You Can Use on the GEDMath Test

Featuring 22-year veteran GEDinstructor Chuck Herring, these tapes reduce students' fear by teaching anoverall preparation strategy, showing students how to reason through basictypes of problems, and explaining numerical relationships in a lively, memorableway. The tapes are the first of twelve 30-minute tapes that will help speed your studentsthrough the math test before they get discouraged.

Buyers are licensed to reproduce 10 copies of each tape per year. The two start-up tapes are $150.00plus $10.00 shipping and handling. Washington State residents add 8.2% sales tax. If not satisfied, return thetapes within 30 days and we'll cancel your invoice.

Ouderr NowilThe GED Institute, 5062 117th Avenue SE, Bellevue, WA 98006Phone (206) 643 -9630, FAX (206) 747-6948 Federal ID: 91-0996819

GED Items

25March/April 1995 Page 11

We're working to improve GEDItemsl Help us to give you more of what you want byresponding to the following survey.

Please rate the the following on a scale of 1 to 5, where 5 is "Excellent" and 1 represents "NeedsImprovement"

Excellent Fair NeedsImprovement

Overall appearance 5 4 3 2 1

Readability 5 4 3 2 1

Overall content 5 4 3 2 1

Please rate the regular feature sections on their usefulness to you, where 5 represents "Very Useful" and 1represents "Not Useful". Please mark 3 if you find the column somewhat useful or if you find itinteresting, but not directly useful to you in your work.

VeryUseful

Somewhat Useful/Interesting

NotUseful

From the Director 5 4 3 2 1

Teaching Tips 5 4 3 2 1

External Diploma Program Update 5 4 3 2 1

GED Graduate Story 5 4 3 2 1

For GED Examiners 5 4 3 2 1

News and Notes 5 4 3 2 1

Legislative Update 5 4 3 2 1

How important is it to you to hear news about the GED program in the following contexts?

VeryImportant

SomewhatImportant

NotImportant

Research 5 4 3 2 1

Technology 5 4 3 2 1

Teaching 5 4 3 2 1

Policies 5 4 3 2 1

Staff Development 5 4 3 2 1

Disabilities 5 4 3 2 1

Specific Learning Disabilities 5 4 3 2 1

Professional Issues 5 4 3 2 1

Test Development 5 4 3 2 1

Employers 5 4 3 2 1

GEDTS Operations 5 4 3 2 1

Please provide any additional comments:

Are you (please mark):

Return to:

0 a Teacher 0 Testing Staff 0 a Program Administrator 0 Other

Lisa RichardsEditor, GEDItems

GED Testing ServiceOne Dupont Circle, NW

Washington, DC 20036-1163

Page 12 March/April 1995

26GED Items

COABE Slated for JuneThe Arkansas Association for

Public Continuing and AdultEducation hosts the Commission onAdult Basic Education 1995National Conference June 6-9, 1995in Little Rock.

Offerings will include pre-con-ference institutes and approximately200 concurrent sessions on varioustopics of interest to professionals andvolunteers involved in public, pri-vate, college, business and industry,and basic skills instruction for adults.Si 1995 COABE ConferenceOffice, 1504 Caldwell, Conway, AR73032 Tr (501) 336-9930

Philly Technology ConferenceMeets in August

The annual Adult LiteracyTechnology Conference will be heldAugust 4 & 5 in Philadelphia. Thetheme of the conference this year is"Alternatives for Literacy:Technology for Today &Tomorrow." Co-sponsored by theNational Center for Adult Literacy,Drexel University's Office ofComputing Service, and thePhiladelphia Mayor's Commissionon Literacy, the conference will fea-ture multiple strands, from basichow-tos to sophisticated technologysolutions, to help attendees learnabout what is possible, what is prac-tical, what others are doing.

For more information contactTom Andrzejewski or Chris Hopey

NCAL, University ofPennsylvania, 3910 Chestnut StreetPhiladelphia, PA 19104-3111. Tr(215) 898-2100 fax (215) 898-9804

andrzejewski orhopey@literacy.upenn.edu

Legend

Si mailing address

telephone number

I: internet address

'96 Laubach Conference Comesto Portland, OR

The Laubach Literacy Action1996 Biennial Conference will beheld June 13-16, 1996 in Portland,Oregon. The Pre-conference datesare June 12-13. S Janet Hiemstra,Director of Conferences, LaubachLiteracy Action, 13210 JamesvilleAvenue, Box 131, Syracuse, NY1321 13. (315) 422-9121 Ext. 283.

Popcorn Magnate BacksLifelong Learning

The makers of OrvilleRedenbacher popcorn are offering$1,000 scholarships again this year to25 students aged 30 and over whowish to pursue a college education.

The Second Start ScholarshipProgram is especially intended foradults "who are making dramatic`second starts' in their lives."

More than 10,000 peopleapplied for scholarships in 1994.Applications will be accepted fromMarch 1 to May 1 for scholarshipsfor the 1995-96 academic year.

Applicants must submit a 500 -word essay, demonstrate financialneed, and enroll in full- or part-timestudies leading to an associate, bach-elor's or advanced degree. S Self-addressed stamped envelope toOrville Redenbacher's Second StartScholarship Program, P.O. Box39101, Chicago, IL 60639.

Volunteer Network FightsCensorship

The Intellectual FreedomAction Network (IFAN) works tofight censorship through volunteerswho attend school and library boardmeetings, write letters to newspapereditors, and organize resistance tocensorship on a local level.

For membership and activityinformation Donna Reidy,Office for Intellectual Freedom(312) 280-4221

Submit to Items!GED/tems wants to print articles

written by you, our readers! Storiesabout people who have earned theirGED diploma are welcomeas areresearch studies, teaching tips, storiesabout workplace preparation pro-grams, and other GED-relatedissues. We will make every effort tofeature appropriate articles con-tributed from the field wheneverspice permits.

Articles should be approximately700 words (2-3 pages of typed, dou-ble-spaced copy) and accompaniedby a clear photograph or diagrams.Items requires written permissionfrom the author(s) and from the sub-ject(s) of the article or photo priorto publication.

Send your article to LisaRichards, Editor, GEDItems, El OneDupont Circle, Suite 250,Washington, DC 20036-1163tir (202) 939-9490

Mel LARGE PRINT

GED Prep MaterialsThe Key To Success

For The Visually ImpairedAdult Student

Every program can now have aLARGE PRINT set of GED Study/Practice/Exercise or ComprehensiveReview Books.

LRS (Library Reproduction Service)provides LARGE PRINT versions ofall GED preparatory materials.

Each LRS large print reproduction isan exact copy of the regular edition,with the print from 2 to 4 times theoriginal size. The patented LRS"Full-View" format keeps the typelarge, yet the book size small foroptimal ease of use. Page numbers,paragraph layouts and graphics re-main unchanged to facilitate instruc-tion and learning.

Each LRS large print reproductionis custom made in cooperation withthe publisher. These reproductionscan be made from titles selectedfrom the LRS catalog, or from yourown program's materials.

For a list of available Large PrintGED materials, or for further informa-tion, call LRS toll-free

1-800-255-5002

GED Items March/April 1995 Page 13

27

continued from page 10

comes with a set of inservice activi-ties Examiners can use to train newstaff or as part of a refresher course.The inservice activities are free ofcharge when ordered separately. Inaddition, Section 10 of the 1993GED Examiner's Manual containsquizzes and other awareness-buildingactivities.

For more information, consultSections 4.3-3 - 4.3-7 and 10 ofthe 1993 GED Examiner'sManual.

Correct answers:

1. (d), 2. (a), 3. (e).

continued from page 5

Record Exam (GRE) on computer,there can be security risks to deliver-ing the tests on computer. "As wework to develop the next generationof tests," says Sireci, "these will beissues to explore."

It's unlikely that a computer edi-tion of the tests will completelyreplace the printed tests within fiveyears. However, examinees who usecomputers at work or home, or inthe adult learning experience maybe the candidates most comfortablewith such a test format.

A Mouse's Life for MeThe rapidly expanding use of

information exchange tools such asthe Internet and other computer-

based resources portend extensivechanges in the ways we communi-cate as well as in how we learn.

Imagine getting a detailedanswer within the day instead ofwaiting for a letter to arrive, or pass-ing on a spur-of-the-moment ideato a colleague in another time zone.

Information of all sortsfromthe trivial to the profoundis avail-able by computer. Such resourcescan provide support and stimulationto teachers, to learners, and to theirchildren. Want to know what madeLetterman's Top Ten List last night?No need to stay awake or set theVCR. It's available on computer.

And so is Stephen Hawking'smost recent paper on the nature ofthe universe.

Boost Visibility with GED Public Service Announcements (PSAs)PSAs are an excellent way to spread the word about the GED testing program and,the GED Hotline telephone service.The following radio and televiSion PSA tapes are available:

3/4 inch form* PSA videotape,fe,:ituring: Cosby,,president Clinton , Sen. Ben Nighthorse Campbell,. and

W,aylon Jennings. ($30.00) (item no.,,251011), ,VHS, format PSA, videotape featuring: Bill Cosby, President Clinton, Sen. Ben, Nighthorse Campbell, and WaylonJennings. ($20.00) (item no. 251008)

O : ,Audio tape featuring :Anne Murray, ,Sen:, Ben Nighthorse Campbell; Waylon Jennings; Bill Cosby', and Vikki 'Carr.'

,($5.00) (item no: 251009)," '" '''"'

'Audio tape featuring: Waylon Jennings,' Bill 'Cosby,' and Vikki Carr. ($5.00) (iiea nO. 25101'0)

Ship to:

Name, Title

Institution,

Address'

City, State Province, ZIP orPostal Cocje

Daytime Telephone ,,,,

Enclosed is my , ,,11 check 0 money order ' 0 'purchase order noPlease charge'my Visa or Mastercard

Name on Card Signature:

Shipping and handling (U.S. and Canada)-7-frer up to $4.00; $2.50 on orders of $5.00 to' $9.99; $4.00 on orders totalling $10.00 to$19.99, $5.00 mall orders of $20.00 and more.

To order, call (301) 604-9073, FAX (301) 604-0158, or write:

The GED Testing Fulfillment ServicePO Box 261

Annapolis Junction, MD 20701

Page 14 March/April 199528

GED Items

Introducing the GED Preparation System from South-Western

With South-Western's

GED Preparation System,

you'll find significant

differences that make it better

for you and your students.

As you'd expect, there's a

preparation book for each of

the five GED Tests: Writing

Skills, Social Studies, Science,

Interpreting Literature and the

Arts, and Mathematics.

Building on this solid

foundation, we added these

features to make our program

differentand better.

Altmakes it different,

makes it better.

Four distinctive sections

make each book more

flexible for individual study

and classroom situations.

r.

ttt

Make a connectionwith your students'worlds with"Connections aunique section of fidl-color, high-interestactivities that linklessons to real-lifethemes such as nature,

emPloYmem, familylife, and technology.

Unique full-color

"Connections" section in

each book helps your students

discover the links between

lessons and their lives.

Pull-down menus and

comprehensive graphic

reports put the student in

control and teach real -

world software skills.

SCIENCE

software offersthe mostinteractive,motivating

aPPmachto GEDpreparationavailable.

South-Western'ssoftware is availableas a set or separatelyfor each of the fiveGED test areas.

Opportunities for group

learning activities throughout

promote communication

and skill mastery.

'Or g

Unique GED materials integrate the demands of theGED Tests with learners' real-life skill needs.

3,1

ThEMA riC. .5

11111,..f

Together, these features

make South-Western's GED

Preparation System different

and better. And that can

make a world of difference for

your students.

76 onier the GED

ffepamtion System, call

1- 800 824 -5179

SOUTH-WESTERN

GED

GED Items 29 March/April 1995 Page 15

Address Unknown: Don't Let it Happen to You!just like regiilar addresses, e-mailaddresses are made up of a corn-bination of elements that direct

the message to the correct personand place. In a regular address, if youmake a mistake or omit an element(such as the zip code), your mail isstill likely to arrive at its destination.In e-mail addresses, however, thecomputer will not forward a messageunless it is addressed exactly accord-ing to the address elements. For thisreason, you must be very careful to

make no errors when using or giv-ing out e-mail addresses.

11 parts of the address are sep-arated by a period. There areno spaces. If a space is need-

ed the underline (J is used. Someaddresses are upper/lower case sensi-tive but others are not. When indoubt, type the address exactly as itwas given to you or try using allupper or lower case letters ratherthan mixing them. If your message is

undeliverable as addressed, generallyyour network machine will tell youand you can check to see if youentered it correctly.

This article was excerpted from theERIC/ACVE Practitioner Fileseries. For information aboutERIC/ACVE and its resources,

ericacve@magnus.acs.ohio-

state.edu or [E3 ERIC/ACVE,1900 Kenny Road, Columbus,OH 43210-1090.

le.

ericacve@magnus.acsohio-state.edu is the e-mail address for the ERIC Clearinghouse on Adult,Career, and Vocational Education.

ericacve

rnagnus.acsohio-stateedu

the pers9n or organizadon Ole message is going toseparates the person /organization' from the placethe machine or network to which the message is goingthe institution the place for deliverytype of institution (common ones re edu for education, gov for govern-ment, and corn for commercial businesses)

ILCS '0N 3!1-tuclDu 'uolgunisepA

GPMa2elsoci sn

U0prz[ur2a0 3goiduoN

ciaaiNvivno aovisod NI111-1,111aaisanbm NOLLDUIDIOD SSMUCIV

011-9£002 DO NOIONIHSVA1OSZ 3.L111S tk1N a-m no LNOdfQ allo

Nolivonaa NO lIONflOD NvDniawvammias omusai. INaWdOT3A31:1 ainsiouvonaa TEr2i3N39

30

stuagial9

GEDlimg more than 24,000 readers

VOLUME 12, NUMBER 3 AMERICAN COUNCIL ON EDUCATION MAY /JUNE 1995

GED Grad is Navy's Top ManAdmiral Mike Boorda willaccept GEDTS' Award ofSpecial Recognition at the1995 annual GEDAdministrators' Conferencein Washington, DC.

0 ften called the "Sailor'sAdmiral," Admiral MikeBoorda is the first enlisted

person to earn the Navy's top lead-ership position. In April 1994, hewas named Chief of NavalOperations (CNO). As CNO, he isa member of the Joint Chiefs ofStaff and responsible for 479,000active-duty sailors and another half amillion reservists.

At a time when debate over roleand budget seems to be the onlyconsistent feature of the Departmentof Defense, Admiral Boorda hasbeen lauded as an innovative,dynamic leader who has the skillsand vision to chart the Navy'scourse into the next century.

"People who get

nontraditional starts are not

good or bad; they just need a

chance to get on the track to

success."

Adm. Mike Boorda

Born in South Bend, Indiana,Admiral Boorda grew up 50 milesoutside Chicago. Like many otherGED graduates, Mike Boorda didwell in school. He participated in

Admiral Mike Boorda, Chief of Naval Operations (center), talks with crew members of theUSS Kalamazoo while visiting Norfolk, Va., in May 199,1.

football, baseball, and track. Whenfootball season ended in the fall ofhis junior year, he left. He was 16."I needed to get a job," he says. "SoI did."

