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This resource provides data on the use of assessment instruments and uniform cut scores. The cut scores presented in this resource are the lowest scores a student can receive on an assessment to be considered college-ready. An asterisk indicates that the state uses a subject area test score for the SAT. "SAT (new)" refers to scores received on the SAT administered after March 2016. "SAT (old)" refers to scores received on the SAT administered prior to March 2016. The COMPASS assessment is no longer administered; however, many states and systems still accept COMPASS scores received within a certain time period. [View the full "50-State Comparison: Developmental Education Policies" here: https://www.ecs.org/50-state-comparison-developmental-education-policies/.]

The GED® test was built from the ground up to give students a test that measures the skills they need to succeed. The test focuses on the foundational knowledge and skills needed for career and college readiness, so colleges and employers know that students who pass the GED® test have the skills to excel on the job or in the classroom. This Educator Handbook is organized into the following four chapters: (1) The GED Test -- A Closer Look; (2) What Scores Look Like; (3) Strategies for Teaching the Test; and (4) See If Your Students Are Ready.

Until 2014, the General Educational Development (GED®) test dominated the high school equivalency (HSE) test market throughout the United States, to the point that educational experts acknowledged the acronym "GED" had become synonymous with "high school equivalency." However, changes to the test, the way it is administered, and the test's management brought about a shifting HSE landscape that would see states adopt alternative methods for demonstrating secondary equivalency. This research report examines Washington state's HSE alternative -- High School 21+ (HS21+) -- by comparing pre- and post-completion outcomes to those of the GED®. The report first explores demographic information of completers from both programs, comparing said demographics with the state population lacking a high school diploma or equivalent. The report then looks at the population of students who earn a postsecondary certificate or degree prior to completion of the GED® or HS21+ as well as those who continue in the Washington community and technical college (CTC) system after completing either program. Finally, the report compares employment outcomes for both groups and offers some suggestions to ensure the HS21+ program continues to offer enhanced opportunities for those it serves.

The manual is presented in the form of a policy grid. The grid includes a consolidated list of General Educational Development (GED) Testing Service policies regarding the GED® test and overall GED® program. The grid combines all of the policies into one unified table and supersedes any prior policy manual.

The purpose of this study was to address Advanced Placement (AP)® policy-related questions from administrators at the University System of Georgia (USG) using current AP Exam records and student course performance at four institutions. Specifically, comparisons of sequent or subsequent course grades were made between AP and non-AP students. This report details the AP Exam titles and institutions studied, analysis methods, and results, as well as data considerations to note. This study focused on examining the credit and placement policy or policies at the four institutions across multiple subject areas. Therefore, one research question was proposed for each exam title: How do AP Exam credit-holding students perform in sequent or subsequent courses compared to students without credit who took the corresponding introductory course at the institution? Four representative institutions, one from each USG institutional sector, were selected by USG for study: (1) Abraham Baldwin Agricultural College (ABAC); (2) Clayton State University (CSU); (3) Kennesaw State University (KSU); and (4) University of Georgia (UGA). Students in this study were first-time entering first-year students in the fall of 2013. Two academic years of course data for this cohort were included: 2013-14 and 2014-15. Course records from the institutions were matched to College Board AP Exam records using student identifying information. Due to varying AP Exam volumes, not all institutions were included in analyses for each AP Exam title. The combination of AP English Language and Composition and AP English Literature and Composition (referred to as "English") is the only area where all four institutions were able to be studied. Full Comparison Results are appended.

This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2012, provides data about trends in dropout and completion rates over the last four decades (1972-2012), and examines the characteristics of high school dropouts and high school completers in 2012. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, including the event dropout rate, the status dropout rate, the status completion rate, and the adjusted cohort graduation rate. Each rate contributes unique information. Information about individuals who pass the GED exam is provided to place the different rates into context relative to this widely used alternative high school credential. The appendices also include information on the averaged freshman graduation rate. The following are appended: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables.

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP results recently released by the Maryland State Department of Education. Particularly noteworthy is the fact that MCPS graduates significantly contributed to Maryland's first-place national ranking for AP exam performance. Although MCPS 2014 graduates constituted nearly one fifth of Maryland graduates, MCPS graduates who earned a score of 3 or higher on one or more AP exams accounted for 31.3 percent of Maryland graduates with at least one AP exam score of 3 or higher. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in taking IB courses and exams. The increased participation of graduates in IB exams had a corresponding increase in the proportion of graduates who earned at least one IB exam score of 4 or higher--from 6.1 percent in 2012 to 6.6 percent in 2014. A similar trend was observed with regard to IB exam participation and performance for Asian, Black or African American graduates, and those who identified themselves as Two or More Races. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2012 to 2014 public school graduates in MCPS, Maryland, and the nation. [For the 2013 report, see ED557737.]

The West Virginia Department of Education (WVDE) is committed to offering alternative educational opportunities to ensure student success, decrease the dropout rate and increase the graduation rate. Each of these opportunities includes a blend of Career Technical Education (CTE) and traditional core academic opportunities or a WVDE approved high school equivalency assessment (HSEA). These opportunities are intended to provide options to youth experiencing dramatic risks of dropping out of school. This manual begins by detailing the three Option Pathways. Option Pathway 1 allows students to stay in school, complete a concentration correlated to the student's Personalized Education Plan (PEP) per policy 2510 guidance, pass the HSEA, and receive a high school diploma. Option Pathway 2, Credit Recovery, allows seniors needing to pass only one subject (or several subjects in the same content area) in order to graduate to take that one content area of the HSEA. Option Pathway 3, High School Equivalency Diploma, allows students dropping out of school to take the HSEA prior to leaving school. Next, guidelines related to the Option Pathway in juvenile centers and guidelines related to the Mountaineer ChalleNGe Academy are provided. This is followed by a discussion of virtual alternatives (career technical concentrations, "onTargetWV" credit recovery, registration, local co-teacher/facilitator/mentor, and WVVS grade transcripts and drop policy). Lastly, the manual reviews important information related to the Individualized Work Readiness Credential (IWRC), which provides students with moderate learning deficits the opportunity to gain valuable work readiness and occupation specific skills through a CTE career concentration cluster. [This publication was produced by the West Virginia Department of Education Division of Career and Technical Education.]

