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General Educational Development (or GED) tests are a group of five subject tests which, when passed, certify that the taker has American or Canadian high school-level academic skills. A number of other possible meanings for the initials GED have been used by those unaware of the actual meaning, such as General Education Diploma, General Equivalency Diploma or Graduate Equivalency Degree. All of these are incorrect.

The American Council on Education is the sole developer for the GED test. The test is in person. Jurisdictions award a "Certificate of General Educational Development" or similarly titled credential to persons who meet the passing score requirements.

Only individuals who have not earned a high school diploma may take the GED tests. The tests were originally created to help veterans after World War II return to civilian life. Common reasons for GED recipients not having received a high school diploma include adult immigration to the United States or Canada, leaving high school early, the inability to pass required courses or mandatory achievement tests, the need to work, personal problems, and wanting to get into college early.

More than 15 million people have received a GED credential since the program began. One in every seven Americans with high school credentials received the GED, as well as one in 20 college students. Seventy percent of GED recipients complete at least the 10th grade before leaving school, and the same number are over the age of 19, with the average age being 24.^[1]

In addition to English, the GED tests are available in Spanish, French, large print, audiocassette, and braille. Tests and test preparation are routinely offered in prisons and on military bases in addition to more traditional settings. Individuals living outside the United States, Canada, or U.S. territories may be eligible to take the GED Tests through private testing companies.

History of the GED testing program[link]

In November 1942, the United States Armed Forces Institute asked the American Council on Education (ACE) to develop a battery of tests to measure high school-level academic skills.^[2] These Tests of General Educational Development gave military personnel and veterans who had enrolled in the military before completing high school a way to demonstrate their knowledge. Passing these tests gave returning soldiers and sailors the academic credentials they needed to get civilian jobs and gain access to post-secondary education or training.

ACE revised the GED Tests for a third time in 1988.^[2] The most noticeable change to the series was the addition of a writing sample, or essay. The new tests placed more emphasis on socially relevant topics and problem-solving skills. For the first time, surveys of test-takers found that more students (65%) reported taking the test with the intention of continuing their education beyond high school, rather than to get better employment (30%). A fourth revision was made in 2002 to make the test comply with more recent standards for high-school education.^[2]

How the test works[link]

The GED comprises five tests: "Language Arts: Writing", "Social Studies", "Science", "Language Arts: Reading", and "Mathematics".

To ensure fairness, all Official GED Testing Centers must adhere to the uniform testing standards specified by the American Council on Education, including adherence to the provisions of the Americans with Disabilities Act of 1990 or the Canadian Charter of Rights and Freedoms.

Local policies determine whether students must take all five tests in one day. Some locations divide the tests among two or more days, and testing days are not always consecutive.

Language Arts: Writing[link]

Part I[link]

The "Language Arts: Writing" test portion is divided into two parts, of which the first covers sentence structure, organization, usage, and mechanics. Test-takers read text from business, informational, and instructional publications and then correct, revise, or improve the text according to Edited American English standards (or equivalent standards in Spanish and French versions). Test-takers have 75 minutes to complete the 50 items in Part I.

Part II[link]

This part of the "Language Arts: Writing" test requires the student to write an essay on an assigned topic in 45 minutes. Persons who finish Part I early may apply the remaining time to their essays. A passing essay must have well-focused main points, clear organization, and specific development of ideas, and demonstrate the writer's control of sentence structure, punctuation, grammar, word choice, and spelling. There is no minimum word count.^{[citation needed]} The essay should be long enough to develop the topic adequately. Assigned topics are always an opinion or perspective that does not require special knowledge, such as the influence of violent music on teenagers or the advantages and disadvantages of living without children.

Social studies[link]

This test covers American history, world history, civics and government, economics, and geography; 70 minutes are allotted for the 50 questions.

In the social studies test, test-takers read short passages and answer multiple-choice questions. Some passages come from such documents as the Declaration of Independence and U.S. Supreme Court decisions. Many questions use graphs, charts, and other images, such as editorial cartoons, along with or instead of written passages.

Questions involving economics as well as civics and government rely heavily on practical documents, such as tax forms, voter-registration forms, and workplace and personal budgets. Topics such as global warming and environmental law also are covered.

Science[link]

This 80-minute test of 50 multiple-choice questions covers life science, earth science, space science, and physical science. It measures the candidate's skill in understanding, interpreting, and applying science concepts to visual and written text from academic and workplace contexts. The test focuses on what a scientifically literate person must know, understand, and be able to do. Questions address the National Science Education Content Standards and focus on environmental and health topics (recycling, heredity, and pollution, for example) and science's relevance to everyday life. Students should expect to see tables, graphs, charts, and diagrams, as well as complete sentences.