About a week later, he enlistedin the Navy. It was in the monthsfollowing boot camp that AdmiralBoorda started brushing up for theGED Tests. He earned his GEDDiploma in the year following hisenlistment. After rising to pettyofficer first class, Admiral Boordaapplied to become a commissionedofficer under the IntegrationProgram, which was later discontin-ued. He earned his commission in1962 and began serving in a series ofincreasingly important positions in

surface warfare as well as personneland training. He subsequentlyattended the U.S. Naval War Collegeand earned a B.A. from theUniversity of Rhode Island in 1971.

In November 1991, AdmiralBoorda received his fourth star and

continued on page 2

nEDP Update

F,roin. the Director

GED Examiners .

Nevis and Notes 8

Teaching Tips 6

THE NEWSLETTER OF THE GED TESTING SERVICE

31

Responding to Crises in an Uncertain Worldby Jean Lowe

Last week when I was involvedin an automobile accident, Iwas reminded about the

fragility of life and the uncertaintiesthat we mostly ignore in our day-to-day planning. Right now in theUnited States, we are facing a slewof uncertainties with the changes ineducation policy and funding pro-posed by the new Congress.

On our short list, we're con-cerned about the amount of adulteducation money, how the moneywill be channeled to the states,restrictions on the use of funds, andeven whether adult education fundsalready appropriated will be rescind-ed are among the issues we face.Programs through the Departmentsof Labor and Health and HumanServices are facing similar uncertain-

tY.

What does this mean for us asadult educators? It means that onceagain we have to react quickly to

GED Items is published bimonthlyby the GED TeStirigService of theAmerican Council on,Education(ACE). GED Items is notcopyrighted.' ReaderS 'ar6copy any articles, not previouslycopyrighted. Credit should begiven in accordance with acceptedpublishing standards.

Editor. Lisa RichardsEditorial Assistant: Rachel HerfEditorial Consultants: Susan PorterRobinson, Steve SattlerAdvertising Manager. Lisa RichardsCirculation Manager. Debra LouallenCirculation Assistant: Zenitta Jones

Franklyn G. Jenifer, ACE'BoardChair, University of Texas atDallasRobert H. Atwell, President, ACEJean H. Lowe, Director, GEDTesting Service

save the programs we work andbelieve in.

It means that now more thanever, we have to be sure that ourCongressional representatives reallyknow and understand adult educa-tion and GED programs.

What does this mean for us as

adult educators? It means that

once again we have to react

quickly to save the programs

we work and believe in.

They need to meet some adulteducation students to put faces onthe stories and statistics.They need to understand the pro-found impact of these programsnot only on the individual but onthe entire family.They need to know there is atremendous cry for instructionfrom adults who do not have theacademic or employability skillsrequired for self-sustainingemployment.And finally, they need to knowthat people who complete ourprograms and graduate have doorsopened to them that were previ-ously closed.

There is a saying that "all poli-tics is local." This means that YOUmust inform your senators and rep-resentatives as well as your state-levelrepresentatives about the value of thework YOU do. I know it's been ayear of these alerts and in every case,you have responded magnificently.What I don't know is how longwe'll have to continue defending ouroutstanding contributions to thefoundations of our society. Life isindeed uncertain, but our mission isnot.

Navy's Top Man from page 1

subsequently became Commanderin Chief, Allied Forces SouthernEurope and Commander in Chief,U.S. Naval Forces, Europe. As theAllied boss, Admiral Boorda com-manded all NATO troops enforcingUnited Nations sanctions against thewarring factions in what had beenYugoslavia.

While serving as Commanderin Chief, Admiral Boorda also tookcharge of humanitarian relief mis-sions to Bosnia-Herzegovina andwas responsible for troops workingunder the United Nations in theBalkans.

After taking charge of the Navyin 1994, one of Admiral Boorda'sfirst moves as CNO was to reinstatethe program by which enlisted peo-ple could become commissionedofficers.

"I did it within the hour. I hadit planned," he says. "People whoget nontraditional starts are notgood or bad; they just need a chanceto get on the track to success."

Additional changes AdmiralBoorda has instituted that will affectsailors include revamping the perfor-mance evaluation system, reworkingthe way battle groups and squadronscoordinate activities at sea and inport, ensuring that sailors get thetime at home they're entitled to, andupgrading living quarters.

The GED Testing Service isproud to recognize Admiral Boordanot only for his management style,which is transforming the lives ofNavy men and women, but for hispersonal involvement with the com-munities where he has been sta-tioned. His story illustrates that abil-ity, hard work, and caring for otherpeople are still the tools with whichone builds a successful and reward-ing life.

Admiral Boorda will accept hisaward at the GEDAdministrators' Conference,Thursday, July 13.

Page 2 May/June 199532

GED Items

GED Testing Center in Texas Hills Stretches Serviceby Margie Kovar

Ef the student can't come to thetest, take the test to the student.That's the philosophy for Blinn

College's GED Testing Center inBryan, Texas, and it's one that hasshown an increase in the number ofstudents taking the tests, says DwightNittsche, Blinn College's ChiefExaminer.

Blinn's main testing site is at thecollege's Occupational EducationCenter, with many adults whohaven't finished high school trekkingfrom other towns located nearAustin and San Antonio.

"The students are more

comfortable in familiar

surroundings. They're more

relaxed."The use of Blinn's testing ser-

vices has more than tripled sinceNittsche expanded testing sites,made registration more convenient,and scheduled weekend testingappointments. Additional testing

sites were established by contractaddendum at Bryan IndependentSchool District's Carver AdultLearning Center and at the localfederal prison camp. The number ofadults taking the tests has increasedfrom 20 examinees to as many as 85each month.

Besides spreading testing oppor-tunities out into the community,Nittsche says he thinks making iteasier to register has been a factor,too. "Before, a student had to cometo the Occupational EducationCenter here on campus and registerin person. That was a drawback fora lot of people who had to rely onpublic transportation to get here.For someone coming from theCarver School area, that meant athree hour trip." He not onlytrained staff at the Carver School toregister candidates, but also in threeother nearby school districts. Theregistration forms now come in themail as well as by hand.

"The on-site testing here atCarver has made a difference in the

number of students," says MikeRoth, director of the Carver AdultLearning Center. "We've seen bet-ter results as well. The students aremore comfortable in familiar sur-roundings. They're more relaxed."

At the University of Texas inAustin's GED Scoring Center,Molly Hocking says tailoring theprogram to meet examinees' needshas meant success. "Dwight hasseen the importance of going outinto the community, discovering theneeds and serving those needs," saysHocking, who is the scoring site'sDirector and Chief Reader. "Hehas a very gregarious personality andwhat he's done seems to be what thecommunity needed."

For information on developingan outreach strategy for your testingcenter and community, refer toSection 11 of the GED Examiner'sManual.

Margie Kovar is the Director ofPublic Information at BlinnCollege in Brenham, Texas.

Bib

NO KID STUFF. NO KIDDING.TUTORSYSTEMS® Software

STATT mdeithrers Functional Skillsfor Adult LearnersFAST!

Affordable Effective GuaranteedCall 1-800-545-7766 for your FREE BLS Catalog Bu 5153 WEST WOODMILL DR.

WILMINGTON, DE 191108

GED Items 33May/June 1995. Page 3

O 0 0 0 000000000000000000000

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Omwcg utug, Offiwg

CDE) gq ]g=\VgarIngDm)]

u1 0) amc]save up to 33 percent on thePre-GED 2000/GED-2000Software Combination Pack!

Steck-Vaughn's automated GED preparatory programs

Pre-GED 2000 and GED-2000 save you time teaching and

managing your GED program. Now they can save you

money, too.

Pre-GED learners and GED candidates can get the

one-on-one attention, self-paced instruction andpractice, and comprehensive test experience that

makes these preparatory programs so popular. Andbecause instruction,

scoring, management, monitoring, and reporting tasks are automated,you can spend your time where it's needed most

with your learners.

Order the Pre-GED 2000 /GED -2000 Software Combination

Pack today. Offer good through August 3 1, 1995.

0

000

0000000000000000

0000

Pre-GED 2000 (reading levels 5-8)

Complete book series available, toolSteck-Vaughn offers a comprehensivecollection of book series to complementPre-GED and GED studies. See your

current Steck-Vaughn catalog, or call1-800-531-5015 for more information.

O ORIDIM 1 g[1,11, PME

0o VActo

o STECKNFili0

O C O M P A N Y0ELEMENTARY SECONDARY ADULT LIBRARY0

O P.O. BOX 26015Austin, 1X 78755

O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

00000000000000000000000000000000000000000000000000000000

0 0

GED-2000(reading levels 8-12)

0 0 0 0 0 0 0 0 0 0 0 0 0 0

..,

0 0

o000o0000000

0 0

Page 4 May/June 1995 GED Items

34

Delivering the EDP as a Contracted Serviceby Katherine Lowndes

The American Council onEducation's ExternalDiploma Program (EDP)

encourages local sites to partner withbusiness and industry, unions, familyliteracy providers, one-stop careercenters, and employment trainingproviders to increase the local-leveloutreach by delivering EDP at theworksite. This outreach gives themost age-appropriate adults access tothis opportunity and can help toprovide a more solid funding basefor local sites.

Currently, many EDP sitesobtain start-up funding for trainingassessors through AEA 353 grants(federal moneys), seek continuationfunding through AEA 321 adult sec-ondary reimbursement, and dependon other specific state and local sup-port.

Some, especially the newer EDPsites, use a full-cost recovery model,charging tuition directly to the clientand using a foundation to allow localbusiness and community groups likethe Rotary to provide scholarships.Increasingly, such sites are bringingEDP directly to the workplace in acontracted service model.

In the EDP, a client begins theprogram in the diagnostic phase. Her(or his) basic skills in reading, math,and writing are assessed, and theindividualized skill for which theadult wants to receive credit is deter-mined (i.e., current job, training,and special skills such as woodcarv-ing). This phase can be delivered atthe worksite during a set time slot(e.g., two advisors evaluate all thepossible applicants for 8 weeks everyWednesday).

After receiving a specific skillprescription from this diagnosis, theEDP applicant brushes up on her

skills during her own time, usingwhatever instructional services areavailable at the worksite or in thecommunity. At this point, manyagencies sponsoring EDP can designand contract with the partner todeliver an instructional program thatteaches the basic skills identified byEDP in a context appropriate to theworksite.

The contracted service option

extends EDP opportunities to

the undereducated

adult... [and] creates

collaboratives for delivery of

service through sharing of both

costs and clientele.

Although the instruction cannotbe delivered by EDP assessors (whoare not permitted to teach), a localworkplace literacy provider can pro-vide the curriculum and the teach-ers. Thus, the adult continues tolearn basic skills in context andworks toward the high school diplo-ma.

In the assessment phase of EDP,an adult working at home and in thecommunity demonstrates 65 compe-tencies in five tasks that demandcomplex, real-life application ofskill.

After practicing and learning athome, the adult's skills undergo anassessment in one-on-one appoint-ments with EDP staff. When deliv-ering this service under contract, ablock of time over approximately 10weeks is used to conduct theseappointments (e.g., every Wednesdayfor 10 weeks). The staff time, num-ber of clients, materials, and admin-

istrative costs determine the chargesfor these services.

The contracted service optionextends EDP opportunities to theundereducated adult in the transi-tional and the existing workforce,and especially those who would notnormally use traditional adult educa-tion services. It creates collaborativesfor delivery of service through shar-ing of both costs and clientele.

For more information on theEDP, please contact the ACE/EDPoffice at (202) 939-9475.

Katherine Lowndes is theAssistant Director of the ExternalDiploma Program at the AmericanCouncil on Education

LARGE PRINT

GED Prep MaterialsThe Key To Success

For The Visually ImpairedAdult Student

Every program can now have aLARGE PRINT set of GED Study/Practice/Exercise or ComprehensiveReview Books.

LAS (Library Reproduction Service)provides LARGE PRINT versions ofall GED preparatory materials.

Each CRS large print reproduction isan exact copy of the regular edition,with the print from 2 to 4 times theoriginal size. The patented LRS"Full-View" format keeps the typelarge, yet the book size small foroptimal ease of use. Page numbers,paragraph layouts and graphics re-main unchanged to facilitate instruc-tion and learning.

Each LAS large print reproductionis custom made in cooperation withthe publisher. These reproductionscan be made from titles selectedfrom the LRS catalog, or from yourown program's materials.

For a list of available Large PrintGED materials, or for further informa-tion, call LRS toll-free

1-800-255-5002

GED Items May/June 1995 Page 5

35

cOduv Tr Ogg &DadSfrudggInterpreting Visual Stimuli:

Maps, Charts 8z Graphsby Ellen Fisher and Sam Vogel

How many GED candidatesleft high school without agovernment or civics cred-

it? When you prepare students forthe Social Studies Test, you have toknock down walls of resistance tothe subject! One obstacle you canhelp students to scale is the fortressof maps, charts, and graphs.

Questions on the Social StudiesTest will require your students toread and understand various maps,charts, and graphs. Many studentslack the skills and the will to inter-pret graphics accurately. They needto learn from you. Fortunately,maps, charts, and graphs abound indaily publications. They areextremely useful for teaching neces-sary skills and relating those skills todaily life.

In many GED preparationbooks, one of the first Social Studiesareas covered is Geography. You caneasily teach map skills while cover-

ing this area. Map skills may seembasic to you, but to many studentsthe word "North" is about the CivilWar. So, start with the basics. Teachstudents to find North on a map andthen to relate it the other points onthe compass. Wall maps are an obvi-ous resource, and an investment in ageography terms map will pay backgenerously in an improved knowl-edge base for your students.

State and province road maps(often free from tourism offices) areexcellent tools for teaching direc-tions and map symbols. Old AAA(American Automobile Association)"TripTics" are another good teach-

A quick, effective way to teach

percents and decimals is to

relate them to our monetary

system, linking the term

"percent" to the number of

cents in a dollar.

Sources of Federal RevenueCorporation

Taxes10%

PersonalIncome Tax

44%

Social Insurance Taxes& Contributions36%

Source: Office of Management & Budget

Pie charts offer "snapshots" of information.What can your student learn from this one?

ing tool.Use chart and graph worksheets

with clear instructions. Select anassortment of charts and topics foryour students to practice with andexamine and interpret them withyour students. "Real world" exam-ples provide an invaluable resource.Newspapers and magazines are load-ed with charts about all sorts of cur-rent issues. Put them to work inyour lesson plan! By using charts andgraphs from current publications,

SIMPLEFASTEFFICIENTACCURATE

PUPIL ACCOUNTING SOFTWARESPECIFICALLY FOR YOUR IBM OR COMPATIBLE PC

EASY TO USE2 GEDREC - Version 2.1 Examinee Record Keeping & Reporting System for GED Test Centers

A simple to use menu driven program that stores the necessary examinee demographics, test results. State and Provincial mini-mum scores, a table of raw and standard scores for all versions of the tests. GEDREC compiles and prints a wide range of re-ports including the annual GEDTS "Official Report of Test Results" and the "Official Report of GED Test Results and Applicationfor Certificate of High School Equivalency.

2 STUREC Adult Education Record Keeping & Reporting ABE (GED) Version2 STUREC - Adult Education Record Keeping & Reporting High School Completion Version

These programs are menu-driven for ease of use. They will store the necessary demographics and other student data to providea wide range of reports for efficient program management, plus Federal and State reporting. Single user and network versionsare available for all programs - demo disks and complete user manuals are available for all programs at $35.00 per program.