The continuing emphasis by Montgomery County (Maryland) Public Schools (MCPS) on rigorous course taking resulted in MCPS students taking a record-setting 33,662 Advanced Placement (AP) exams in 2014. Additionally, the percentage of AP exams taken by MCPS students who attained scores of 3 or higher (73.9 percent) was 13.0 and 16.7 percentage points higher than those for public school students in the state of Maryland (60.9 percent) and the nation (57.2 percent), respectively. Generally, the number of AP exams taken by MCPS students in 2014 accounted for 30.9 percent of all those taken by Maryland public school students, and the number of AP exams with scores of 3 or higher taken by MCPS students accounted for 37.5 percent of all those in Maryland. MCPS students of all races/ethnicities set records for the number of AP exams with scores of 3 or higher compared with their peers in the state and the nation. Particularly noteworthy was the percentage of AP exams taken by MCPS Black or African American students receiving scores of 3 or higher (49.8 percent), which was 16.9 and 20.9 percentage points higher than those in the state (32.9 percent) and the nation (28.9 percent), respectively. Overall, the number of AP exams taken by MCPS Black or African American students with scores of 3 or higher accounted for 29.7 percent of all such exams in Maryland in 2014 and 2.3 percent of all such exams in the nation. Noteworthy gains were found in both the number of exams taken and the percentage of AP exam scores of 3 or higher in Calculus BC and Physics C: Mechanics for students overall and for at least three racial/ethnic groups from 2013 to 2014. There was an increase in the number of exams taken and the percentage of AP exam scores of 3 or higher in English Language and Composition, Calculus BC, Chemistry, Microeconomics, Macroeconomics, and World History for Black or African American students. An increase was evident for Hispanic/Latino students in the number of exams taken and the percentage of AP exam scores of 3 or higher in Calculus AB, Calculus BC, Statistics, Physics C: Mechanics, and Spanish Language. The positive trends in AP exam participation and performance provide evidence of MCPS' continuing efforts to ensure inclusive and challenging curricular opportunities for students of all races/ethnicities and to prepare all students for college-level work. The tables attached to this memorandum provide additional AP exam information. Tables A1 through A6 provide data on exam taking and performance among groups of students enrolled in MCPS schools, and public school students in Maryland and the nation. Tables B1 through B22 provide 2014 AP data for student groups and high school participation and performance by subject.

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on "The 10th Annual AP Report to the Nation" released by the College Board on February 11, 2014. Particularly noteworthy is the fact that MCPS' graduates significantly contributed to Maryland's first-place national ranking for AP exam performance. MCPS students account for 51.4 percent of all of the 2013 Maryland graduates who earned a 3 or higher on at least one AP exam. In 2013, MCPS minority graduates maintained the high AP exam participation rate compared with their peers in the state and the nation. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in taking IB courses and exams. The increased participation of graduates in IB exams had a corresponding increase in the proportion of graduates who earned at least one IB exam score of 4 or higher--from 5.1 percent in 2011 to 6.4 percent in 2013. A similar trend was observed with regard to IB exam participation and performance for all racial/ethnic groups. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2011 to 2013 public school graduates in MCPS, Maryland, and the nation. [For the 2012 report, see ED557739.]

This manual was written to provide technical information regarding the General Educational Development (GED®) test as evidence that the GED® test is technically sound. Throughout this manual, documentation is provided regarding the development of the GED® test and data collection activities, as well as evidence of reliability and validity. This manual is made up of 10 chapters: (1) Introduction to the GED® tests and an overview of the GED® testing program, including the purposes of the tests and proper uses of test scores; (2) The underlying theory of action for the GED® testing program and the framework for assessing validity; (3) The GED® test specifications and process for developing forms; (4) The standardization process, including the norming, scaling, and equating processes; (5) The standard-setting process for both the High School Passing Standard and GED® with Honors; (6) Scoring processes for both machine- and human-scored test items; (7) The reliability of GED® test scores; (8) Accumulated evidence to support the validity argument; (9) Various accommodations for test-takers with disabilities; and (10) Supplemental materials for test preparation. This manual was written for anyone who is interested in (1) learning about the background of the GED® testing program, (2) understanding how the GED® test was developed and scored, (3) comprehending the statistical characteristics of the GED® test, or (4) knowing more, in general, about the GED® testing program. The following are appended: (1) Reasoning through Language Arts Scoring Rubric; and (2) Social Studies Scoring Rubric.

This memorandum provides data on the participation and performance of Advanced Placement (AP) exams taken by students in the Montgomery County (Maryland) Public Schools (MCPS) in the 2012-2013 school year as compared with those by public school students in Maryland and the nation. Generally, the number of AP exams taken by MCPS students in 2013 accounted for 31.1% of all those taken by Maryland public school students, and the number of AP exams with scores of 3 or higher taken by MCPS students accounted for 37.6% of all those in Maryland.

Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the "AP Report to the Nation" released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking percentage of MCPS graduates earned at least one AP exam score of 3 or higher (52.3 percent), which was 22.7 percentage points higher than the rate for public school graduates in Maryland (29.6 percent) and more than twice the rate for public school graduates in the nation (19.5 percent). AP exam performance among Black or African American and Hispanic/Latino graduates in the Class of 2012 was notable districtwide. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option of experiencing college-level coursework and earning college credits in high school. The IB program continues to grow and MCPS high school students show a steady increase in taking IB courses and exams. The rate of MCPS graduates who took one or more IB exams in 2012 increased by 1.2 percentage points from the rate for MCPS 2011 graduates. From 2011 to 2012, the percentage of MCPS graduates who earned at least one IB exam score of 4 or higher increased from 5.1 to 6.1 percent. All racial/ethnic groups made improvements on IB participation and performance between 2011 and 2012. The growth in AP and IB exam results for the MCPS Class of 2012, especially for Hispanic/Latino and Black or African American graduates, may be credited to the district's commitment to provide increasing access to the AP and IB programs, and to raise the level of support for underserved students in AP or IB classrooms. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2010 to 2012 public school graduates in MCPS, Maryland, and the nation.

If a student completes high school but is unable to graduate, there are still options. The student can still get a high school diploma whether he or she dropped out, failed the California High School Exit Exam, or did not have enough course credits. As many know, a high school diploma is a passport to a more interesting and better paying job. Those who do not complete high school will earn $270,000 less than high school graduates over their working lives, according to U.S. Census estimates. About 60% of 16- to 19-year-old dropouts are unemployed, according to a recent study. It is never too late. There are many ways outside of high school to get a diploma, its equivalent, or further education. This Q&A focuses on those options. [The Spanish version of this document is also included.]

The purpose of this study was to examine the proportion of students in the cohort class of 2001 who completed Arizona high school graduation requirements within 4 years. The cohort class of 2001 comprises students who entered 9th grade in fall of the 1997-1998 school year, and were expected to graduate from 12th grade by the end of the 2000-2001 school year. The report also provide information about the number and proportion of students who obtained a General Educational Development (GED) certificate, dropped out, or remained enrolled for a fifth year of high school. Rates are summarized at the state level, by gender and ethnicity, by county, and by district and school. The cohort class of 2001 had a membership of 60,367 students. Of these, 70.8 graduated in 4 years, and 7.7% enrolled in a fifth year of high school, so that 72.9% graduated in 5 years. A GED was received by 0.6%. More than 76% of the females received high school diplomas, and fewer than 70% of the males graduated. There was a wide gap in the graduation rates of different ethnic groups, with Hispanic and Native Americans graduating at lower rates (60.3% and 64.4% respectively), while White and Asian rates were nearly 81% and 85.2 % respectively. An appendix contains a high school cross reference with data by school. (SLD)

The purpose of this study was to examine the proportion of students in the cohort class of 2000 who completed Arizona high school graduation requirements within 4 years. The cohort class of 2000 comprises students who entered 9th grade in fall of the 1996-1997 school year, and were expected to graduate from 12th grade by the end of the 1999-2000 school year. The report also provide information about the number and proportion of students who obtained a General Educational Development (GED) certificate, dropped out, or remained enrolled for a fifth year of high school. Rates are summarized at the state level, by gender and ethnicity, by county, and by district and school. The cohort class of 2000 had a membership of 57,585 students. Of these, 71% graduated in 4 years, and 6.9% enrolled in a fifth year of high school. A GED was received by 0.3%. More than 75% of the females received high school diplomas, and 67% of the males graduated. Males were more likely to enroll for a fifth year of high school (8.3%) than were females (5.5%). There was a wide gap in the graduation rates of different ethnic groups, with Hispanic and Native Americans graduating at low rates (nearly 59% and 56% respectively), while White and Asian rates were nearly 79% and 84 % respectively. An appendix contains a high school cross reference with data by school. (SLD)

A multi-year effort is being made to create a revised Spanish-language version of the Tests of General Educational Development (GED). It is necessary to ensure that the translated, adapted version maintains the same content and performance standards as the original English version. The final linking of the Spanish-language and English versions calls for a design that involves the administration of anchor or common items in the two languages to one biliterate sample, a sample that is equally proficient in both languages. This study evaluated the screening procedure for identifying and selecting graduating high school seniors who are equally literate in Spanish and English. A test that could be used for this purpose was developed based on the fourth GED test, "Interpreting Literature and the Arts," a test that does not rely on prior knowledge of literary works or familiarity with the language of literary analysis. The developed screening test was administered to 500 Hispanic high school seniors in Florida and California. In practical terms, only seniors whose number-correct scores are equal or different by one on the two language halves would be selected as balanced biliterates. In the pilot sample, 36% of the seniors met the stringent GED selection criteria. It was necessary to redo the analysis of differential item bias using only biliterate students after completing the screening. Results of this study appear to validate the screening procedure for identifying and selecting the biliterate students who will be used to link the Spanish-language translations of the GED tests to their corresponding English versions. (Contains 13 tables, 1 figure, and 9 references.) (SLD)

This report contains suggestions on how adults can secure college credit for past education and life experience. According to the report, there are eight categories of life experience that can be worth credit: work; homemaking; volunteer work; noncredit learning; travel; recreational activities and hobbies; reading, viewing, and listening; and discussions with experts. These experiences can be validated in several ways: prior learning assessment, a prior learning portfolio, standardized tests, nonstandardized tests, and other options for obtaining college credit. Each of these types of validation is discussed and resources for more information are provided. (KC)