Most questions on the "Science" test involve a graphic, such as a map, graph, chart, or diagram. Subjects covered include photosynthesis, weather and climate, geology, magnetism, energy, and cell division.

Language Arts: Reading[link]

This 65-minute, 40-question test examines a test-taker's ability to read and understand texts similar to those encountered in high-school English classrooms. The test has five fiction and two nonfiction passages, each about 300–400 words long. The fiction passages include portions of a play, a poem, and three pieces of prose. The nonfiction passages may come from letters, biographies, newspaper and magazine articles, or such "practical" texts as manuals and forms. Each passage is followed by questions that assess reading comprehension, as well as the test-taker's ability to analyze the text, apply the information given to other situations, and synthesize new ideas from those provided.

Questions do not require test-takers to be familiar with the larger piece of literature from which the excerpt is taken, the author's other works, literary history, or discipline-specific terms and conventions.

Mathematics[link]

This 90-minute, 50-question test has two equally weighted parts, the first of which allows candidates to use calculators, while the second forbids their use. Test-takers must use the calculators issued at the testing center, no other.

Forty of the 50 questions are multiple-choice; the other 10 use an alternate format, requiring the test-taker to record answers on either a numerical or coordinate-plane grid. Both portions of the test have questions of both types. The test booklet offers a page of common formulas as well as directions for completing the alternate-format items and using the calculator.

The test focuses on four main mathematical disciplines:

• Number operations and number sense
• Measurement and geometry
• Data analysis, probability, and statistics
• Algebra, functions, and patterns

Test administration[link]

There are more than 3,200 Official GED Testing Centers in the United States and Canada. Testing centers are most often in adult-education centers, community colleges, and public schools. Students in metropolitan areas may be able to choose from several nearby testing locations.

Official GED Testing Centers are controlled environments. All testing sessions take place in person (not online) according to very specific rules, and security measures are enforced. Breaks may be permitted between tests, depending on how many tests are being administered in a session. There may be restrictions on what test-takers may bring into the testing room.

There are approximately 25 different editions of the GED Tests that may be in circulation. This measure helps catch test-takers who may be cheating. As with any standardized test, the various editions are calibrated to the same level of difficulty.

Cost[link]

The cost of the GED for test-takers varies depending on the state. The most reliable and up-to-date information regarding any given area's current testing costs and policies may be found by contacting the local testing center.

In some areas, there is no charge to students who wish to receive the GED. In Arkansas, for example, there is no charge to students who pass a practice test.^[3] In Connecticut, veterans and students under age 21 take the test for free; depending on their local GED board, students can also take preparation courses for free and/or receive a free copy of the official preparation textbook.^[4]

In other states, the test-taker must pay for the cost of the test. Fees in 2008 ranged from $7.50 at North Carolina's community colleges^[5] to more than $100 in California.^[6] There may be a fee for registering for the exam, and then a separate fee for rewriting any failed section. The test-taker may retake a section until the expiration date of the exam, generally the last day of that year or the next year.

Students with disabilities[link]

Disabled persons who want to take the GED Tests may be entitled to receive reasonable testing accommodations. If a qualified professional has documented the disability, the candidate should get the appropriate form from the Testing Center:

• Physical disability and chronic-health disability (such as blindness, low vision, hearing impairment, and mobility impairment): "Request for Testing Accommodations—Physical/Chronic Health Disability" form
• Learning or cognitive disability (such as dyslexia, dyscalculia, receptive aphasia, and written-language disorder): "Request for Testing Accommodations—Learning and Other Cognitive Disabilities" form
• Emotional or mental-health disorder (such as bipolar disorder, Tourette's syndrome, and schizophrenia): "Request for Testing Accommodations—Emotional/Mental health" form
• Attention-Deficit / Hyperactivity Disorder (inattentive type, hyperactive–impulse type, or combined type): "Request for Testing Accommodations—Attention-Deficit/Hyperactivity Disorder" form

The candidate should return the completed form to the GED Testing Center. Each request is considered individually. If accommodations are approved, the local GED testing examiner will conduct the testing with the approved accommodations. Accommodations are provided at no extra charge. Accommodations may include, but are not limited to:

• Audio-cassettes tests
• Braille or large-print tests
• Vision-enhancing technologies
• Use of video equipment
• Use of a talking calculator or abacus
• Use of a sign-language interpreter
• Use of a scribe (a person who writes down the test-taker's answers)
• Extended testing time