640 Romance Road, Suite 212, Portage, MI 49002(MicroDataSYSTEMS, Ltd. ) Voice: (616) 327 - 1505 Fax: (616) 327 - 8266

Page 6 May /June 1995 O6 GED Items

How a Bill Becomes a Law in the United States

A Representativefintroduces a bill

REFERRED TOHOUSE COMMITTEE

TOSUBCOMMITTEE

REPORTED TOFULL COMMITTEE

RULES COMMITTEESchedules & regulates floor

action for most bills

HOUSEDEBATES & VOTES

NO

All lir.

A Senator"introduces a bill "1,

Committee Action

REFERRED TOSENATE COMMITTEE

REFERRED TOSUBCOMMITTEE

REPORTED TOFULL COMMITTEE

T

St, SENATEDEBATES & VOTES

CONFERENCE COMMITTEEIf either Senate or House approves aversion of the bill different than thatpassed by the other, a Conference

Committee irons out the differences.Both then vote on the final version.

PRESIDENTSigns or vetoes bill, or lets it become lan%.without signing. Congress:can overrule,,'a veto by Oi2/3 vote of bath houses.

Complex How charts can be challenging and offer insight into the intricacies of politics.

you reinforce a connection betweenthe lesson and the headlines and thelink between a skill and its use.

One skill that students mustmaster in order to interpret chartsand graphs is an understanding ofpercentage and decimal figures. Beprepared to give your students a basicunderstanding of these math items.

A quick, effective way to teachpercents and decimals is to relatethem to our monetary system, link-ing the term "percent" to the num-ber of cents in a dollar. All studentsknow how to read $1.00 and how toread $ .50 or one-half dollar. Trymaking a chart showing how theterms are related. Students will sooncatch on to the idea that anythingless than a whole is a decimal or somany per "cents."

Probably the most difficult typeof chart to understand is a flowchart, especially if it outlines a com-plex function.

"How a Bill Becomes a Law" isa flow chart to use in a lesson abouthow laws are made. Students in theUnited States need to understand thejob of each government branch andhow the branches interact.

Each student should have a copy

of the chart to work with. Theinstructor should have one that theclass can read from where they aresitting. An overhead projector or anenlarged photocopy will work. In achart like this, where flow lines canoriginate on either side, you mustcarefully explain the flow lines to thestudents.

Eliminate one set of flow linesand explain one process first. Startwith the House of Representatives,showing how a bill is introduced byone or more Members and referredto committee. Clarify that the com-mittee does the bulk of the work onthe proposed bill; it holds hearingson it and makes recommendations.You can then explain how the com-mittee has the power to send the billto the House for debate or to "kill"it by not reporting it out. Once thebill gets to the House floor, pointout that the House debates, usuallyamends, and finally votes on the bill.

Once you have shown your stu-dents how a bill goes through theHouse, show how a similar processgoes on in the Senate by adding theother set of flow lines. Ask your stu-dents whether they think the Houseand Senate are likely to have come

up with the same version of the bill.This gives you an opportunity toexplain and show how a joint con-ference committee reconciles thetwo bills into one. Finally, show thatin the final steps of a bill's passage,both the House and Senate mustapprove the same version of the billand send it to the President to besigned.

When your students read andunderstand maps, charts, and graphs,you have blasted past a wall of resis-tance to enjoying Social Studies. Inthe process, you can cover many ofthe major Social Studies topic areasthat your students need to know tobe successful on the GED Tests.

Ellen Fisher teaches adults at AnnArbor Adult and CommunityEducation in Ann Arbor,Michigan.

Sam Vogel teaches GEDpreparation and other courses atSAI Boot Camp in Chelsea,

Award-WinningMath Videos!

Eight mathseries in all!From basicskills tocollege level!

"The students love them. Math testscores have improved, so everyoneis happy!"

Suzanne DuPlantier, Adult EdSpecialist, Baton Rouge, LA

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

"Highly Recommended!"Library Journal, 1993

Only $29.95 each!Includes rights to make up to two copiesof each tape... then check them out to

students, just like a library!

1-800-356-MATHVideo Resources

11767 S. Dixie Hwy., Suite 222Miami, FL 33156

GED Items May/June 1995 Page 737

UAW's GED Grads Recognizedat Lorain Plant

The learning center at UAWLocal 425/Lorain Assembly Plant isa busy place. The hundreds ofemployees and spouses participatingin the Skills Enhancement Programhave many different educationalgoals. But 117 of them have reachedone goal earning their GEDdiplomas. One union worker evenreceived a $1,000 college scholarshipfrom state of Ohio because of hisexcellent test scores.

According to the UAW's SharingOur Pride newsletter, the Lorainschool district was so impressed withthese accomplishments, it presentedthe plant's Education, Developmentand Training Program (EDTP)Committee with commemorativeplaques honoring the GED gradu-ates. These plaques are now on dis-play at the learning center, the plantcafeteria and the local union hall.

ILLS '0N 3!Ull°4iDa `uougunistikk

ClIdd02r3soci sn

uopezr2.10 3goicluoN

Technology Conference Comesto Philly

The 1995 Adult Literacy andTechnology Conference, Alternativesfor Literacy: Technology for Today &Tomorrow, takes place inPhiladelphia, PA, August 3-5, begin-ning with pre-conference sessions onThursday, August 3. Co-sponsors areDrexel University's Office ofComputing Services, the NationalCenter on Adult Literacy(University of Pennsylvania), thePhiladelphia Mayor's Commissionon Literacy, and the PennsylvaniaDepartment of Education Bureau ofAdult Basic and Literacy Education.

Presentations will be arranged infive strands to target a range of liter-acy issues and address differing levelsof expertise. The strands are:Jumping into Technology, SpecialPopulations, Staff Development,Effective Use of Technology forTeaching and Learning, and

Administrative Uses and Issues.Conference registration is

$150.00 until June 19 and $175.00after June 19. One-day registration is$100.00. Additional fees apply forpre-conference sessions. 12 MariaAlaia (215) 895-6872.

Arkansas GED AdministratorHonored in "Top 100"

Emma E. Rhodes, Ed.D., GEDAdministrator for Arkansas, wasrecently named by Arkansas Businessand the Writer's Project of LittleRock to a listing of the top 100women in the state. More than1500 nominations were received.Dr. Rhodes was one of eight finalistsin the field of education.

Dr. Rhodes left school whenshe was 15. She returned for herGED as a 24-year-old mother offive. Five years and two more chil-dren later, she was widowed. Sheearned her doctorate in 1987.

claaiNvuvno aDVISOdGaisanbali NOILD111110D ssniacry

£911-9£00Z DU NOIDNIHSVA10SZ 3IIIIS /AN alDIED 3N0

NouvDnaa NO 11DNCIOD Nvonawv3DIA2laS ONLISHI IN3111dOirdAala IIINOLLVDI1Cla IVII3N30

38swaIII339

GEDI more than 24,000 readers

VOLUME 12, NUMBER 4/5 AMERICAN COUNCIL ON EDUCATION SEPTEMBER/OCTOBER 1995

Indiana Becomes 44th "GED Diploma"Jurisdiction

0 n July 1, 1995, Indianabecame the 44th jurisdic-tion to issue diplomas to

adults who pass the GED Tests.Other jurisdictions which made thechange this year are the Canadianprovinces of Saskatchewan andNorthwest Territories.

Twenty-nine other U.S. states,six Canadian provinces, and eightU.S. territories (see sidebar, page 13)use the word "diploma" in the titleof their GED credential. "We arevery proud of this change. It is aclear sign that Indiana has recog-nized the rigor and credibility of theGED Tests," says Indiana's GEDAdministrator, Priscilla McGuire.

The process began in January of1994 when the State Superintendentof Public Instruction, Suellen Reed,appointed a GED Study Group toreview Indiana's GED process andmake recommendations. The twen-ty-four member group consisted ofrepresentatives from business, labor,

Ornsda HemsFrom the Director 2

For Examiners 5

GED Alumni 16GED Graduate Story . . . 4Marketing and Outreach 14News and Notes 15

Policy News 3, 7Teaching Tips 8

White House Testing . . . 6

Dr. Suellen Reed (right), Indiana State Superintendent of Public Instruction, joins Indiana'sGED Administrator, Priscilla McGuire (left), in admiring the state's new GED Diploma.

higher education, secondary educa-tion, workforce literacy, GEDExaminers, adult educationproviders, department correctionsand department of education staff aswell as members of the Chamber ofCommerce and the State legislature.Over the following year, the groupstudied studied the system and for-mulated ideas for changing its opera-tions.

An important initial step toensuring that the panel's effortswould be worthwhile was orientingthis diverse group to the GED cul-ture. To fulfill this vital goal, theyinvited Susan Porter Robinson,Director of Outreach andMarketing, out from Washington,DC to address the group. "Susan did

an excellent job of educating all theStudy Group members about theGED," commented Pris McGuire."The members all had various levelsof knowledge about the GED, andSusan was able to provide substantialinformation to all of us."

The GED Study Group held sixmeetings over the year and it'simportant to note that the issue of aname change for the GED credentialwas one on which there was an earlyconsensus. In January of 1995, thepanel recommended the name of thecredential be changed to "State ofIndiana General EducationalDevelopment (GED) Diploma."

The recommendation was car-ried forth in legislation in the springof 1995.

THE NEWSLETTER OF THE GED TESTING SERVICE

39

What Makes the GED DEquivalent?by Jean Lowe

t GEDTS we are often askedwhy people call the GED

ploma a "high schoolequivalency." This is not a name wechose, but we can explain the basisfor equivalency.

First, the GED Tests aredesigned to measure, as nearly aspossible, the major and lasting skillsand concepts associated with fouryears of regular high school instruc-tion. The five subject areas includeWriting Skills, Social Studies,Science, Interpreting Literature andthe Arts, and Mathematics, the coresubjects common to all high schoolcourses of instruction.

The content of the GED batterycorresponds to the general frame-work of most high school curricula.However, the tests are intended not

p oma

to penalize candidates who lackrecent academic or classroom expe-rience or those who have acquiredtheir education in an informai'man-ner. The context of the test items istherefore relevant to adult experi-ences.

Most of the test questionsrequire the examinee to demonstratean understanding of concepts andgeneralizations and the abilityipapply information, as well as to eval-uate, analyze, draw conclusions,solve problems, and express ideas inwriting.

Each of thLe five tests in theGED battery is developed fromspecifications established by experi-enced secondary school and a.ulteducators and is reviewed by highschool teachers and curriculum spe-

GED Average Standard Scores and SelectedU.S. High School Senior Class Rank Equivalencies

National

Class Rankl

Total Score of

Five GED Tests2

GED Average

Standard Score3

Top 1% 344 68.8Top 2% 334 66.8Top 3% 329 65.8Top 5% 323 64.6Top 10% 310 62.0Top 15% 301 60.2Top 20% 291 58.2Top 25% 285 57.0Top third 270 54.0Top 40% 264 52.8Top half 251 50.2Top two-thirds 231 46.2Top 70% 226 45.2

Indicates the percentile rank score associated with the nationally-representative sample of U.S. graduating high school seniors

who took all five GED Tests during the 1987 GED Norming study.

2lndicates the sum of the standard scores across the five GED subject area tests.

3lndicates the average GED standard score across the five subject area tests (i.e., summed score divided by 51.

cialists as well as by subject matterexperts. The current tests weredeveloped by the GED TestingService using guidelines concerningthe approkiateness of the content asit relates to the intended populationand the intended level of difficulty.Each test question is subjected tomultiple reviews by test specialistsand external content specialists andis pretested in the GED test-takingpopulation before it becomes part ofa final test form.

Second, the test scores on theGED Tests are derived by adminis-tering the tests to a national stratifiedrandom sample of graduating highschool seniors during the second halfof the school year. These seniorsestablish the performance standardrequired for examinees to earn ahigh school diploma. Through thisstandardization process, the passingscores required of examinees are setso that they can be compared to thedemonstrated performance of gradu-ating seniors (see table below left).

If you would like to know moreabout the standardization process orwhat the GED test scores mean,please write to or call the GEDTesting Service at (202) 939-9490.

GED ItemS (ISSN P896-0518) is pub-lished, bimonthly by the'GED TestingService of the American Council on>Education (ACE). GED Items is notcopynghted. Readers are invited to copyany articles not previously copyrightedCredit should be givemin accordancewith 'accented publishing standards

Editor Lisa RichardsEditorial Consultant: SiAati PorterRobinson, :Advertising Manager: Lisa RichardsCirculation Manager: Debra Louallen-ColeCirculdtion Assistant: Zenitta Jones

Franklyn G. Jenifer, ACE. oard Chair,,University of Texas at DallasRobert H. Atwell, President, ACEJean H. LO;re, Director, GED TestingService

Page 2 a September/October 1995

10GED Items

Commission on Educational Credit and Credentials Raises

Minimum Score Requirements for Passing GED TestsOn September 27, the Commission on Educational Creditand Credentials, which sets the standards for the AmericanCouncil on Education's adult education programs, passed aresolution raising the minimum score requirements for passingthe GED Tests. The decision follows a unanimous vote bythe GED Advisory Committee in August and a majorityvote by the GED Administrators at their annual conferencein July.

s ofJanuary 1, 1997, thepassing score standard for theGED Tests will be a mini-

mum standard score of 40 o' n eachtest and an average standard score of45 for each test in the battery. Thisstandard is met by 66% of graduatinghigh school seniors. The majority ofU.S. jurisdictions use a standard metby 70% of graduating seniors. MostCanadian provinces set a standardmet by 66% of their norm group.The standard now in effect, a mini-mum of 40 or an average of 45, ismet by 75% of graduating seniors.

The GED score scale rangesfrom a low of 20 to a high of 80. Bydesign, fifty percent of graduatinghigh school seniors earn an average

standard score of 50 or better.GED Testing Service staff rec-

ommended the change after analyz-ing information from the NationalAdult Literacy Survey (NALS) and aGED-NALS Comparison Study,conducted in cooperation with theEducational Testing Service, as wellas research comparing the course-taking patterns and grades of highschool seniors with different GEDscores.

Analysts also took into accountthe recent achievement of highschool students since the 1983 publi-cation of the landmark report, ANation At Risk. Additionally, analysesshow that Writing Skills andMathematics Tests are the content

areas in which candidates most fre-quently score below 40.

Because writing and math skillsare increasingly important in boththe workplace and higher education,a minimum score of 40 on each testimposes a more rigorous standard.

Each province, state, or territorymay establish its own minimumrequirement, as long as it meets orexceeds the new 40 and 45 mini-mum standard.

The new passing score for the

GED Tests will be a

minimum standard score of 40

on each test and an average

standard score of 45, a

standard met by 66% of

graduating U.S. high school

seniors.

For information about the mini-mum standards currently in effect foreach jurisdiction and the percentagesof graduating seniors meeting thestandards, please refer to page 10.

...

NO KID STUFF. NO KIDDINGTUTOASYTLIfl5® Software

,RESULTSRESULTSRESULTSRESULTSRESULTSSESULTAIESUETStESULTS

WESUETSSESULTS

RESULTS' RESULTSRESULTS RESULTS

RESULTgRESULTSRESULTSRESULTSRFsSULTS RESULTSRESUL1SRESULTS

RESULTSAESULTSRESIMTSIRF-911SS

RESULTS RESULTSRESULTS RESULTSRESULTS RESUL1SRESULTSREMITS'S

RESULTSREMUS

RErRE,IRERERE1REI INCRERE-

RE,

TSIS

LISIsTS.T8IsTSTSins

eadin 1

r

0 Math 1',4 '1 marTM

STA delivers Functional Skillsfor Adult Learners FAST!