In view of federal legislation being proposed for the reauthorization of the Adult Education Act that promotes increased program accountability and benchmarking of learner outcomes, this publication has been prepared as part of an effort to document student achievement in Iowa. Based on studies that have taken place over the past 17 years, this manual presents basic skills certification guidelines for Iowa's community college adult basic education program and background information about their development. Information is provided about the following: what has been learned through other states, accountability and Iowa's statewide accountability system; Iowa's Basic Skills Certification Program, certification guidelines, certification levels, target populations, and computer software [Tracking Outcomes for Programs and Students (TOPSpro)] used in the process. Skills levels and descriptions with standard and certification scaled score ranges for reading and mathematics, using the Comprehensive Adult Student Assessment System (CASAS), are provided. The manual contains 21 references and two appendixes: (1) a chronological listing of adult basic education and general educational development accountability studies from 1980-1997, with their status and impact; and (2) samples of Iowa's basic skills certificates of achievement for CASAS Levels A-D in reading and mathematics. (KC)

The 13 tables and figures in this report provide summary information about those who took the General Educational Development (GED) Tests in 1996 and the jurisdictions that administer those tests. Most tables summarize information for the United States and Territories, Canada, GED Testing Service, and Program Total. Each table is arranged to provide data within the following umbrella topics: percent changes from 1995-1996; number tested, number completing tests, and number meeting score requirements; people tested and credentials issued by age groups; special test editions and testing accommodations; formal education and future plans; trends in participation and in credentialing; participation and credentialing rates; and minimum score requirements and testing policies. The publication also includes the names, addresses, and telephone numbers of the GED administrators and participating jurisdictions and a list of 24 selected publications and a GED publications order form. Some highlights of the statistics include the following: (1) in 1996, 758,570 persons worldwide completed the GED, a 5 percent rise over the previous year; (2) 524,482 earned high school equivalency credentials by passing the GED Tests; and (3) 14 percent more persons required special accommodations for disabilities than in the previous year. (KC)

This report contains 13 tables and 13 figures documenting the results for the General Educational Development (GED) tests in 1994. The tables and figures provide information on the following: GED participation and credentials issued--percent change from 1993 to 1994; testing volumes; percent tested by age group; credentials issued by age group; testing by language; testing by special editions and adaptations; highest grade completed; additional data; credentials issued 1984, 1990-1994, percent change 1984-1994, and cumulative since 1971; population of adults without high school diplomas, GED participation rate, and GED credentialing rate, by jurisdiction; trends in GED testing, 1949-1994; GED passing score requirements, percent of high school graduates meeting GED standards, and jurisdictions requiring GED standard; and policies for issuing high school equivalency credentials based on GED tests, by jurisdiction, comparative testing data, 1949-1994; minimum score requirements; percentage of graduating high school seniors meeting minimum score requirements; percent and number of people who took the GED tests in 1994, by region; number of GED candidates planning further study compared with total tested 1961-1994; and number of GED candidates receiving credentials compared with total tested 1974-1994. Some of the highlights are the following: (1) 710,666 adults took the GED tests in 1994, nearly 4 percent higher than in 1993; (2) in the United States, 5 percent more test-takers completed the test battery, and 7 states reported increases of 15 percent or higher; (3) 498,000 test-takers were successful in 1994, 14 percent higher than the total awarded a decade earlier; (4) nearly 10 million people have received GED credentials since 1971; (5) in 1994, 517,826 met passing score requirements (73 percent of the total completing the tests); (6) as in previous years, most GED candidates had completed 10th grade or higher; and (7) 66 percent of all candidates in 1993 were planning further study, the highest in the program's history. The report includes a list of GED central staff, governing board and advisory committee members and state administrators; information on how the data were gathered, and a list of 16 GED Testing Service publications. (KC)

Differences in education and labor market outcomes across groups completing high school at different ages and by different means (e.g., by graduation as compared with receiving a general education development diploma) may be due to a variety of factors, including all those that influence a person to leave school early. For an early school-leaver, an estimate of the value of completing high school is the difference between outcomes of those who have either passed the General Education Development (GED) examination or gone back to school and those who have not completed high school. By 1990, young adults with a GED were more likely to have attended either a third or fourth year of high school than other dropouts. For both males and females, those who did not attain a high school diploma before age 20 did not do as well as a group in the labor market as those who did. Females who took advantage of a second chance to complete high school usually had higher annual earnings than those who did not, and those who received a diploma or GED before age 20 were more likely to be employed. Two tables and three graphs illustrate these findings and trends in employment. (SLD)

This report contains 12 tables and 12 figures documenting the results for the General Educational Development (GED) tests in 1993. The tables and figures provide information on the following: testing volumes; percent tested by age group; credentials issued by age group; testing by language; testing by special editions and adaptations; highest grade completed; additional data; credentials issued, 1988-1993, and cumulatively since 1971; population of adults without high school diplomas, GED participation rate, and GED credentialing rate, by jurisdiction; trends in GED testing, 1949-1993; GED passing score requirements, percent of high school graduates meeting GED standard and jurisdictions requiring GED standard; and policies for issuing high school equivalency credentials based on GED tests, by jurisdiction, comparative testing data, 1949-1992; minimum score requirements; percentage of graduating high school seniors meeting minimum score requirements; percent and number of people who took the GED tests in 1993, by region; number of GED candidates planning further study compared with total tested 1961-1993; and number of GED candidates receiving credentials compared with total tested 1953-1993. Some of the highlights are the following: (1) 790,165 adults took the GED tests in 1993, about the same as in 1992; (2) 10 U.S. states reported large increases over the previous year, but Canadians taking the test declined by 10 percent; (3) 488,838 test-takers were successful in 1993, 71 percent of the total tested; (4) the trend toward serving more adults with disabilities continued in 1993; (5) the average ages of persons taking or passing the tests edged up slightly to 26; (6) as in previous years, most GED candidates had completed 10th grade or higher; and (7) 60 percent of all candidates in 1993 were planning further study. The report includes a list of GED central staff, governing board and advisory committee members and state administrators; information on how the data were gathered, and a list of 16 GED Testing Service publications. (KC)