International testing[link]

The Maine Department of Education, through a contract with the GED Testing Service of the American Council on Education, awards a Maine High School Equivalency Diploma to those candidates who have successfully tested through Prometric's International GED Testing Program.^[7] Prometric offers a computerized version of the test at various locations worldwide. The test-taker can set dates on available weekdays throughout the year.^[8]

Passing the GED testing battery[link]

Possible scores on an individual test within the GED battery, like those on an individual section of the SAT, range from a minimum of 200 to a maximum of 800. A score of 800 on an individual test puts the student in the top 1% of graduating high school seniors. ACE issues recommendations for what constitutes a minimum passing score for any given sub-test (currently 410) and for the test as a whole (currently 2250, i.e. an average of 450 per test across all five sub-tests). Although most GED-issuing jurisdictions (for the most part, Boards of Education of U.S. states) adopt these minimum standards as their own, a jurisdiction may establish higher standards for issuance of the certificate if it chooses. Many jurisdictions award honors-level equivalency diplomas to students meeting certain criteria higher than those for a standard diploma in a given jurisdiction. Some districts hold graduation ceremonies for GED Tests passers and/or award scholarships to the highest scorers.

Colleges that admit based upon high school grades may require a minimum score on the GED for admittance based upon the GED. For example, Arizona State University requires an average sub-test score of 500 in addition to the certificate.^[9]

If a student passes one or more but not all five tests within the battery, he or she needs only retake the test(s) s/he did not pass. Most places limit the number of times students may take each individual test within a year. A student may encounter a waiting period before being allowed to retake a failed test. Tests must be completed by the expiration date, which is generally every 2 years on the last day of the year.

The GED credential itself is issued by the state, province, or territory in which the test taker lives.

Many government institutions and universities regard the GED as the same as a high school diploma with respect to program eligibility and as a prerequisite for admissions. The United States military, however, has explicitly higher requirements in admissions for GEDs to compensate for their lack of a traditional high school diploma.^[10] Likewise, economic research finds that the GED certification itself (i.e. without further postsecondary education or training) does not create the same labor market opportunities available to traditional high school graduates.^[11]

Some^[who?] believe the test is easier than it should be, and some employers look down on it as a form of degree lower than a high-school diploma. Others believe the GED is harder than it should be; according to GED Testing Service statistics from the 2003 GED Statistical Report, the number of candidates who tested, completed, and passed the tests declined in 2002 and 2003. This decline is attributed to the new tests being more difficult.

The most common criticism is of the test battery's mainly multiple-choice format. Others^[who?] argue that the reading-comprehension test is too simple, and that there are too many basic operations on the mathematics portion and not enough advanced algebra and geometry questions.

In response to this criticism, the test was revised in 2002 to make it more difficult to pass. One of the most important revisions made it more difficult to guess correct answers from the choices provided. This greater degree of difficulty is achieved by requiring students to show the process for finding the correct answer to a question, rather than simply providing a correct result. For example, a typical mathematics question will not ask what the second leg of a right-angled triangle is when the lengths of the first leg and the hypotenuse are given. Instead, It will ask for the formula that should be used to find the correct answer. This requires the student to use algebra and geometry to explain their answer.

A number of the questions also contain such options as "Not enough information given", "None of the above", and "No correction is necessary" as possible answers. These are found mostly in the "Mathematics" and "Language Arts: Writing: Part I" tests.

The test is administered to a representative sample of graduating high-school seniors each year, about 30% of whom fail the test. That only 70% of these students pass the test may show that it is harder than commonly believed.^[12]

While people who have earned GEDs tend to earn more than dropouts and less than high school graduates, economist James Heckman has found that this is primarily due to preexisting differences in the characteristics and backgrounds of GED graduates. When controlling for other influences, he finds no evidence that, for the average taker, the GED as a credential improves an individual's economic opportunities above those for other dropouts.^[11] However, on-going academic research shows that the minority of takers with high levels of both academic ability and characteristics of persistence and motivation potentially benefit greatly from obtaining a GED.^[13]

Future developments of the GED[link]

In March of 2011, ACE and Pearson, the world's largest education and testing company, announced a new business that will develop changes to the design and delivery of the GED test. The new business will retain the name "GED Testing Service." The GED Testing Service plans to make several changes. The first change is that the test will no longer be available as a pen and paper test but will be strictly on computer. After that, there will be changes in both the content of the test and how it is scored. Finally, there will be two levels of GED testing. One will be for students interested in high school equivalency and job readiness. The other will be for people who want to go to college. The hope is that students who pass the higher level test will then be able to pass college entrance exams at a level sufficient to avoid having to take any non-college credit, developmental (a.k.a. “remedial”) courses. Those courses eat up precious college financial aid resources but generate no college transcript credits.