Affordable Effective Guaranteed

RESIA iVaRESULTS

nzouLd oRESULTS

straw.' oRESULTS

.`,TSnuisoULTSRESULTS

RESULTSRESULTS

RESULTSRESULTS

RESULISRESULTS

RESULTSRESULTS

RESULJRESUETSTSRESULTS

RESUL'TSRESULTS RESUETSAESUEFS

RESUL

RESULTS RESULTS RESULTSRESULTSRESULTS RESULTS RESULTS.RESUtTSRESULIS RESULTS RESULTS

;RESULTSRESULTSRESULTSRESULTSpESULTSIRESULIS

RESULTS RESULTSRESULTSRESULTS RESULTSRESULTS

RESULTSRESULTS Call 1-800-545 -7766 for your FREE BLS Catalog BO SIS3 WEST WOODMILL DR.WILMINGTON, DE 19808REsulirs RESULTSRESULIS

RESULTS RESULTSRESULTS -,,

GED Items 41 September/October 1995 o Page 3

GO OK dughNew Brunswick Community CollegeValedictorian...Also A GED Graduate!by Lynn Pierpoint Mallet

jaust over a year ago, GED gradu-ate June Connell not onlywalked across the stage at theduation ceremonies at the New

Brunswick Community College inSaint John, but she also representedthe graduating class that day asValedictorian!

June left school in October of1973, her twelfth year of school, toget married and start a family.

"When my children were small,I felt it was important that I stayhome with them. I had planned tocontinue my education when theygot older but there never seemed tobe a good time to do so. Finally, Idecided that if I was going to con-tinue my education, I had to stopwaiting for the 'right time' and doit."

An aptitude and interest testshowed June that she had the abilityto do a wide variety of jobs and thather primary interest was in the sci-ence field. Now came the importantquestion...where to start?

"Finally, I decided that i f I

was going to continue my

education, I had to stop

waiting for the 'right time'

and do it."

"I learned about the GED Testsand they sounded like a good placeto resume my education, so inMarch of 1990, I arranged to writethe Tests in early summer. I bor-rowed some books from the libraryand studied for two hours everymorning after the children had gone

GED graduate June Connell proudly displays her GEDTesting Service Award for the highest test scores earned inNew Brunswick during 1994.

to school."By then, June had been out of

the school system for 17 years, so itwas understandable that she wasapprehensive about taking the testsand not very confident of her abilityto pass. But pass she did, with thehighest marks that year for all ofNew Brunswick. Those marksearned her the GED InternationalAward of Achievement. The mini-mum passing score in NewBrunswick is a average standardscore on each of the five tests.

Shortly after earning her GEDCertificate, June was accepted to thePre-technology program at the New

Brunswick CommunityCollege in Saint John.

Upon successfulcompletion of the Pre-technology program, shecontinued her studies in1991 in the college'sChemical TechnologyProgram. "I used myGED Certificate as thekey (to admittance) andjust before graduatingfrom the ChemicalTechnology Program, Iwas asked to be one oftwo people to give thevaledictory address at thegraduation ceremonies. Idon't think that my feettouched the floor for at

least two days afterwards."Since graduation this

past spring, June has beenworking for the Investigations andEnforcement Branch of the NewBrunswick Department ofEnvironment in Saint John. She is anAir Quality Technician andEnvironmental Inspector. "Had Inot written the GED Tests andobtained my Grade 12 Equivalency,none of these things would havebeen possible!"

Lynn Pierpoint Mallett is aSpecial Projects Officer in theCurriculum and EvaluationBranch of New Brunswick'sDepartment of AdvancedEducation and Labour.

Did you know?One in 20 college freshmen is a GED graduate!

Page 4 o September/October 199542

GED Items

Experience, Hunches Prove No Substitute forEstablished ProceduresThe story you are about to read is true; only the nameshave been changed...

arch 12, 4:17 pm,Anyschool GED TestingCenter: Two examinees,

Carol Petty and Javier Rubio,approach the Examiner's desk. Sheasks a question; he returns a test bat-tery.

March 12, 7:30 pm,Anyschool GED Testing Center:Jane Brown, an Alternate ChiefExaminer for the past 15 years, isconducting her post-test inventorywhen she sees that a test booklet ismissing. She repeats the inventoryseveral times, searches the classroomand the rest of the center, but stillfinds no test. "That's it," she thinks,"it must have been that Job Corpsgirl who stole it! I wish I knew theserial number of Javier's test book-let."

March 13, 2:30 pm, 234Crane Road: Carol denies takingthe missing booklet. Ms. Brown andCarol's mom search Carol's bed-

r

room. They find nothing.March 15, 9:30: Anyschool

Chief Examiner Jack French tele-phones the GED Administrator andthe GED Testing Service to reportthe loss. He follows up with a writ-ten report. In it Ms. Brown statesshe remains convinced that Carolstole the test. However, she cannotdocument her hunch.

As an experienced, well-

regarded Examiner, Ms.

Brown fit the profile of an

Examiner most likely to face a

test compromise.

April 4, 3:51 pm: A thirdexaminee, Antonio Wilson, tellsGEDTS that Ms. Brown left theroom during the testing session.GEDTS staff calls Ms. Brown, whosays she "only went next door to

Free Smbscription...Teaching tips...Research updates...Success stories...and more!

If you'd like to receive GEDItems, just askl Complete this coupon and send to:

Debra Louallen-ColeCirculation Manager, GED Items

One Dupont CircleWashington, DC 20036-1163

Name

Address

City State/Province ZIP/Postal Code

I'm a... 0 Teacher 0 Center Director 0 Other:

1

stop the noise" that was botheringher examinees. That detail wasn't inthe report, she says, because she wascertain nothing happened in herabsence. The two rooms are joinedby a glass window.

hat happened? By sign-ing the test securitymemorandum, Jane

Brown agreed to uphold the testingcenter's contractual obligation to fol-low GEDTS security procedures.However, her own and her ChiefExaminer's handling of this compro-mise violated several of these proce-dures:

(1) An Examiner should never let acandidate approach the Examiner's

desk.

The candidate should raiseher/his hand and the examinershould go to the candidate'sdesk. This practice keeps theExaminer in "the driver's seat"and restricts access to securetest materials. It reduces confii-sion while booklets are collect-ed and distributed. Finally, itcuts off the chance for oneexaminee to appropriateanother's booklet.

(2) The Chief or Alternate ChiefExaminer must notify the GEDAdministrator and GEDTSimmediately of a test loss.

By delaying the phone call, theExaminer allows other centersto continue using the compro-mised test form. The momentan Examiner thinks somethingis wrong, s/he should pick upthe phone. If it turns out thatthe alert was not needed, thecenter can then resume normaloperations.

continued on page 12

GED Items 43September/October 1995 o Page 5

White House Staff Sits for GED Testsby Sallie McDonald

here is a group of employeeswho are essential to thesmooth operation of the

White House...but you have proba-bly never read their names in theWashington Post.

They are the dedicated peopleof the General ServicesAdministration (GSA) who arecharged with cleaning rooms, paint-ing the long corridors, waxing thefloors, caring for the beautiful fur-nishings and generally making surethat the White House is a place ofwhich we can all be proud.

These are hard working people;some of them have never had thechance to finish their high schoolrequirements. In November 1994,the GSA began a GED program tohelp these important employeesimprove their skills and earn a highschool diploma. Since then, the stu-dents have attended classes twice aweek to improve their math,English, science, and literature skills.The instructors were other GSAemployees who volunteered to tutor.

For months, the GSA studentsstudied at home, studied together,and got the support of their friends,

1

families, and colleagues.The group's efforts came to the

attention of the District ofColumbia's Vocational EducationBranch and on August 18th,Alexander Hyman, GEDAdministrator for the District ofColumbia, came to the WhiteHouse Conference Center toadminister the GED Tests to eightemployees.

Mr. Hyman, retiring after 20years of service with the District'sGED testing program, gave the testsduring his final week of work.

At a time when there is increas-ing criticism of the government, itssize, and its employees, it's importantto remember that beneath thebureaucracy, there are real peoplewho are charged with serving thepublic. Like workers everywhere,government employees want toimprove themselves and are willingto volunteer to help each other.

Sallie McDonald is the Director ofMarketing for the General Services

Administration's National CapitalRegion.

SIMPLEFASTEFFICIENT..ACCURATE

PUPIL ACCOUNTING SOFTWARESPECIFICALLY FOR YOUR IBM OR COMPATIBLE PC

EASY TO USEGEDREC Version 2.1 Examinee Record Keeping & Reporting System for GED Test CentersA simple to use menu driven program that stores the necessary examinee demographics, test results. State and Provincial mini-mum scores, a table of raw and standard scores for all versions of the tests. GEDREC compiles and prints a wide range of re-ports including the annual GEDTS "Official Report of Test Results" and the "Official Report of GED Test Results and Applicationfor Certificate of High School Equivalency'.

STUREC Adult Education Record Keeping & Reporting - ABE (GED) Version2 STUREC Adult Education Record Keeping & Reporting High School Completion Version

These programs are menu-driven for ease of use. They will store the necessary demographics and other student data to providea wide range of reports for efficient program management, plus Federal and State reporting. Single user and network versionsare available for all programs - demo disks and complete user manuals are available for all programs at $35.00 per program.

(MicroData640 Romence Road, Suite 212, Portage, MI 49002

SYSTEMS, Ltd. ) Voice: (616) 327 - 1505 Fax: (616) 327 - 8266

Page 6 o September/October 1995 44 GED Items

Future of Testing

for In-School,

At-Risk Youth

Now on Holdhe GED AdvisoryCommittee voted in August1995: that the GED Testing

Service should delay a deci!ionabout the future of at-risk testing ofin-school, at-risk youth in theUnited States. That decision wasupheld in September by ACE'sCommission on Educational Creditand Credentials.

Last year, the CommisOon askedthe GED Testing Service to formu-late a plan to end testing for at-riskyouth because the programs areinconsistent with the GED Tests'mission and purposeto provideadults who did not finish highschool with a chance to prove theypossess high school-level academicskills.

At this summer's AnnualConference, the majority of GEDAdministrators expressed oppositiontoward ending experimental at-riskprograms in schools.

As a result of the decisionsreached in August and September,states that currently adhere to theprogram guidelines as established bythe Commission in 1988 may con-tinue to test at-risk in-school stu-dents. The program guidelines estab-lish criteria for the educational pro-grams in which the students partici-pate.

The GED Advisory Committeeasked the GED Testing Service toexplore other options to meet theconcerns of both GEDTS and theGED Administrators. The GEDTesting Service has been charged bythe two oversight panels to presentfinalized plans late next summer.

Panel of Experts Convenes,Advises GEDTS on Deaf Testingby Colleen Allen

in April 1993, the W.K. KelloggFoundation gave the GEDTesting Service a grant to inves-

tigate adaptations in GED testing fordeaf or hard of hearing persons.According to Jean Lowe, Director ofthe GD Testing Service, "Since themid-1980's, the GED TestingService has taken on several outreachinitiatives to meet the'needs of spe-cial populations. Among those weseek to serve better are people who,because they are deaf or hard ofhearing, may have difficulty withtests."

The deaf population differs fromother groups with disabilitiesbecause even the "experts" do notagree on what constitutes an appro-priate education for deaf persons."The varying schools of thought areboth significant and politicallycharged, " says Jean Lowe, "so, weinvited people from all across thedeaf community. Consensus buildingwas really a key goal of the project."

With the grant, GEDTS hostedtwo meetings in 1994 to investigatethe issue. Among the members ofthe deaf and testing communitieswho attended were Michael E.Ehringhaus and Judy L. MountEducational Testing Service; DavidFischer, Ohio Department ofEducation; Dr. Virginia Hecker,Utah School for the Deaf; Dr. DavidMartin and Marilyn Sas-Lehrer,

D Gallaudet University; Dr. HaroldMowl (a GED graduate), RochesterSchool for the Deaf; Dr. WaynePatience, American College TestingService; Beth Schreiber (hearingdaughter of deaf parents), MCITelecommunications Corporation;Claude L. Stout , MissouriCommission for the Deaf; Greg.Ellis, Wilmington Regional

0

Resource Center for the Deaf andHard of Hearing; and RhonaHartman, HEATH ResourceCenter.

c During the two meetings, GEDTesting Service staff learned muchabout the deaf community, besidesthe wide-ranging viewpoints oninstruction. For example, in deafculture, being deaf or hard of hear-ing is not considered a "handicap."To this group, deaf or hard of hear-ing people simply belong to anotherculture in our multi-cultural society.Yet, because sign language is a visualform of communication, many deafor hard of hearing candidates strug-gle with the reading skills needed topass the GED Tests.

The deaf population differs

from other groups with

disabilities because even the

"experts" do not agree on

what constitutes an appropriate

education for deaf persons.

Deaf or hard of hearing childrenborn to deaf or hard of hearing par-ents who sign can be observed sign-ing as early as six months of age.These children have very little diffi-culty with learning English later.Contrasted with this is the experi-ence of deaf or hard of hearing chil-dren who are born to hearing par-ents. These children frequently arenot taught any communicative skillsuntil they begin kindergarten aroundage five. As a result, they face moredifficulty with language skills, bothwritten and signed, for their entirelives. Participants, however, deter-

continued on page 12

GED Items 0 September/October 1995 a Page 7

Big Picture: What Does "Numeracy" Mean?Numeracy is a term increasingly used in publications aimedat adult educators, yet its meaning and purpose may beunclear. This article briefly examines the importance ofnumeracy and the implications for those working with theGED Tests. Readers who are interested in a more in-depthdiscussion of the numeracy issue are encouraged to examinethe publications listed under "additional reading."by Iddo Gal

The GED Tests measure the"major and lasting" educa-tional skills and concepts

learned at the high school level thatcontribute to successful functioningof adults in our society. What arethe lasting outcomes of a highschool's mathematics educationcomponent? In reflecting on thisquestion, consider that high schoolsmay aim at multiple goals. Thesewould include activities aimed at:

1. Handling functional tasks(e.g., shopping, home, crafts)

2. Coping with workplacedemands

3. Further formal learning4. Gaining knowledge for self-

development5. Being aware of trends and

events of societal interest(regarding, e.g., pollution,crime, poverty, employment)

6. Participating in public debateor community action

7. Helping children with schoolwork

How well do schools addressthis range of educational goals? Sofar, the mathematics curriculum inmost high schools appears to havebeen geared mainly toward prepar-ing students for colleges and post-secondary institutions; it placesemphasis on abstract, college-relatedtopics, mainly advanced algebra and

calculus. Students who do not copewell with such topics, which manyhigh school math teachers view as"real" math, are often banished intogeneral mathematics courses, whichthese teachers often consider mathe-matically "uninteresting".

Advanced algebra and calculuscourses hold obvious value for somestudents. Yet, more than half of U.S.18-year-olds don't go on to college,and, of those who do, many will nottake more math when they get tocampus. For this reason, we need toexamine how schools have beenpreparing students for the othertypes of life goals listed above, andwhether the mathematical skillsimplied by such additional goalsshould also be considered part of themajor and lasting outcomes of highschool education. Below are someobservations about the compatibilityof traditional mathematics curriculawith the goals listed above.