The Measurement and Evaluation Center coordinates credit by examination at the University of Texas at Austin. Credit earned by examination is equivalent to credit earned by taking the course, but cannot be counted as credit earned in residence. To receive credit by examination, the student must also meet all other conditions of eligibility established by the university and its departments. This report presents results of the testing programs for the April 1991 through March 1992 testing year. In this year, eight colleges or schools participated in the credit-by-examination program. Evaluations of 26,618 test scores in 48 subject areas in 31 departments or divisions are recorded, representing tests taken by 11,387 participants. Of these students, 8,008 (70 percent) earned credit for at least 1 course. In addition to departmental examinations, the university administers tests developed by the College Board to award credit, the College-Level Examination Program (CLEP) Subject Examinations, the College Board Achievement Tests, and the College Board Advanced Placement (AP) Examinations. Test results in 18 subject areas are reported alphabetically, with results from all 48 subject areas, information on the impact of the examinations on the participating schools, and comparisons with results from previous years of the credit by examination program reported in 85 tables. Five figures illustrate test results. (SLD)

This report contains 11 tables and 5 figures documenting the results for the General Educational Development (GED) tests in 1992. The tables provide information on the following: testing volumes; percent tested by age group; credentials issued by age group; testing by language; testing by special editions and adaptations; highest grade completed; additional data; credentials issued, 1971-1992; comparative testing data, 1949-1992; minimum score requirements; and percentage of graduating high school seniors meeting minimum score requirements. The figures cover testing volume versus credentials issued 1952-1992; testing volume and credentials issued by age group for 1992; highest grade completed 1992; volume of people tested versus credentials issued 1972-1992; and number of GED candidates planning further study, 1961-1992. Some of the highlights are the following: (1) after a 2-year period of substantial increases in participation, GED testing volume in 1992 declined by 2 percent to 790,565; (2) most U.S. states reported increases from the previous year, and Canadians taking the test increased by 8 percent; (3) 479,252 graduates were successful in 1992, a 1 percent decrease from 1991; (4) many more adults with disabilities were served in 1992; (5) no major changes were reported in the ages of persons taking or passing the tests--more than half the examinees were aged 24 or less; (6) on average, most GED candidates had completed 10th grade or higher; and (7) 61 percent of all candidates in 1992, the highest level in the program's history, were planning further study. The report includes a list of GED central staff and state administrators and a list of 14 GED Testing Service publications. (KC)

This collection of tables presents selected facts and figures about education in Alaska. General and district school information about Alaska's 469 public schools in 54 districts and its 276 private and denominational schools is followed by tables of general student information, including average daily membership, enrollment, graduates, and general education diplomas. Test results and statistics on the Scholastic Aptitude Test and the American College Testing Program test are presented. Staffing information includes data on teacher salaries and student-to-teacher ratios. Financial information includes costs of boarding home programs, pupil transportation, food programs, and a review of public revenues. The school districts are described in terms of geographic size and enrollment, and school district and superintendent information is listed, along with a directory of the Alaska Department of Education. Nineteen tables present the data. (SLD)

The Tests of General Education Development (GED) enable about 450,000 adults each year to obtain high school equivalency certificates, representing about 15 percent of all the high school diplomas issued in the United States. This report presents statistics on the 1991 program and its participants. In 1991, 806,038 persons took the GED Tests, an increase of 6 percent over the preceding year. This is the second largest number of adults tested in a single year in the program's history. Nearly 72 percent of candidates completing all 5 GED Tests in 1991 earned passing scores, and the number of GED graduates in 1991 was 483,854. The distribution of ages of GED candidates in 1991 was generally the same as that in 1990, with young adults under age 25 years accounting for about 56 percent of all candidates. The percentage of people planning further study increased in 1991 to 59 percent of all GED candidates, the highest level in the program's history. Information about test results and trends in GED participation are presented in a series of 11 tables and 5 graphs. (SLD)

This document contains both a final report and a curriculum guide for the Homestudy Option, a program geared to the 1988 General Educational Development (GED) test. The final report describes two program objectives: (1) providing an adult basic education home study curriculum to rural adults to take the first steps toward educational independence; and (2) reaching many rural students who find educational programs inaccessible. The following project activities are discussed: (1) development of a home study packet containing seven sections, one for each of five GED subjects plus orientation and test-taking units; testing of the packet with 23 students; and dissemination of the project through AdvancE in Pennsylvania. The curriculum guide includes the following sections: orientation; writing; social studies; science; literature and the arts; math; and GED test-taking tips. Each section may include the following: a message to the student; key words and phrases; general information; handouts; questions and answers; "think and write" activities; and examples. (NLA)