See also[link]

• CHSPE, a similar California standardized test aimed at high school students

References[link]

Further reading[link]

• GED Technical Manual, 2nd Edition. (1998). Washington, DC: GED Testing Service of the American Council on Education.
• Northcutt, Ellen [et al.]. Steck-Vaughn Complete GED Preparation (2002). Austin: Steck-Vaughn Company. ISBN 0-7398-2837-1
• Rockowitz, Murray [et al.]. Barron's How to Prepare for the GED High School Equivalency Exam (2004). New York: Barron's Educational Series, Inc. ISBN 0-7641-2603-2
• Mitchell, Robert. McGraw-Hill's GED: Science (2003). New York: The McGraw-Hill Companies, Inc. ISBN 0-07-140704-9
• Larry Elowitz [et al.]. GED Success: 2003 (2003). Lawrenceville, New Jersey: Peterson's. ISBN 0-7689-0906-6

External links[link]

• GED Testing Service Official website of the GED program
• The GED Testing Program from ERIC Clearinghouse on Tests Measurement and Evaluation
• DANTES site for members of the U.S. military

Eric David Fingerhut is an American politician of the Ohio Democratic party. Fingerhut was appointed Chancellor of the Ohio Board of Regents on March 14, 2007 by Governor Ted Strickland.^[1] This position makes him a member of the Ohio Governor's Cabinet.^[2] On February 22, 2011, he submitted his resignation to the Governor of Ohio John Kasich, effective March 14, 2011, at the end of four years since he started as Chancellor and a year before the end of his five-year term.^{[citation needed]}

Fingerhut earned a Bachelor of Science degree from Northwestern University in 1981 and a law degree from Stanford University in 1984. He practiced law at Hahn Loeser & Parks LLP in Cleveland until becoming associate director of Cleveland Works, where he served in from 1987 to 1989. Fingerhut served as the campaign manager for then candidate for Cleveland Mayor Michael R. White and then became the director of his transition team.

Fingerhut served as an Ohio state senator from 1991 to 1993. In 1992, he was elected to the U.S. House of Representatives from Ohio's 19th congressional district and began serving in 1993 (103rd Congress). In his re-election bid in 1994, however, Fingerhut was defeated by Lake County Prosecutor Steve LaTourette. After his defeat in Congress, Fingerhut easily won a seat again in the Ohio Senate, representing district 25. He served two full terms from 1999 through 2007, retiring due to term limits.

In 2004, as the Democratic nominee selected to try to unseat incumbent U.S. Senator George Voinovich, although his candidacy was overshadowed by speculation that TV show host and one time mayor of Cincinnati Jerry Springer might enter the race. Fingerhut went on to lose to Voinovich on November 2, 2004, garnering less than 40 percent of the vote. Fingerhut was particularly hampered by the fact that Voinovich is himself from Cleveland, where he had once been Mayor, significantly cutting into Fingerhut's base in normally Democratic northeastern Ohio.

In January 2006, Fingerhut announced his candidacy for governor of Ohio, joining U.S. Representative Ted Strickland who was also seeking the post. On February 14, 2006 Fingerhut dropped out of the race, citing his inability to raise the funds and support from the same sources that Congressman Ted Strickland's running mate Lee Fisher derived.

Fingerhut, who also worked as a consultant for the Cleveland Federation of Community Planning while in the Ohio Senate, served as the head of the Entrepreneurship program on the Business Administration faculty of Baldwin-Wallace College before his appointment as State Chancellor of Higher Education in the Cabinet of Ohio Governor Ted Strickland.

In April 2011, Strickland reportedly leaked Fingerhut's name as a candidate for the presidency of the University of Kentucky.^[3] Eli Capilouto was ultimately chosen for the vacancy.

See also[link]

• Election Results, U.S. Representative from Ohio, 19th District
• Election Results, U.S. Senator from Ohio
• List of United States Representatives from Ohio

External links[link]

• Fingerhut biography from Ohio Board of Regents website
• Works by or about Eric Fingerhut in libraries (WorldCat catalog)
• Eric Fingerhut at the Biographical Directory of the United States Congress

References[link]