A. Certain topics included in thehigh school math curriculum,such as trigonometry, advancedalgebra, or calculus, seldom comeup in the lives of most adults. Atthe same time, insufficient atten-tion is paid by schools to develop-ing the estimation skills adultsneed to handle tasks which donot require precise calculations,and to "number sense" skills,

relating the meanings peopleattach to numbers. Examples of"number sense" would includegrasping the big numbers used indiscussing corporate or govern-ment budget cuts, or small num-bers, such as those involved inevaluating risks.B. Most adults, regardless of theiroccupation or living environ-ment, need to be able to plan,handle, and monitor the use ofresources, such as money andsupplies, or time and people.Such tasks require people to opti-mize the use of resources, oftenin the presence of conflictinggoals and demands. The skillsneeded to handle such tasks oftendiffer markedly from those need-ed to solve the word problemswhich schools use to simulatereal-world dilemmas.C. Adults often need to be ableto handle functional tasks involv-ing numbers embedded in textcomprehending a problem andchoosing an action based on datafrom forms, schedules, manuals,technical, and financial docu-ments. Most high school andadult mathematics instruction,however, tends to rely on text-books and workbooks which use"distilled" language that does notreplicate the types of texts andcommunicative demands foundoutside the school.D. Mathematics instruction inthe U.S. has traditionally empha-sized procedural skills, and paidlittle attention to development ofinterpretive skills. Such skills areessential if students are to becomeinformed citizens who can makesense of verbal or text-based mes-sages that touch on quantitativeissues but that do not involvedirect manipulation of numbers .

Page 8 o September/October 1995 46 GED Items

Consider the importance of anadult's ability to understand theresults of a recent poll or medicalexperiment. Comprehendingnewspaper articles or statementson TV requires the student devel-op reading, writing, comprehen-sion, and critical thinking skills,simultaneously with mathematicalskills, and develop conceptualunderstanding, rather than com-putational prowess.

Numeracy is a concept withouta precise definition. However, weuse the term to make sure we focuson the goal of education (becomingnumerate) as we contemplate themeans of education (learning mathe-matics). The term numeracydescribes the aggregate of skills,knowledge, beliefs, dispositions, andhabits of mindas well as the gener-al communicative and problem-solv-ing skillsthat people need in orderto effectively handle real-world situ-ations or interpretative tasks withembedded mathematical or quantifi-able elements.

The major and lasting outcomeof the mathematical component ofhigh school education should bemuch broader than knowing mathe-matical procedures and being able tosolve brief word problems. Usingthe term "numeracy" as a term par-

allel to literacy should help us bearin mind that (a) the range of skillsand dispositions required for effec-tive functioning in most life contexts

Mathematics instruction in the

U.S. has traditionally... paid

little attention to development

of interpretive skills. Such

skills are essential if students

are to become informed citizens

who can make sense of verbal

or text-based messages that

touch on quantitative issues

but that do not involve direct

manipulation of numbers.

is much wider, and often quite dif-ferent, than what has been tradition-ally addressed in K-12 mathematicseducation, and (b) in many life situa-tions, adults need to seamlessly inte-grate the use of mathematical withlinguistic or communication skills.

Similar to the goal of developing"mathematical power," advocated bythe National Council of Teachers ofMathematics as part of its reformagenda, "numeracy" outlines an

Addition ®D ReadingGal, I. (1993). Issues and Challenges in Adult Numeracy.

Technical Report TR93-15. Philadelphia, PA: National Center onAdult Literacy, University of Pennsylvania.

Gal, I. & Schmitt, M.J. (1993) (Eds.). Proceedings: Conference onAdult Mathematical Literacy. Philadelphia, PA: National Center onAdult Literacy, University of Pennsylvania.

Gal, I., Ginsburg, L., Stoudt, A., Rethemeier, K., & Brayer Ebby,C. (1994). Adult Numeracy Instruction: A New Approach.Philadelphia, PA: National Center on Adult Literacy, University ofPennsylvania.

National Council of Teachers of Mathematics (NCTM), (1989).Curriculum and Evaluation Standards for School Mathematics.Reston, VA: NCTM.

educational vision which should beembraced by the entire K-12 andadult education system. Evaluatingthe nature of students' numeracyrequires tests that include muchmore than multiple-choice items,sophisticated as these may be. Thecommunicative or text-relatedaspects of numeracy, and the need toascertain people's ability to applydiverse tools and reasoning processeswhen solving problems that do nothave right or wrong solutions, dic-tate that we continue to seek ways toimprove the assessment methodsnow in use.

Iddo Gal is co-director of theNational Center for AdultLiteracy's Numeracy Project and

former Assistant Professor at theUniversity of Pennsylvania's

Graduate School of Education.He is now on the staff at theUniversity of Haifa, Haifa, Israel.

Award-WinningMath Videos!

Eight mathseries in all!From basicskills to,college level!

"The students love them. Math testscores have improved, so everyoneis happy!"

Suzanne DuPlantier, Adult EdSpecialist, Baton Rouge, LA

" * * *" Video Rating Guide forLibraries, 1994

"Highly Recommended!"Library Journal, 1993

Only $29.95 each!Includes rights to make up to two copiesof each tape... then check them out to

students, just like a library!

1-800-356-MATHVideo Resources

11767 S. Dixie Hwy., Suite 222Miami, FL 33156

GED Items September/October 1995 o Page 9

47

Minimum GED ScoreStandard 1

Percentage of `Graduates

,Meeting Standard 2

Minimum 40

Minimum 40 and Mean 45

HmiMinimum 40 and Mean 46

42 on Test 1, 40 on Tests 2,3 &4, 45 on Test 5, and Mean of 45

Jurisdictions UsingThis Standard ,

1

Louisiana, Mississippi, Nebraska, Texas,Commonwealth of the Northern Mariana Islands,Federated States of Micronesia, Republic of theMarshall Islands

Alabama, Alaska, Arizona, Connecticut, Georgia,Hawaii, Illinois, Indiana, Iowa, Kansas, Kentucky,Maine, Massachusetts, Michigan, Minnesota,Montana, Nevada, New Hampshire, North

70 Carolina, Ohio, Pennsylvania, Rhode Island, SouthCarolina, Tennessee, Vermont, Virginia,Wyoming, Guam, Kwajalein, Puerto Rico, VirginIslands

lAmerican Samoa

70%

66%

Arkansas, California, Colorado, Delaware, Districtof Columbia, Florida, Idaho, Maryland, Missouri,New York, Oklahoma, Oregon, South Dakota,Washington, Utah, West Virginia, Panama CanalArea, Republic of Palau

IWisconsin64%

INew Jersey3

1 Each state or territory that contracts to use the GED Te is establishes its own minimum score requirements. However, the Commission on Adult Learning and Educational Credentialsrequires that such score requirements be net at a standard no lower than that which would result from requiring: a minimum standard score of 40on each test in the battery or an

average standard score of at least 45 on all tests in the battery. In the U.S., this minimum standard of "Minimum 40 or Mean 45" was met by 75% of the 1987 high school norm group.

2 U.S. percentages are based on data from a national sample of graduating high school seniors who took all five GED Tests in the Spring of 1987.

3 New Jersey's standard exceeds the minimum; however, this score combination was not included in the 1987 standardization study.

Minimum 40 and Mean 45 HMinimum 45

70%

66%

Newfoundland

Alberta, British Columbia, Manitoba, NewBrunswick, Northwest Territories, Nova Scotia,Ontario, Prince Edward Island, Saskatchewan,Yukon Territory

These percentages are estimates based on conditional probabilities. The exact percentages of Canadian high school seniors meeting these score requirements could not be calculateddirectly because although all five tests in the GED battery were administered in the Canadian norming study, there was not a sample of students who took all five tests.

Page 10 o September/October 1995 48 GED Items

Introducing the GED Preparation System from South-Western

With South-Western's

GED Preparation System,

you'll find significant

differences that make it better

for you and your students.

As you'd expect, there's a

preparation book for each of

the five GED Tests: Writing

Skills, Social Studies, Science,

Interpreting Literature and the

Arts, and Mathematics.

Building on this solid

foundation, we added these

features to make our program

differentand better.

Aat makes it different,

makes it better.

Four distinctive sections

make each book more

flexible for individual study

and classroom situations.

SOCI.I. STOWE

Make a connectionwith your students'worlds with"Connections" aunique section of full-color, high-interestactivities that linklessons to real-lifethemes such as nature,employment, familylife, and technology.

Unique full-color

"Connections" section in

each book helps your students

discover the links between

lessons and their lives.

Pull-down menus and

comprehensive graphic

reports put the student in

control and teach real -

world software skills.

SOuTH.w LIT

SCIENCE r of 0, ,

South-Western'ssoftware is availableas a set or separatelyfor each of the AveGED test areas.

Opportunities for group

learning activities throughout

promote communication

and skill mastery.

Unique GED materials integrate the demands of theGED Tests with learners' real-life skill needs.

c='-1

GED Advantagesoftware offersthe mostinteractive,motivatingapproachto GEDpreparationavailable.

Together, these features

make South-Western's GED

Preparation System different

and better. And that can

make a world of difference for

your students.

76 onier the GED

Preparation System, call

1-800-824-5179

SOUTH-WESTERN

GED

GED Items

4 9September/October 1995 o Page 11

No Substitute continued from page 5

(3) Examinees and secure test formsmust be supervised at all times.

When an Examiner leaves,s/he provides an open door totemptation. An extra Examinershould be available for everytesting session.

(4) Test loss reports should be thorough

and detailed.The report provides an oppor-tunity to examine all proce-dures at a testing centereachone is a significant part of thepicture. Experience shows thatit's never just a single missingstep that causes a test compro-mise. A thorough reportanswers these questions: Howare test materials received,stored, and inventoried? Whatdo the test logs look like? Areinstructions read aloud, or dostaff members rely on their rec-ollection? Is there an emergen-cy "plan B"? Are examineesallowed to leave the testingroom without supervision dur-ing a test? Does the Examinerkeep the candidates seatedaccording to a seating chart andstore unused test bookletssecurely?

s an experienced well-regarded Examiner, Ms.

rown fit the profile of anExaminer most likely to face a testcompromise. Over time, she madesmall incremental adjustments tostandard GEDTS policies. At thetime, each modification seemedokay. In her first report, Ms. Brownrecounted why it made sense to havea candidate approach the Examiner'sdesk the very activity that proba-bly cost her the test.

A GED test battery costs$350,000 to develop. We, very liter-ally, cannot afford test compromise.Neither can the candidates who relyon GED testing as they look foremployment and apply to college.

Deaf Panel continued from page 7

mined that the academic standardsshould remain the same for deaf orhard of hearing candidates as forother GED candidates.

With at least five known signlanguages and systems in use in theUnited States alone, it would notnow be financially possible to devel-op five corresponding GED Tests. Inaddition, developing a sign languageform of the GED Tests would be inconflict with the GED TestingService policy on Foreign LanguageTest Development. The committeedetermined that it is appropriate torequire high school graduates whoare deaf or hard of hearing to readEnglish in the five test areas.

lthough GEDTS's currentaccommodations do meethe American with

Disabilities Act (ADA) requirements,participants at the June 1994 meet-ing offered improvements to thecurrent accommodations. Thesechanges will be included in Sections7 and 9 of the new GED Examiner'sManual, scheduled for publicationlater this year.

The committee recommendedthat the GED Testing Service grantextra time to deaf or hard of hearingexaminees and that GEDTS acceptverification of need from a variety ofsources, including school records.

Because sign language and notEnglish, is often the "native" lan-guage of deaf or hard of hearingGED examinees, and ASL has nosign for the concept of "essay," theessay portion of the writing testposes a special difficulty. One partic-ipant from the Educational TestingService (ETS) outlined the adapta-tions ETS is making to the NationalTeachers Exam for deaf or hard ofhearing candidates. As a result, thecommittee recommended that deafor hard of hearing GED examineesbe allowed to sign to themselves,using video equipment, as a meansof drafting of their essay. As it did

with the other improvements toestablished accommodations, theCommission on Educational Creditand Credentials approved the GEDTesting Service's recommendationfor this accommodation, as long asthe final result is a written essay.

Deaf or hard of hearing

children born to deaf or

hard of hearing parents who

sign can be observed signing

as early as six months of

age. These children have

very little difficulty with

learning English later.

Despite ADA requirements,interpreters for deaf or hard of hear-ing candidates are not available inmany geographic areas. At testingcenters in rural and sparsely populat-

Show your students howmuch they already know!

what how which Who Whatcolor does did is was

kind many one

IRE G RAMMA IR KEY

Complete Teacher Pack $159.95(includes instruction text duplicatingworkbook, 28-lesson video, award-winningcomputer software, and two studentreference card packs)

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

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

Curriculum Manual, 1995

1-800-356-6284Video Resources

11767 S. Dixie Hwy., Suite 222Miami, FL 33156

Page 12 o September/October 199550

GED Items

ed areas it is sometimes difficult tolocate interpreters who are not relat-ed to the examinee. To improveaccess for deaf or hard of hearingGED candidates, the committee rec-ommended that GEDTS develop avideo that provides testing instruc-tions in a combination of AmericanSign Language (ASL) and signedEnglish accompanied by open cap-tions. The GED Testing Service,with the help of GallaudetUniversity, has now produced such avideo. Copies of the draft version ofthe tape can be borrowed on an as-needed basis from GEDAdministrators and from the GEDTesting Service. Finalized versions ofthe video will be available from theGED Fulfillment Service in 1996.

Colleen Allen was the ProjectManager for the Kellogg grant

project during her tenure at theGED Testing Service. She is nowwith the ACE's Center forLeadership Development.

ider LARGE PRINT

GED Prep MaterialsThe Key To Success

For Adults WithSpecial Learning Needs

Every program can now have aLARGE PRINT set of GED Study/Practice/Exercise or ComprehensiveReview Books.

LRS (Library Reproduction Service)provides LARGE PRINT versions ofall GED preparatory materials.

Each LRS large print reproduction isan exact copy of the regular edition,with the print from 2 to 4 times theoriginal size. The patented LRS"Full-View" format keeps the typelarge, yet the book size small foroptimal ease of use. Page numbers,paragraph layouts and graphics re-main unchanged to facilitate instruc-tion and learning.

Each LRS large print reproductionis custom made in cooperation withthe publisher. These reproductionscan be made from titles selectedfrom the LRS catalog, or from yourown program's materials.

For a list of available Large PrintGED materials, or for further informa-tion, call LRS toll-free

1-800-255-5002

BriefsThe Three W'sof Higher_Education!What are they? TheV V American Council on

Education's (ACE) Research-Briefs present the most current -data on timely issues and emerg-ing trends in higher education.The Briefs analyze relevant dataon a variety of topics --- collegeenrollment student characteris-tics and changing demographics,earned degrees, education andwork, the experiences of womenand people of color in highereducation, higher educationfinances, and much more.

Who reads them? TheV V Research Briefs are for; the

busy administrator, researcher,policy analyst, faculty member,student, educator, and commu-nity leader, as well as the generalpublic interested in higher edu-cation. The briefs are concise,with easy-to-read charts andgraphs.TA 74 subscribe? Readers useV V the Briefs to support deci

sion making, to predict trendsfor planning purposes, to pro -vide background material forspeeches, and to stay up-to-dateon higher education issues.

For just $58, you receive eightResearch Briefs for one year; two-year subscriptions are $106. Singlecopies, $10 each. ACE memberinstitutions get 10% off.