Seminar materials are provided from the Bethlehem (Pennsylvania) Area Chamber of Commerce's Literacy Sensitivity Program, which assists managers in identifying workplace basic skills training needs. The document includes the following sections: seminar overview; conducting the seminar--the presentation, the video, the group discussion, and questions and answers; anticipated changes in the workplace; work force literacy survey; business/literacy activities; and Lehigh Valley Literacy Services listing. The seminar overview contains five sections: purpose (upgrading basic skills); target audience (human resource personnel, business owners, supervisors, and service groups); seminar format; facilities and equipment; and materials (handouts and brochures). The following questions comprise the presentation portion: What is the nature and extent of the problem? Why is it important to take action? and How does one recognize or identify basic skills deficiencies in the workplace? The seminar is sufficiently generic to be adapted for use in many situations. (NLA)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the GED Mathematics test. To prepare for the test, the test taker needs to learn skills in number and operation sense, data and statistics, geometry and measurement, and algebra. To pass the test, the test taker needs to develop skills in calculator use, problem solving, and grids (for recording answers). The test taker can practice the 14 strategies in this book, apply them to 3 GED practice activities, and then take the practice GED test at the end of the book. The strategies are: (1) use tables to solve algebra word problems; (2) use the calculator to solve algebra problems; (3) work backwards to solve problems; (4) set up expressions, equations, and functions; (5) explore angle relationships; (6) use the formulas page with geometry problems; (7) use the calculator with the formulas page; (8) solve set-up problems in geometry; (9) use the Pythagorean relationship; (10) use proportion with similar figures; (11) plot points on coordinate grids; (12) find points on a line; (13) find slope on a coordinate grid; and (14) fins the distance between points. (SLD)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the multiple choice portion of the GED writing test. The workbook targets topics directly on the multiple-choice section of the GED Language Arts, Writing Test. These include sentence structure, grammar and usage, and mechanics. At the end of each lesson, a hint advises ways to apply the lesson to the essay writing portion of the test. The 15 strategies targeted in this booklet can be applied to 3 practice activities and the GED practice test that is included. The strategies are: (1) correct run-ons and comma splices; (2) combine or rewrite ideas to make new sentences; (3) subordinate ideas in sentences; (4) correct sentence fragments; (5) use modifiers correctly; (6) make ideas parallel; (7) make subjects and verbs agree; (8) make subjects and verbs agree in different sentence structures; (9) use the correct verb form; (10) use the correct verb tense; (11) use the correct pronoun form; (12) fix pronoun agreement problems; (13) capitalize correctly; (14) spell well; and (15) use commas correctly. (SLD)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the thinking skills needed to pass GED tests in Reading, Social Studies, and Science. The test taker will need to succeed with GED questions that involve comprehension, application, analysis, synthesis, and evaluation. Illustrations show how to apply each of the 12 strategies in this book. The test taker can apply them to three GED practice activities and the GED Practice Test at the end of the book. The strategies are (1) understand main ideas and supporting details; (2) restate and summarize ideas; (3) identify implications and make inferences; (4) apply ideas to new situations; (5) follow the sequence of events; (6) identify causes and effects; (7) differentiate facts from opinions; (8) draw conclusions; (9) compare and contrast; (10) synthesize information; (11) evaluate the adequacy or appropriateness of information; and (12) determine the role of values and beliefs. (SLD)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the graphics skills needed for the GED Social Studies and Science tests. Those who take the GED Social Studies and Science tests will need to be able to interpret tables and charts, graphs, drawings and other diagrams, editorial cartoons, and maps. The strategies in this booklet can be applied to the GED practice activities included and a GED Practice test. The strategies are: (1) interpret charts and tables; (2) work with pictographs; (3) use bar graphs to make comparisons; (4) see trends in line graphs; (5) relate parts of whole in circle graphs; (6) interpret drawings; (7) figure out diagrams; (8) analyze editorial cartoons; (9) read map formats; (10) interpret location and direction on maps; and (11) interpret maps for meaning. (SLD)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the essay writing test. To pass the test, the test taker needs to write an effective essay in 45 minutes and edit pieces of text that have already been written. This workbook shows how the essay will actually be scored and then shows the writer how to develop a successful GED essay, from understanding the prompt through revision and editing. The book identifies 16 strategies for writing a successful essay: (1) understand how your essay will be scored; (2) understand the essay prompt; (3) focus your response and generate ideas; (4) select and organize key supporting ideas; (5) develop support for your ideas; (6) write topic sentences; (7) write the body of your essay; (8) write an introduction and conclusion; (9) revise your draft to strengthen your support; (10) edit to improve your word choice; (11) make a graphic planner; (12) choose the best topic sentence; (13) move sentences to improve the flow of ideas; (14) remove irrelevant details; (15) divide paragraphs; and (16) combine paragraphs. These strategies can be applied to the practice activities, including a GED practice test.(SLD)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the Mathematics test, with material to help develop the skills needed for whole numbers, decimals, fractions, and percents. The workbook presents 16 strategies for skill development: (1) use a problem-solving plan; (2) determine whether there is enough information; (3) use estimation to solve problems; (4) break problems into smaller steps; (5) solve set-up problems; (6) use the Casio fx-260 calculator; (7) solve decimal problems using a calculator; (8) grid answers for whole number and decimal problems; (9) decide which operation to use with fractions; (10) use estimation with fraction problems; (11) solve fraction problems using a calculator; (12) solve ratio and proportion set-up problems; (13) grid answers to fraction and ration problems; (14) use the percent circle; (15) use a calculator to solve percent problems; and (16) choose the system that works best for you. The test taker should practice these activities, complete the two GED practice activities, and take the GED practice test at the end of the book. (SLD)

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on preparing for the GED mathematics test. It provides 16 strategies for developing the skills needed for measurement and data analysis. These are: (1) review the standard units of measurement; (2) review the metric units of measurement; (3) use the calculator with measurement problems; (4) use diagrams in measurement problems; (5) solve perimeter, area, and volume problems; (6) use the formulas page with set-up problems; (7) use formulas to solve problems; (8) grid in answers to measurement problems; (9) use tables and charts; (10) work with bar graphs; (11) work with line graphs; (12) work with circle graphs; (13) find mean, median, and mode; (14) solve probability problems; (15) use the calculator to solve data problems; and (16) grid in answers to data analysis problems. The test taker should practice these strategies, apply them to the GED practice activities in the book, and take the GED practice test at the end of the book. (SLD)