All orders must be prepaid, noP.O.s. Make check payable to:American Council on Education.Mail to: 1995 Research Brief Series,American Council on Education,Department 36, Washington, D.C.20055-0036. (202) 939-9385. e r I

Ju:LisdicionsUnited States

Alaska, Arizona,Arkansas, Colorado,Connecticut,Florida, Georgia,Hawaii, Indiana, Iowa,Kansas, Kentucky,Louisiana, Maine,Maryland,Massachusetts,Mississippi, Montana,Nebraska,New Jersey,New Mexico,New York, NorthCarolina, Ohio,Pennsylvania, RhodeIsland, SouthCarolina,Tennessee,WestVirginia, Wisconsin.

CanadaAlberta, Manitoba,Newfoundland,Northwest Territories,Nova Scotia,Saskatchewan.

U.S. TerritoriesAmerican Samoa,Guam, Kwajalein,Marshall Islands,Micronesia, NorthernMariana Islands,Puerto Rico, VirginIslands.

GED Items 51 September/October 1995 o Page 13

Institutional Resources Turn Into Assets for

Phoenix, Arizona Chief Examinerby Mel Rife

t the corner of 40th Streetand Washington in Phoenix,Arizona, a marquee reads

"GED Testing Services Tues. andThurs."

The Chief Examiner responsiblefor this announcement is LanaShepard of GateWay CommunityCollege. "I wanted to find a way toadvertise that we do GED testing atGateWay. So, I asked if theannouncement could be put on themarquee,"

The marquee, at the southwestcorner of GateWay's campus is usedby the college to announced classesand other events at the college andgets changed every week. Shepardindicated that the college promisedher advertising space throughout theyear whenever there was space avail-able. She says she knew that manypeople passed the college every dayand she thought it would be an

r

excellent way to get the word out.So far the response has been positive.Calls inquiring about testing timesand other information haveincreased. Some people, accordingto Shepard, were very surprised tofind out that GateWay offered GEDtesting.

"[GED] students benefit by

being on campus and having

access to the same services as

other college students. This

also provides a smoother

transition to college if the

graduate decides to attend."

In addition to the marqueeannouncements, Lana goes to seniorcitizens centers, youth centers and tosupermarkets to distribute informa-

tion about the GED Tests. "Thenumber of people using the testingservice at the college has reallyincreased since we started mark&ingthe program, " she said.

Collaboration with the instruc-tional GED component (RADAR)has resulted in high retention rates inthe GED classes and in an increasingnumber of students enrolling in col-lege after earning their GED diplo-ma. "Students benefit by being oncampus and having access to thesame services as other college stu-dents," Lana added. "This also pro-vides a smoother transition to col-lege if the graduate decides toattend."

Mel Rife is the Editor of theArizona GED Examiner'sChronicle. This story is adaptedfrom one appearing in thenewsletter's March 95 edition.

Distinguished GED Giaddaie Adniiial Mike Ifobida Speaks!'VIDEOTAPE OF EVENT NOW AVAILABLE!

.71

Own a video of the CNO's acceptance speech at the 1995 GED Administrators' Conference! This 26-minute VHS tapeincludes a session where the Admiral answers important questions. Perfect for meetings where the skills of GED graduates',are up for discussion! Each tape (Item #251015) is just $6 00 (US) plus shipping and handluig.

Shipping/handling for U.S. and Canada: 1 video, add $2.50 2 or 3, add $4.00 4 or more videos, add $5.00. Outside U.S::.

and Canada, shipping/handling charges are doubled

Name

Address

Gly State/Prownce ZIP/Postal Code

Telephone No fax No

The GED Testmg FUlfillment Service, P.O. Box 261, Annapolis Junction, MD 20701Phone (301) 604-9073 or FAX (301) 604-0158. Purchase Orders; MasterCard & Visa accepted

ADB-95.1

Page 14 a September/October 1995

52GED Items

External Diploma Expands to13th State

Illinois will join the ranks ofstates offering the EDP (ExternalDiploma Program) on November10, 1995. Training will take place attwo sites, one in Chicago and onenorth of Chicago, in St. Charles.Other states offering the EDP areCT, DC, KY, MD, ND, NY, OR,RI, UT, VA, WI, and WV

What's more, the national EDPoffice has produced a new partner-ship brochure that explains whybusiness, labor, community organi-zations and community collegesshould be interested in the EDP, andhow potential partners can becomeinvolved. To order this brochure, toorder the EDP video, CompetenceDeserves Recognition, and/or to obtainmore information about sites in yourlocale, Tr EDP office at (202) 939-9475.

AAACE Conference Meets inKansas City, MO

The American Association forAdult and Continuing Education(AAACE) will host its annual con-ference this year at the Allis PlazaHotel in Kansas City, Missouri. Forinformation Tr (202) 429-5131.

Arizona GED Turns 50The State of Arizona celebrates

its 50th GED anniversary inSeptember with special events. Forinformation 15' Pat Taylor (602)542-5281.

US Department of Ed UpdatesWeb Site

The National Library ofEducation recently unveiled the U.S.Department of Education's new &improved World Wide Web homepage...still at the same address(http: / /wwwed.gov), but thorough-ly redesigned with new features anddata. Whether you seek informationabout available grants or curriculum,the ED home page can point you inthe right direction. Graphical fea-tures have text-only equivalents toserve users with visual impairmentsas well as the many educators withslow modems, older equipment, ortext-only Web browsers. Improvedlinks and "Search" features lets usersscan the full text of ED's entire col-lection for a word or phrase. Formore Web sites, see below.

Older Students' Share ofCollege Forces On the Rise

College students age 24 andolder now make up 42% of the U.S.undergraduate population. TheNational Center for EducationStatistics' April 1995 report, Profile ofOlder Undergraduates: 1989-90, sup-ports the notion that the definitionof the "traditional" college student ischanging...about 9% of older under-grads entered postsecondary educa-tion with a GED credential. For acopy of NCES 95-167, [E) U.S.Government Printing Office,Superintendent of Documents, MailStop: SSOP, Washington, DC20402-9328.

Web Sites to See...C-SPAN http://www.c-span.orgDepartment of Education http://www.ed.govDr. E's Compendium http://www.oak-ridge.com/ierdrep1.htmlERIC http://www.indiana.edureric_recHealth & Human Services http: / /www.os.dhhs.govLibrary of Congress http://lcweb.loc.gov or http://www.loc.govSmithsonian Institution http://www/si/sgi.comUS Postal Service http: / /www /usps.govWorld Fact Book ... http://www.odci.gov/cia/publications/95fact/index.htmlYahoo (search engine) http://www/yahoo.com

New Math, Physics SeriesFeatures Sports Heroes

ESPN, the cable sports network,is coming to the rescue of teacherswho are struggling for ideas on howto teach subjects that students ages13 to 35 find "scary" or "difficult."A new program, SportsFigures, usessports to demonstrate math andphysics theories in action.

Each week during the schoolyear, teachers can videotape a 30-minute show in which star athletesplay professor. In one segment, SanFrancisco 49ers Quarterback SteveYoung explains vectors by demon-strating how a quarterback antici-pates where a receiver will catch thefootball. The show airs Tuesdays at2:00 pm and 2:30 pm on ESPN2.

Free teacher's guides and low-cost copies of the show are availablefrom your cable company or tagCable in the Classroom Division,ESPN, Inc., ESPN Plaza, Bristol,CT, 06010 17 (203) 585-2000.

President Clinton Wants Internetin Every Classroom by 2000

Speaking in San Francisco thisSeptember, President Bill Clintoncalled for the public and private sec-tors to build a partnership thatwould make the Internet available toevery U.S. classroom by the year2000.

In announcing the new goal,Clinton said that teaching childrento communicate via computer is "asessential as teaching them to readand write." The President acknowl-edged that the "high-tech barnrais-ing" would take the same "enor-mous effort" that building the inter-state transportation system did dur-ing the middle half of this century.

The White House plans torelease a plan for reaching the goallater this fall.

Key

(E) Mailing AddressTr Telephone Number

GED Items September/October 1995 n Page 15

53

Maryland GED Alumni Organize OutingOctober 8, Baltimore, MD

altimore's beautiful CamdenYards ballpark and the lastOrioles game of the season

created the backdrop for the first bigevent of the Maryland GED AlumniAssociation.

Members of the association andtheir guests relaxed under a blue skyand a light Chesapeake Bay breeze asthey watched shortstop Cal Ripkenand the Orioles tie the AmericanLeague record they set a decade agofor the longest shutout streak.Baltimore is less than 50 miles fromWashington, so GED Testing Servicestaff members Cathy Allin, FredEdwards, Jean Lowe, and ChristineZimmer brought their friends alongand joined the Alums for the day.

Organizers hosted a pre-gameparty in the designated hitter'slounge where Nancy Grasmick, theMaryland Superintendent of

ILLS '0N l!lulaclDu `ucau!tisepA

UIVd08r4s0d Sfl

uopezrur210 3goaduoN

Schools, talked about the opportuni-ty GED program provides. Next,Jean Lowe, Director of the GEDTesting Service, followed up, con-gratulating the association on theevent. Finally, Herb Brown, theassociation's president, offered wel-coming comments. A typical ball-park lunch of hot dogs, popcorn,sodas and beer followed.

Members then sought out theirblock of seats and enjoyed the gametogether. Representative KweisiMfume (D-MD), a GED graduate,had been scheduled to talk at theseventh inning stretch, but thenational budget debates kept himaway. "We did get an awfully niceletter from him about the value ofthe GED program, " notedMaryland's GED AdministratorMary Ann Corley. Organizers of theevent also arranged to have the

Alumni and their guests recognizedon the stadium's giant televisionscreen.

Organizers of the event

arranged to have the Alumni

and their guests recognized on

the stadium's giant television

screen.The group started a couple of

years ago with a few committedGED graduates and some help fromDr. Corley. According to Jean Lowe,"the group has gotten off to a greatstart. They have helped us identifyan excellent GED graduate, HerbBrown, to serve on the GEDAdvisory Committee. It would begreat if GED grads everywhere hadthis kind of support and leadershipnetwork."

aaaiNvwno HOVISOd N11111221ausanbni NOLLD3111100 ssmaav

£911-9£00Z DQ NO.LONIHSVik1OSZ a,LIIIS A\N INOdfla aNO

NouvDnaa NO lIDNI.100 NvDnowvamolas DNILLS3I J.Nowcimanaa avisiouvDnaa avuamao

54

more than 24,000 readers

VOLUME 12, NUMBER 6 AMERICAN COUNCIL ON EDUCATION NOVEMBER/DECEMBER 1995

GED-NALS Comparison StudyIllustrates Skill Levels of GED Graduates

passing the GED Tests signifies,on average, the attainment ofa level of literacy that is wide-

ly viewed as necessary for social andeconomic advancement as well as forexercising the rights and responsibil-ities of citizenship. This is one of thekey implications of findings from thenewly released GED-NALSComparison Study, a joint researchproject of the GED Testing Serviceof the American Council onEducation and Educational TestingService (ETS).

The National Adult LiteracySurvey (NALS) was developed byETS for the U.S. Department ofEducation in 1992. The survey usedthree assessments to evaluate thedocument, prose, and quantitativeliteracy skills of adults throughoutthe United States on three corre-sponding scales, each of which isdivided into five levels. Level 1(scores of 0-225) indicates the lowestlevel of literacy; Level 2 (low) coversscores ranging from 226 to 275,Level 3 (moderate), scores 276 to

nskols PennExternal Diploma Update .

From the Director 2

Fact Sheet 8

GED Graduate Story . . . 3

Legislative News 7

News and Notes 11

Teaching Tips 4

325, and Level 4(high), scores from326 to 375. Level 5(scores 376-500)indicates the high-est. A table illustrat-ing some sampletasks and their rela-tive location on thescales can be foundon page 6.

In 1993, anational sample ofGED examinees inthe U.S. who weretaking the English-language version ofthe tests was askedto also take thethree NALS assess-ments. According toJanet Baldwin,Director ofResearch and Test Validation for theGED Testing Service, "The studyprovided a unique opportunity todescribe the English-language litera-cy skills of examinees who passedthe GED Testsand those whodidn'tusing an external measure.This, in effect, extends the definitionof passing the tests beyond the inter-pretations we've been able to makeso far." Until now, the interpreta-tions of passing the GED Tests havebeen based only on how a nationalsample of graduating high schoolseniors had performed on the GEDTests. In addition, the researchexamined what the GED and NALS

All Examinees

Passers

Nonpassers

All Examinees

Passers

Nonpassers

All Examinees

Passers

Nonpassers

PROSE

DOCUMENT

QUANTITATIVE

277

1290

245

278

1289

J249.

269

1284

-J231

Level 1 2 3 4 Level 5

0 100 200 300 400 500

Source: American Council on Education and Educational Testing Service, The Literacy Proficiencies ofGED Candidates: Results from the GEDNALS Comparison Study, 1993.

In a recent study, people who passed the GED Tests scored, onaverage, in Level 3 of the NALS literacy scales, while those whodidn't pass scored, on average, in Level 2.

instruments measure in commonand what other skills each measuresseparately.

The three NALS scales attemptto capture three aspects of literacyfunction. According to the 1992National Adult Literacy Survey,prose literacy, is comprised of "theknowledge and skills needed tounderstand and use informationfrom texts that include editorials,news stories, poems, and fiction."Document literacy, as defined by theNALS, consists of the "knowledgeand skills required to locate and useinformation contained in materials

continued on page 10

THE NEWSLETTER OF THEW TESTING SERVICE

New Year's Resolution: Tell the Facts asWell as the Storiesby Jean H. Lowe

cross the United States, adulteducators are uncertainbout the future for their

programs, their students, and them-selves. Will adult education pro-grams as we know them survive?What will be the impact of the newfederal budget? Will block grantsremake the delivery systems now inplace? How can adult education pro-duce genuine, lasting learning gains?How can programs get the texts andcomputer materials they need to beeffective?

Decision makers... want,

need, and deserve reliable

data and statistics which

prove to them that the human

element of the story is true.if the answers that we give tothese questions are to be con-vincing, we must not only tell

stories, but also provide facts sup-porting our claims. ConventionalWashington wisdom holds that, fordecision makers in Congress to sup-port proposed legislation, they mustappreciate the human impact of theexpenditures they are asked to make.But they also want, need, anddeserve reliable data and statisticswhich prove to them that the humanelement of the story is true.

in the past, we have been high onsentiment and student apprecia-tion and low on facts and docu-

mentation. In protecting adult edstudents from what we may haveperceived as unfair external pressureto succeed quickly, we have neglect-

ed to justify the need for substantiveinstruction. In our pride over whatwe've accomplished, often againstgreat odds, we have failed to makethe case that we need better materi-als, training, and support. We havenot thoroughly examined the soci-etal impacts of our programs, assum-ing instead that these outcomes areas obvious to everyone else as theyare to us. Now we have solidresearch evidence. We should use it.

Two years ago, whenEducational Testing Service(ETS) completed the

National Adult Literacy Survey(NALS) for the U.S. Department ofEducation, the nation got its firstview of how strongly one's level ofliteracy proficiency relates to one'sperformance on a range of variables.The NALS documented the correla-tion between literacy proficienciesand achievement of success inemployment, getting off welfare,postsecondary education, evenhealth and voter participation. Theseare strong correlations; I recall ETS'sIrwin Kirsch saying that the relation-ship between earnings and literacy isstronger than the link between earn-ings and either race or gender.

For the first time, there is sounddata about the relationshipbetween earning passing scores

on the GED Tests and literacy profi-ciencies as measured on the NALSscales. While the GED Tests certifyan individual's knowledge and skills,the tests also help to define goalsthat, for many adults, promote pro-fessional and academic development.The impact of this phenomenon has

been wide and varied. GED gradu-ates are successful leaders in everyfield military and governmentservice, entertainment, law, socialwelfare, business, education, andacademic research. But when we failto provide our audiences with thefacts along with those familiar storiesof personal achievement, we neglectto inform adequately and to influ-ence responsibly.

The message of the newNALS-GED comparisonstudy is crying to be heard.

The readers of GED Items musthelp us to spread the word. I hopethat you will make a New Year's res-olution along with us at the GEDTesting Service: Tell the whole storyof adult education and the GED.

GED Items (ISSN 0896-0518) ispublished bimonthly by the GEDTesting Service of the AmericanCouncil on Education (ACE). GEDItems is not copyrighted. Readersare invited to copy any articles notpreviously copyrighted. Creditshould be given in accordance withaccepted publishing standards.

Editor: Lisa RichardsEditorial Consultant: Susan PorterRobinsonEditorial Assistant: Cathy AllinAdvertising Manager: Lisa RichardsCirculation Manager: Debra Louallen-ColeCirculation Assistant: Zenitta Jones

Franklyn G. Jenifer, ACEBoardChair, University of Texas at DallasRobert H. Atwell, President, ACEJean H. Lowe, Director, GEDTesting Service

Page 2 January/February 1995 GED Items

College Instructor/Tennis Coach/GED GraduateValues Lessons in Life Experience"I've always liked to talk, so of course I wanted to teach!"says Anthony Fox, a member of the Liberal Arts andGeneral Education Faculty at Regents College, part of theUniversity of the State of New York. But he didn't marchstraight through school and college into his current position asan instructor of communications at Sage College in Albany,New York. The twists and turns of his career more closelyresemble those of the Regents College students he teaches.

by Margaret Mirabelli

Hn high school, Tony enthusiasti-cally embraced the notion ofteaching. As a member of Illinois

Association of Future Teachers ofAmerica, he was nominated fromthe floor of the 1962 convention tobecome Vice President of the group.He toured the state, speaking onteaching as a career.

But youth and a desire for inde-pendence led hirnto leave highschool before graduation and jointhe military. After several years ofservice, he returned to civilian lifeand worked at a variety of lowskilljobsworking as a stock clerk, driv-ing a cab, driving a bus. It was whiledriving a cab that he received furtherimpetus toward teaching.

An avid, but largely self-taughttennis player, Tony found himselfdeep in conversation with the moth-er of Melvin Searles, a top-flightstate tennis pro. She promised thather son would make time to giveTony a lesson. Searles gave the les-son for free, asking only that Tonypass the favor on to someone elselike himself. Tony became a tenniscoach. Indeed, coaching is themodel he has taken for his academicteaching, believing as he does that

students havemuch they cancontribute totheir ownlearning. Healso became aLiteracyVolunteer.While he wasteaching otheradults to read, afellow instruc-tor urged himto earn his highschool diplomaby taking theGED Tests,which hepassed withease.

Tony nowran into a serious snag in his educa-tional plans. He had assumed that hecould use his GI benefits at anytimebut unfortunately the timelimit had passed. Persisting, hefound that Illinois had a program toaid Vietnam veterans. With that aidand the money he was making fromteaching tennis, he enrolled at JolietJunior College, where he earned hisassociate degree in 1983. By 1985 he

had his bachelor's degree, cum laude,from Northern Illinois University.

A professor in Tony's semanticscourse regarded Tony as havingextraordinary complex speaking andlanguage abilities. He urged Tony toenter graduate school. Ever inde-pendent, Tony did other things first,but in 1992 he did returnto earn amaster's in Communication Studiesfrom Northern Illinois University.Tony's wife, who teaches criminaljustice at Ohio Northern, has a doc-

torate, and he isthinking that hemay continue onhimself.

WhenRegents Collegeapproached himto join the faculty,he already knew acertain amountabout theCollege, havingheard of it whiletrying to figureout how to con-tinue his owneducation.EverythingRegents Collegeseeks to achieve inremoving barriers

for the adult learner fits with Tony'sphilosophy of education and educa-tional access. His own experiencehas made him particularly sympa-thetic to the financial hurdles thatadult students face and to their needfor flexible, self-paced programs.

Tony teaches speech, interper-sonal communication, communica-tion theory, and introduction to

GED graduate Anthony L. Fox now teachescollege-level speech and communication courses.

continued on page 12

GED Items January/February 1995 Page 357

An Equation for Success: Reading for Pleasure

Equals Reading for Understandingby Carol Jago

any of the adult learnerswho come to the GEDTests are not avid readers.

Reading is something that theylearned how to do in school, butthey may never have developed thereading habit. These students cov-ered the required pages for theteacher's ubiquitous book report, butthey found little joy in the act andcertainly no sense of urgency to findtheir next book.

As a high school English teach-er, I know that my finest studentsthose who earn high SAT scores andtop grades, those who write withsophistication, those who succeed incollegeare almost always readers.How did they get that way? Byreading, of course! The more a per-son reads, the easier the actbecomes, the faster the pages fly by,the simpler one's basic school tasksbecome. The text of a test is nogreat hurdle to a fluent reader. Butfor the person who never developsthis fluency, every task that involvesreading is a chore.

The key to helping studentsachieve reading fluency is to lurethem, through their interests, intoreading for pleasure. Surround yourstudents with seductive texts: Peoplemagazine, romances, sports biogra-phies, the latest movie scripts."Trash!" some will say, "It's timewith Mark Twain, not QuentinTarentino, that will help my studentspass the GED." I disagree. Poorreaders don't know either author.Avid readers find time for both.

Lack of time is the most com-mon excuse students of all ages offeras the reason they don't read. That's

why pleasure reading needs to bepart of the school curriculum.

Stephen Krashen, linguisticsprofessor at the University ofCalifornia, makes the case for whathe calls "Free Voluntary Reading."His studies demonstrate that pleasurereading "is the major source of ourliteracy development, that it isresponsible for our reading compre-hension ability, much of our vocabu-lary competence, spelling ability andwriting style, and for our ability touse complex grammatical construc-tions." (The Power of Reading, Insightsfrom the Research. Englewood, CO:Libraries Unlimited. 1993).

Some teachers worry about thecontent and caliber of the books thatstudents choose when left to theirown devices, preferring the messagesof classic literature to those ofStephen King. And every year I dohave a few avid readers who onlyread "good" books. The problem isthat until students are fluent readers,reading the classics is such a strainthat, rather than struggle throughGreat Expectations, they choose notto read at all.

I worry more about this non-reader than I do about the skewedvalues of a Danielle Steele novel.Avid readers rarely get stuck in onegenre for long. They move freelywildly at timesfrom Sweet ValleyHigh to Jane Eyre to science fictionand back again. No one volume isdangerous to these readers becauseit's not long before they are consum-ing the next one.

Along with providing practicewith sample GED passages and ques-tions, any course preparing students

for the Interpreting Literature andthe Arts test should include pleasurereading as part of the curriculum.Many adults haven't much likedwhat they have found between thecovers of books until now and sothey've given up looking.

The text of a test is no great

hurdle to a fluent reader...For

the person who never develops

this fluency, every task that

involves reading is a chore.

It may be that, by selectingbooks for our students, we haveruined one of reading's greatest plea-suresthat of choice. In ourattempt to give students only thebest, we may have inadvertently sentthem the message that their readingchoicescomic books, sports pages,horror storiesare inferior. Indoing so, we further underminetheir confidence in selecting booksto read.

Surround your students withshiny new books and make time forthem to choose and read and rejectand choose again. They will honetheir comprehension and interpre-tive skills before your eyes.

Carol Jago chairs the EnglishDepartment at Santa MonicaHigh School and has served as afinal form reviewer for theInterpreting Literature and theArts Test. She is also the directorof the California LiteratureProject, UCLA.

Page 4 January/February 1995 GED Items

58

(D*e...ntutuuo- Upckh

Howdy, Partner!Many External Diploma Program (EDP) local sites haveformed partnerships with businesses, labor, and communityorganizations in their communities.

by Katherine Lowndes

Since EDP is most appropriatefor the older workforce, espe-cially current and transitional

workers, this opportunity oftenappeals to companies and unionsalready invested in educating theirmembers, concerned with increasingthe employment security of theirworkforce with a portable credential,or involved with upgrading the skillsof workers beyond a "basic literacy"levels.

As block grants shift the adult

education emphasis toward

workforce development and the

demand for community

partners thus increases, such

liaisons will be a very

important concept in the future.

In areas where EDP is not yetoffered, we often hear from thepotential partners first. ACE/EDPdoes not conduct an EDP traininguntil a local school board has agreedto confer a traditional high schooldiploma to the EDP graduates atthat site and the state department ofeducation has granted their approvalto having EDP offered in their state.However, the partners often get theball rolling to make both of theseevents happen. One example is theUAW/GMEDP partnership inJanesville, Wisconsin. TheUAW/GM education and trainingpeople heard of the EDP and want-ed to offer it to their workers as

another way of fulfilling their man-date to offer an alternative highschool program. The UAWGMconvinced the local technical collegeand the local school boards of thevalue of the EDP for their employ-ees. The local technical college and13 local school boards decided tolend their support to the EDP,allowing for the establishment of anEDP site in Janesville.

Sometimes we hear from com-munity colleges or other local edu-cation agencies that are interested inestablishing an EDP site and alreadyhave an agreement to provide educa-tional programs to a business orunion. In Illinois, this sort of pro-gram is under way. Staff at RockValley Community College will betrained in December, and they'llthen begin offering EDP both at themain campus and at a UAW/Chrysler plant nearby. Rock Valleycurrently delivers educational ser-vices to the plant; the EDP will beone more program that they'll offer.

In St. Charles, Illinois, theLiteracy Volunteers of Americaalready were part of a partnershipwith the local library. When theyheard of EDP, they wanted to offer itin their community, so they broughttogether several local mid-sized busi-nesses as well as the Rotary as addi-tional partners, to ensure that EDPwould be available for the older,experienced adults for whom it wasdesigned. In Connecticut, theUrban League, several school dis-tricts and a health care union haveformed a partnership to deliver the

EDP to nursing home aides. As

block grants shift the adult educationemphasis toward workforce develop-ment and the demand for communi-ty partners thus increases, suchliaisons will be a very importantconcept in the future.

These are just a few examplesof existing EDP partnerships.Perhaps they'll give you an idea ofwho you might contact in yourcommunity to establish a partnershipthat will support the EDP, both withappropriate clientele and financialsupport, too. If you would like toreceive our new partnershipbrochure or speak with us aboutsetting up an EDP partnership inyour community, please contact theEDP office at (202) 939-9475.

Katherine Lowndes is theAssistant Director of the ExternalDiploma Program.

The KEY to SUCCESSfor ADULTS with

SPECIAL LEARNINGNEEDS

LARGEPRINT

Educational MaterialsGED Prep ABE ESL

Voc/Continuing Ed.Literacy

Now available from LRS yourprogram's materials in LARGEPRINT in easy to use format

with sturdy textbook bindings.

For more info:

1-800-255-5002

LAS

Library Reproduction Service1977 S. Los Angeles St.Los Angeles, CA 90011

GED Items January/February 1995 Page 5

59

Sample Tasks Along the Three NALS Literacy ScalesNALS Scale Prose

.

Document Quantitative

Level 1Very Low

Score Range 0-225

Identify country in short article

Underline sentence explainingaction stated in short article

Sign your name

Using pie graph, locate type ofvehicle having specific sales

Total a bank deposit entry

I [.]Level 2

Low

Score Range 226-275

Underline meaning of a term ingovernment brochureInterpret instructions fromappliance warranty

Locate intersection on street map

Identify and enter information onapplication for social security card

Calculate postage and fees forcertified mailCalculate total cost of purchasefrom an order formI

Level 3Moderate

Score Range 276-325

Write brief letter explaining erroron credit cord billRead lengthy article to identify twobehaviors meeting stated condition

Use bus schedule to determineappropriate bus for given set ofconditions

Using calculator, calculatedifference between regular andsale price from an advertisement

ILevel

High

Score Range 326-375

State in writing argument made inlengthy newspaper article

Compare two metaphors used inpoem

Identify correct percentage meetingspecified conditions from a table ofsuch information

Using information stated in newsarticle, calculate amount of moneythat should go to raising a child

Level 5Very High

Score Range 376-500

MCompare approaches stated in Using a table about parentalnarrative on growing up involvement in school survey, write

II II Interpret brief phrase from lengthy Mom a paragraph summarizing areasnews article where parents and teachers agree

Source: National Adult Literacy Survey. U.S. Department of Education, National Center for Education Statistics. 1992.

LICalculate miles per gallon usingdata given on mileage record chartUsing calculator, determine thetotal cost of carpet to cover a room

DAVE THOMAS VIDEOTAPES NOWAVAILABLE!

Dave Thomas, recent GED graduate, founder and owner of Wendy'sRestaurants, has recorded a videotape PSA providing viewers with informationabout the GED Hotline. To receive this latest VHS tape, order item #251019and send $20.00 (US) plus shipping and handling to the address below. Anaudio tape version is also available (item #251020, $5.00).

Shipping/handling for U.S. and Canada: $5.00-9.99 total, add $2.50$10.00-19.99, add $4.00 20.00 or more, add $5.00. Outside U.S. and Canada,shipping/handling charges are doubled.

Name

Address

City State/Province ZIP/Postal Code

Telephone No. Fax No.

The GED Testing Fulfillment Service, P.O. Box 261Annapolis Junction, MD 20701

Phone (301) 604-9073 or FAX (301) 604-0158.

Purchase Orders, MasterCard & Visa accepted DTP-95

Show your students howmuch they already know!

ADJ

k m 1ADV

Who Whatdoes did is was

Complete Teacher Pack $169.95(Includes Instruction text duplicatingworkbook, 28-lesson video, award-winningcomputer software, and two studentreference card packs)

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

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

Curriculum Manual, 1995

1-800-356-6284Video Resources

11767 S. Dixie Hwy., Suite 222Miami, FL 33156

Page 6 . January/February 1995 60 GED Items

American Council on Education Sets GED'sRecord Straight For Governors, KassebaumNovember 27, Washington DC

letter from Robert H.Atwell, President of the

merican Council onEducation (ACE), the GED TestingService's parent association, respond-ed today to statements made by theleadership of the NationalGovernors Association's HumanResources Committee. Atwell coun-tered a remark contained in corre-spondence from the NationalGovernor's Association (NGA) toSenator Nancy Kassebaum (R, KS)concerning the Senate's version ofthe Workforce Development Act (S.143).

The letter to Senator Kassebaumfrom Governors Arne Carlson (R,MN), Tom Carper (D, DE) andNGA Executive Director RobertScheppach stated, "There is no clearevidence that having a GED increas-es individuals' employability or earn-ings."

Atwell's reply reads, in part:"ACE takes no position regardingthe specific provision you address inyour letterattempting to expand

eligibility for job training to includethose who have not attained a highschool diploma or a GED. We do,however, take strong exception tothe way you have characterized theGED and misrepresented theresearch evidence. The preponder-ance of research demonstrates thatthe GED makes a substantial differ-ence in the lives of those who passthese tests." He labeled the NGA'sstatement "simplistic and mislead-ing."