This is the first comprehensive study to examine Advanced Placement (AP) course-taking patterns and subject test results in the nation's urban schools. This study investigates both Great City Schools' (GCS) AP scores and scores for a national sample of test takers. The GCS data set includes 58 large urban public school districts. The primary purpose of this research, done in collaboration with The College Board, is to examine urban student achievement in the context of high standards. The report analyzes AP examination data on: (1) number of test-takers; (2) race/ethnicity and gender; (3) percentage of test-takers with core or more academic preparation; (4) mean scores on 12 subject tests; (5) mean scores by academic preparation and gender; (6) mean scores of African Americans, Asian Americans, Hispanic Americans, and Whites; (7) scores by household income; and (8) achievement gaps by academic preparation, gender, race/ethnicity, and household income. Data analysis examined biology, calculus AB, chemistry, English language, English literature, physics B, and U.S. history. GCS and national test-takers were more likely to be White than nonWhite. Females were more likely to take exams in subjects requiring extensive reading. Males were more likely to take exams in subjects requiring extensive mathematical skills. Mean subject test scores for GCS test takers were more likely to be below the 3.0 needed for college credit than test takers nationally, whose mean scores were slightly above 3.0. White students were most likely to outperform all other students. Mean AP subject test score differences were greater between Whites and African Americans than between Whites and Hispanics. Most test-takers had core or more academic preparation. Students with such preparation outperformed those with less preparation, though White students in GCS and nationally with less than core preparation scored better in all subjects than Hispanics and African Americans who took core courses. Household income affected AP subject test performance. Document includes 4 tables and 73 figures. Appendices include: (1) Description of Advanced Placement Subject Tests; (2) Advanced Placement Examination Scoring Levels and College Credit: (3) Definition of "Core" and "Less than Core" Academic Preparation; and (4) Great City School Districts. (SM)

Provides background information on the Document Based Question (DBQ) that is part of both the Advanced Placement (AP) U.S. and European history examinations. Includes an example of the process involved in analyzing documents during the AP examination. Discusses teaching techniques that can be used for the DBQ with the purpose of improving student writing skills. (CMK)

Presented are the records of 1976 seniors in the United States and who registered for the College Boards before April of their senior year. Statistical data presented includes information on: (1) type of high school; (2) ethnic background; (3) high school record; (4) test scores; (5) college plans; (6) activities; (7) skills and abilities; and (8) finances. Highlights of the data include: (1) the number of women taking the SAT exceeded that of men for the second consecutive year; (2) SAT-verbal average dropped 3 points to 431 and the mathematical average remained the same as the previous year at 472; (3) the median parental contribution toward college expenses was estimated at $1,170. Topics discussed include: (1) minority and majority; (2) poor and rich; (3) academic accomplishments in high school; (4) scholastic aptitude test (SAT) scores; (5) reading comprehension and vocabulary subscores; (6) test of standard written English scores; (7) achievement test scores; (8) students' self-assessment of skills and abilities; (9) extracurricular activities; (10) plans for advanced standing and advanced degrees; (11) college housing preferences; (12) intended fields of study in college; (13) help wanted outside of regular classes; and (14) accomplishment and ambition. (Author/KE)

This document is a manual that presents the supporting concepts and developmental procedures for implementing proficiency testing programs in physical education. The term "proficiency test" is defined as a test administered to a student upon his request to determine whether he meets a predetermined standard of performance and knowledge in a specific sport or physical education activity. Proficiency tests may be used (a) to establish exemption from a course that is generally required, (b) to place a student at a particular level of performance, or (c) to assist in the determination of a grade or evaluation. Under the main section, "Procedures and Policies," this document presents a discussion of the following aspects of the topic: organization of the faculty, administration of a proficiency testing program, role of the students, selection of proficiency measures, and evaluation. A bibliography is included. The appendixes are as follows: (a) "Partial List of Colleges and Universities Having Experience with Proficiency Testing Programs," (b) "Sample Forms and Notices," (c) "Sample Test Packages," and (d) "Sample Knowledge Tests." (JA)

New York State has provided an alternative in the high school equivalency program consisting of a thorough analysis of an individual's strengths and weaknesses in key academic skill areas essential to success in any formal postsecondary educational program followed by an individualized learning program designed to meet individual needs. This manual provides inservice training and information for teachers and administrators. An historical background and information on the content and technical features of General Educational Development (GED) Tests are provided. Directions on administering the program are supplied including scheduling, staffing patterns, basic instructional units, eligibility, entrance testing, diagnosis and prescription, and instruction and evaluation. A model is presented of a systems approach to individualizing the GED preparation process. The open ended program requires high level management skills. An exemplar of methods to manage specific problems arising in this course of study is provided in an interactional format. The final chapter discusses test wiseness. (RC)

Data are presented for applicants taking the test of the General Educational Development Testing Service (GEDTS) under these categories: United States, states and territories, VA hospitals and GEDTS offices, Canada and provinces, and high school level GED testing at official centers from 1949-1973 for veterans, nonveterans, and unclassified personnel. Data are broken down for 1973 as follows: official GED Centers in operation, number tested, and examinee characteristics such as average age, average years of schooling, percentage planning further study, and percentage failing to meet state standards. Data for all the aforementioned geographic localities are also presented indicating by numbers which of the 13 forms of the GED were administered in 1973. A table listing the numbers of state high school diplomas or certificates issued by departments of education in 1973 is also included. (RC)

The new Arabic Proficiency Test for College Level is designed to serve the field of Arabic instruction in a number of ways. First, it will provide data on students' proficiency in Arabic. Second, it will aid in evaluating Arabic programs in American and Canadian higher institutions. Third, the results obtained from the users of the test will form the basis for developing norms of proficiency in Arabic against which the scores of succeeding students of Arabic may be interpreted. Finally, the answer sheetof the test is designed to retrieve information, which in turn will provide the basis for development of a scale to determine the reliability and validity of the test itself. The test consists of five content areas: (1) listening comprehension, (2) vocabulary, (3) grammar, (4) reading comprehension, and (5) writing. It is accompanied by a manual, a tape recording of utterances included in the listening comprehension section, student answer sheets, and two hand-scoring keys. The manual of the test contains a general description of the test, administration and scoring instructions, and sample questions and answers. A final report on the test accompanies the manual. (Author/LG)