Accompanying Atwell's letter isa fact sheet that outlines some of themore significant findings of recentresearch. The fact sheet lists, amongother information, the followingimpacts of earning a GED diploma:

GED graduates, on average, earn$2,040 more per year than highschool dropouts.

GED graduates are more likelythan high school dropouts to beworking full time.More than 85 percent of GEDgraduates surveyed in 1993

planned to enroll in postsec-ondary educational programs.

GED graduates in communitycolleges, on average, performon a par with traditional highschool graduates in number ofcredits earned and grade pointaverage.

The American Council onEducation is a non-profitmembership association rep-

resenting higher education institu-tions and other educational con-cerns. ACE is dedicated to thebelief that equal educational oppor-tunity and a strong higher educationsystem are essential cornerstones of ademocratic society. The associationhas administered the GED testingprogram in its various forms sincethe end of World War II.

GEDTS encourages programspecialists to use the fact sheet in

their outreach efforts. For yourconvenience, a copy of the fact

sheet is included on page 8 of thisissue.

NO KID STUFF NO KIDDINGTUTORSYSTEMS® Software

RESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTS

risontollissoffsslaRESULTSRESUTSRESULTSRESULTS

RESULTS

RESULTS

RESULTS RESULTSRESULTS RESULTSRESULTS RESULTS

RESULTSRESIIITTR

RESULTSRRRIFITS

RESULTSRP-CUTTS`

RESULTSR mumRE,RE

LiRERERE

INC

1.TSLTS

I..

ISIS.13

' 11,-a in 0 GrammarJy

=44?Za

STATM

T delivers Functional Skillsfor Adult Learners FAST!

RESus./.7 nrauuto neoluldo sm.:WEISRESULTS RESULTS RESULTS RESULTSRESULTS RESULTS RESULTS RESULTSRESULTSRESULTSRESULTS

RESULTSRESULTSRESULTS

RESULTS RESULTSRESULTS RESULTSRESULTSWESULTS

RESULTSRESULTS

RESULTSRESULTS

RESULTS RESULTSRESULTS RESULTS

RESULTS RESULTSRESIJETS RESULTS Affordable Effective GuaranteedRESULTS RESULTS RESULTS RESULTSRESULTSRESULTS

RESULTSRESULTS

RESULTS RESULTSRESULTS RESULTS BIA SID WEST WOODMILL DR.

WILMINGTON, DE 19801RESULTS RESULTS RESULTS RESULTS Lail 1-800-545-7766 for your FREE BLS CatalogRESULTS RESULTS RESULTS RESULTS

GED Items

61January/February 1995 Page 7

GED Testing ServiceFact Sheet

The General Educational Development Tests (GED) allow adults to demonstratethat they have acquired a level of learning comparable to that of high schoolgraduates and thus to earn a high school equivalency credential. Recognized

nationwide by employers and institutions of higher education, the GED program hasincreased education and employment opportunities for nearly 12 million adults since1942. At present, the GED Testing program enables nearly half a million adults everyyear to obtain high school equivalency diplomasabout one in seven of all highschool diplomas issued annually in the United States.

he GED Tests are rigorous: the battery consists of five separate tests (writingskills, social studies, science, interpreting literature and the arts, andmathematics) that measure the general skills and knowledge acquired in a four-

year high school program of study. The GED Tests, which include a writing sample,take seven and one-half hours to complete. They are administered each spring to anationally representative sample of graduating high school seniors to establish the GEDpassing scores. Each state administers the GED Tests and issues credentials based on itsown score requirements. To pass, adults must surpass the performance of 30 percentof graduating high school seniors; 73 percent passed the GED Tests in 1994.

IMPACT OF A GED CREDENTIAL:

GED graduates, on.average, earn $2,040 more per year than high school dropouts.

GED graduates are more likely than high school dropouts to receive additionaltraining after earning their credential.

GED graduates are more likely than high school dropouts to be working full time.

The wages of GED graduates grew at a faster rate after earning the credential.

Passing the GED, on average, signifies the attainment of a level of literacy widelyviewed as necessary for social and economic advancement.

More than four in five GED graduates (85 percent) surveyed in 1993 planned toenroll in postsecondary educational programs.

According to a national longitudinal study published in 1993, more than two infive GED graduates (43 percent) attended two- or four-year colleges after receivingtheir credential.

GED graduates in community colleges, on average, perform on a par withtraditional high school graduates in number of credits earned and grade pointaverage.

American Council on Education One Dupont Circle NAaVashington, DC 20036 (202) 939-9300

there's a stistegg

Seuttiles[eurs---ne PrelED _Series

leads tro 6E0 succps,,

INTERPRETINGUTERATURE & THE ARTS

-",,;."AuftngitA'

tiring rl:iv WO*.

SCIENCE MATHEMATICS

South-Western's new Pre-GED Series is designed with the sameinnovative instructional practices as our groundbreaking GED Series,giving your students consistency and flexibility. You'll appreciate howthe series integrates content for the Tests with your students' real-lifeskill needs. It's the most effective way for your students to readythemselves for GED success. It's a system that works!

The system five books and five exercise books/ Consistent instructional design works with South-Western's GED SeriesI Emphasis on foundation skills such as critical thinking and problem solving/ Writing and group activities throughoutI Full-color CONNECTIONS section links lessons to real-life themes

SOUTHWESTERNEDUCATIONALPUBLISHING

An International Thomson Company

Get the sotem! Call 1100-354-97K63

GEDNALS from page 1

that include job applications, payrollforms, transportation schedules,maps, tables, and graphs."Quantitative literacy, as the namesuggests, incorporates "the knowl-edge and skills required to applyarithmetic operations, either aloneor sequentially, using numbersembedded in printed materials."Such activities include balancing acheckbook, and completing an orderform.

The GED Tests and the NALSassessments "overlap" each other to alarge degree in the skills they mea-sureresearchers found a correla-tion of 0.78. Both instrumentsappear to measure verbal compre-hension and reasoning skills.However, because the GED Testsexamine high school level academicability, they also measure writingmechanics and mathematics. TheNALS assessments, on the otherhand, also measure unique aspects ofdocument literacy. Literacy tasks arean integral part of what is taught inhigh school; thus the strong correla-tion between the two measures isnot surprising.

The average scores of those whopassed the GED Tests fell solidly inthe Level 3 (moderate) range on allthree scales. As expected, those who

met the score requirements for theirstate's high school equivalency cre-dential ("passers") displayed muchstronger prose, document, and litera-cy skills than those who did not pass("nonpassers"). The scores of non-passers fell, on average, into Level 2.However, researchers noted somedifferences among demographicgroups. White GED examinees, onaverage, demonstrated stronger liter-acy skills than Hispanic examinees,who in turn displayed stronger skillsthan African American test-takers.White and Hispanic examinees werealso more likely to pass the GEDTests than their African Americancounterparts. Examinees whoreported visual impairments demon-strated weaker prose and quantitativeliteracy skills and were less likely topass the GED Tests than those whodid not have vision problems.

Approximately 30 percent ofGED examinees in the surveyreported that they had participatedin a preparation program (other thanregular school) to improve theirreading, writing, and math skills.These individuals, on average,demonstrated lower scores on allthree literacy scales than did thosewho weren't enrolled in programs.

Additionally, GED examineeswho reported that they had relied

most heavily on formal classes forpreparation had lower average litera-cy scores than those who did not

White GED examinees, on

average, demonstrated stronger

literacy skills than Hispanic

examinees, who in turn

displayed stronger skills than

African American test-takers.

prepare or who simply took theOfficial GED Practice Tests. "Whatthese findings suggest," says Baldwin,"is that individuals with limited lit-eracy skills are more likely to seekout or be referred to basic skills pro-grams than those who have strongerskills, and may need to spend moretime in those classes in order todevelop the level of skill they needin order to pass the GED Tests. Thesurvey data can't tell us, however,whether program participants hadlower skills before they enrolled orhow much their skills improved as aresult of their work in a preparationprogram."

GED examinees in the surveywho were currently working, parttime or full time, displayed higheraverage quantitative literacy scores

continued on page 12

SIMPLE...FASTEFFICIENT.. ACCURATE

PUPIL ACCOUNTING SOFTWARESPECIFICALLY FOR YOUR IBM OR COMPATIBLE PC

EASY TO USEGEDREC Version 2.1 Examinee Record Keeping & Reporting System for GED Test CentersA simple to use menu driven program that stores the necessary examinee demographics, test results. State and Provincial mini-mum scores. a table of raw and standard scores for all versions of the tests. GEDREC compiles and prints a wide range of re-ports including the annual GEDTS "Official Report of Test Results.' and the "Official Report of GED Test Results and Applicationfor Certificate of High School Equivalency".

STUREC Adult Education Record Keeping & Reporting ABE (GED) Version2 STUREC Adult Education Record Keeping & Reporting High School Completion Version

These programs are menu-driven for ease of use. They will store the necessary demographics and other student data to providea wide range of reports for efficient program management, plus Federal and State reporting. Single user and network versionsare available for all programs - demo disks and complete user manuals are available for all programs at $35.00 per program.

(MicroData640 Romence Road, Suite 212, Portage, DE 49002

SYSTEMS, Ltd. ) Voice: (616) 327 - 1505 Fax: (616) 327 - 8266

Page 10 January/February 1995 64 GED Items

N@WO arc] INC)h0,

How About a Few Extra "Bills"?A limited number of 1995 con-

gratulatory letters to GED graduates,signed by President Bill Clinton, arestill available from GEDTS, on afirst-come, first-served basis only.Please enclose a self-addressed 9x12envelope with your order. s AllidaJoyce, GED Testing Service, OneDupont Circle, Suite 250,Washington, DC 20036.

Poetry Contest Under WayPrizes totalling $24,000 will be

awarded to more than 250 poets inthis year's North American OpenPoetry Contest. The contest is opento everyone and it's free. Everypoem entered has the chance to beincluded in a hardbound anthology.

To enter send ONE poem, 20lines or under, on a single page con-taining the poet's name and address.S The National Library of Poetry,11419 Cronridge Dr., P.O. Box 704-1942, Owings Mills, MD 21117.Contest begins January 1.

COABE Comes to PittsburghMark your calendars! The Three

Rivers City will welcome this year'sCommission on Adult BasicEducation National Conference.The main conference will take placeon May 16, 17, and 18, 1996, withpre-conference institutes on May 14and 15.

Conference activities will be

held at the DoubleTree Hotel indowntown Pittsburgh. s JudithAaronson, 2600 East Carson St.,Pittsburgh, PA 15203. Tr (412) 481-

4836, fax (412) 481-0187.

Mathematics NetworkingAvailable for Teachers of Adults

The Adult NumeracyPractitioner Network is acommunity dedicated to qualitymath instruction at the adult level.Members work to encouragesupport, collaboration and leadershipamong adult instructors and work toinfluence policy and practice in adultmath instruction. The network wasfounded to address the "fact thatK-12 math organizations do notpresently attend to adult matheducation in noncollege contexts,and literacy organizations usually paylittle or no attention to mathematicalissues." To subscribe to The MathPractitioner, contact:

New England: Nick LavoratoNew Haven Adult Education580 Ella Grasso BoulevardNew Haven CT 06519

Midwest: Janice PhillipsWilliam Harper Rainey College1200 W. AlgonquinPalatine, IL 60067

South Central: Pam WallAssociated Builders &Contractors19251 Highland RoadBaton Rouge LA 70809

Moving? Please let us know!If you're moving or changing jobs, we'd appreciate a change of addressnotice. Simply make corrections to your old address label and send to:

Debra Louallen-ColeCirculation Manager, GED ItemsAmerican Council on EducationOne Dupont Circle, NW Suite 250Washington, DC 20036-1163

Midatlantic: Ellen McDevittCarlow College Adult Learning3333 Fifth AvenuePittsburgh PA 15213

Pacific North: Susan CowlesLinn-Benton CommunityCollege6500 SW Pacific BoulevardAlbany OR 97321

Pacific/Southwest: MelissaMellissinosP.O. Box 927187San Diego, CA 92122

Mountains/Plains: Rose SteinerBillings Adult Ed Center415 N 30th StreetBillings MT 59101

Southeast: (Ms.) Marty GilchristFleming-Ruffner Magnet CenterLawson Hall3649 Ferncliff Ave NW

Roanoke, VA 24017

Award-WilniraingMath Videos!

Eight mathseries in all!From basicskills tocollege level!

"The students love them. Math testscores have improved, so everyoneis happy!"

Suzanne DuPlantier, Adult EdSpecialist, Baton Rouge, LA

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

"Highly Recommended!"Library Journal, 1993

Only $29.95 each!Includes rights to make up to two copiesof each tape... then check them out to

students, just like a library!

1-800-356-MATHVideo Resources

11767 S. Dixie Hwy., Suite 222Miami, FL 33156

GED Items

65January/February 1995 Page 11

Life Experience continued from page 3

media courses. He remains active asa tennis coach. Additionally, he andhis wife juggle the logistics of a long

"...most colleges insist that

learning take place only in the

classroom. Does this mean

that life's teachings have less

value? I hope not."

Anthony L. Fox

distance marriage! At least his chil-dren are now grown up. His son isco-owner of a cellular phone busi-ness in Chicago, and his daughter isa doctor in Africa.

"Life frequently teaches morethan the classroom," says Tony. "Yetmost colleges insist that learning takeplace only in the classroom. Doesthis mean that life's teachings haveless value? I hope not. RegentsCollege offers a way to use life's

ILLS .0NIDa `uouluNsvik

CIIVd02Elsod Sfl

uoprzpiraio lgoacluoN

teachings to meet one's educationalgoals."c

Margaret Mirabelli is the editor ofRegents College Reports, wherethis story first appeared earlier thisyear. To learn more about Regents

College programs, call (518) 464-8500, weekdays except Tuesday8:30 a.m.-5:00 p.m. EasternTime.

"The habits of a vigorousmind are formed incontending withdifficulties. All historywill convince you of this,and that wisdom andpenetration are the fruit ofexperience, not thelessons of retirement andleisure. Great necessitiescall out great virtues."

Abigail Adams, 1780

GEDNALS continued from page 10

than those who were unemployed,while there were no significant dif-ferences in their average prose ordocument literacy scores. This find-ing suggests that, among the GEDpopulation at least, literacy skills inthe quantitative area may be morestrongly linked to employment out-comes than are prose and documentliteracy skills.

"As we look for ways toimprove our adult education andlifelong learning programs, this studymight provide some valuable guid-ance," says Baldwin, "not only toadult educators, but also to policymakers, other researchers and thegeneral public."

The report, The LiteracyProficiencies of GEDCandidates: Results from theGEDNALS ComparisonStudy (item 250802, $20.00)will be available in midJanuary1996 from the GED FulfillmentHouse, (301) 604-9073.

aaa..thiv)ivno aovisoaaaisanbm NOILD3112103 SST ICICIV

£911-9£00Z DCI NOIONIHSWAOSZ 3.LII1S /AN HIDITID UNO

NOLINDfICIa NO 1IDN11003DIA2I3S DNIISHI IN3INdOlatial TVNOLINDIICR wuaNao

66

(9/92)

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

Educational Resources information Center (ERIC)

NOTICE

REPRODUCTION BASIS

ERIC

This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Releaseform (either "Specific Document" or "Blanket").