The guide contains 35 instructional packages for preparing career education administrators. Each of the instructional packages contains a rationale, a competency statement, instructional objectives, a pre-assessment, a listing of possible learning activities, and a proficiency test. In some cases supplementary or support materials are also included. The first of five sections of the guide is on general administration and contains packages on: organization structuring, record keeping, using data, solving problems, managing by objectives, scheduling, school plant planning, establishing accident prevention programs, budgeting, purchasing, developing an educational philosophy, writing reports, and demonstrating professional behavior. Section 2 on program planning contains packages on: using external resources, meeting program approval budget requirements, planning programing budgeting systems, preparation of the one- and five-year plan, implementing career education programs, evaluating programs, constructing vocational surveys, and establishing cooperative programs. Packages in section 3 on personnel cover: developing job descriptions, ranking candidates, interviewing and hiring, orienting staff, in-service training, evaluating instruction, identifying legal requirements for personnel dismissal, and resolving grievances. Packages in section 4 on public relations cover: involving advisory groups, enlisting community support, and disseminating program information. Section 5 packages on student services cover: vocational counseling, reducing drop-outs, and working with special needs students. (JR)

This manual lists regulations and practices governing credit procedures at Los Angeles City College (California). Grading practices and record updating procedures are covered, including credit by examination, credit/no credit grading, credit on early military withdrawal, course repetition, course duplication, incompletes, and credit transfer. The manual prescribes methods of determining accreditation for military service, external examination, and coursework attempted at accredited and nonaccredited institutions. Current Los Angeles City College policy regarding probation, disqualification, and readmission is given, and graduation requirements are outlined, including regulations covering multiple degrees and graduation honors. Finally, certification procedures for completion of State University and College requirements in general education are given, including classification lists for courses in the college's curriculum. (NHM)

The report describes the development of a set of equivalency tests for students in Nursing 2 who have had prior clinical laboratory training or experience in pediatrics, obstetrics, or geriatrics. For each of the three areas the examination packet includes: the course clinical objectives, the challenge examination objectives, a self-study guide, a description of the method and the objectives of the examination, a list of instructions for the tester, a "Giving Care to the Patient" performance evaluation tool, other performance evaluation tools that might be used in the test (teaching/learning, nursing care plan, oral medication administration, and intravenous fluid administration), and possible question topics. (The obstetrics examination includes the above items for both care of the newborn and care of the mother during pregnancy, labor, delivery, and post partum.) Three appendixes, comprising nearly a third of the document, include: performance evaluation tools for intravenous fluid therapy, oral medications, a nursing care plan, teaching/learning, patient problems analysis, an annotated bibliography on challenge examinations in nursing, forms and their tabulated results regarding use of challenge examinations in other undergraduate nursing programs and students' past nursing experiences, and a narrative summary of the project. (JR)

This is a book to help women who are thinking about entering or returning to college after spending several years as housewives and/or volunteers in their communities. The descriptive materials included will tell in general terms how the process of accrediting homemaking and volunteer experience might work: the skills that might be learned from different kinds of experiences, the information that colleges will look for in awarding credit, the kinds of credit that might be awarded, the costs involved, and some of the problems that might be encountered. The workbook section is a guide for evaluating one's own experiences and trying to obtain credit for them. Appended are: "I Can" competency lists; Catalyst National Network of local resource centers; directory of brokering programs; and a list of colleges that are members of the Council for the Advancement of Experiential Learning. (MSE)

The Basic Occupational Literacy Test (BOLT) measures basic skills of educationally disadvantaged adults in four content areas: reading comprehension, reading vocabulary, arithmetic computation, and arithmetic reasoning. Alternate forms of each subtest are available at each of three or four levels of difficulty. The Wide Range Scale is used to determine the appropriate level of each BOLT test for an individual; instructions for administering and interpreting this scale are given. Guidelines for administering BOLT and step-by-step directions for proctoring each subtest are provided. Conversion tables are included for converting raw test scores obtained on each form to standard scores and General Educational Development (GED) level. Finally, brief instructions are given for reporting and interpreting GED levels, using the Dictionary of Occupational Titles. (CP)

The goals, services, and administration of North Shore Community College's (NSCC) Center for Alternative Studies (CAS) were the subject of the workshop described in this report, which was conducted by the National Council of Community Services and Continuing Education. After the workshop's agenda is presented, the text is provided of CAS Director Anita Turner's discussion of the characteristics of the adult, nontraditional students served by the Center and her description of the nontraditional outreach approaches used to reach them. This is followed by Nancy Murphy's outline of the alternative services offered by the Center to accommodate the special needs of adults with family and job commitments: (1) assessment of prior experience for which credit may be granted; (2) credit by examination; (3) General Educational Development (GED) testing; (4) individualized learning contracts; (5) internships and career exploration; and (6) independent directed study. The remarks of four former CAS students, who discussed the value of the program to their personal and professional lives, are presented prior to Joseph Boyd's examination of the economically depressed area served by one of the Center's branches and of the grassroots efforts made to gain community support. Outlines of the goals and objectives of the Center and NSCC conclude the report. Three exhibits are appended, providing program guidelines for students; sample learning contracts and forms; and a faculty payment policy statement. (JP)

This handbook, intended for General Educational Development Test (GED) examiners, was designed to cover many of the issues and problems unique to the GED testing program in California. Six chapters are included: (1) testing center authorization and responsibilities; (2) testing center staff; (3) testing fees and materials; (4) test administration; (5) testing follow-up; and (6) GED Test preparation. Appendices include a testing center checklist, a survey of practices, adult education information bulletins, and a survey of GED preparation programs. (GDC)