By CT Turner

Culture is one of those words we use often, but don’t always define clearly. Recently, I was asked to be more specific about what I mean when I talk about culture at work. It’s a fair question, and an important one.

I don’t believe culture is something a CEO dictates or a leadership team “owns.” Culture belongs to all of us. It’s built, and rebuilt every day through our interactions, decisions, and behaviors. Simply put, culture is how we show up for one another and for the people we serve.

At GED, our culture is what draws many of us to this work and what keeps us aligned during moments of change. Here’s what that culture means to me.

We Put the Learner at the Center

No matter your role, you play a part in serving learners. And that matters—deeply.

Learning can change the trajectory of a person’s life. It opens doors to economic opportunity, strengthens families, and in many cases helps break generational cycles of poverty. The work we do is not abstract. It’s personal, powerful, and consequential. When we keep the learner at the center, our decisions become clearer and our work more meaningful.

I’ve had the amazing opportunity to talk with many learners in our program—from virtually every state. Learners in rural areas starting over after job loss, to those who left inner-city schools due to violence and bullying.

I’ve also met students from as far as Myanmar and Malaysia: learners raising siblings after the death of parents, and one from Myanmar who grew up in a refugee camp—his family fleeing extreme violence. The GED allowed him to pursue his dream of becoming a teacher, attend university, and break the cycle of poverty. Every one of their stories has shaped my thinking and strengthened my commitment to our learners. They’re beyond brave and resilient—we owe it to them to be the same.

We Treat Each Other with Respect—Always

Disagreement is inevitable. Disrespect is not.

We’ve all seen environments where conversations turn hostile or dismissive. That’s not the culture we foster. Respect means listening, engaging thoughtfully, and challenging ideas without diminishing people. We spend a significant part of our lives at work. How we treat one another matters, and it sets the tone for everything else we do.

We Learn from Our Differences

Each of us brings our authentic selves to work—our backgrounds, experiences, perspectives, and lived realities. Those differences aren’t something to manage around; they’re something to learn from.

I often think of our team as a tapestry. Some threads are bold, some subtle. On their own, they’re interesting. Together, they’re stronger, richer, and more resilient. When we seek out different viewpoints and stay curious, we make better decisions and build better outcomes.

We Row in the Same Direction

Strong teams rely on open, honest conversations—and then alignment.

Not every idea will win. Not every perspective will become the final decision. But once a direction is set, progress depends on moving forward together. Like a crew team, we don’t have to be perfect to make progress—but we do have to be in sync. Adjusting course together is far more effective than rowing in different directions.

We Look Out for One Another

We’re colleagues, but we’re also people.

That means checking in, offering support, stepping in when someone needs help, and celebrating wins together. A culture of care doesn’t slow teams down—it strengthens them. When people feel seen and supported, they show up more fully for their work and for each other.

When my dad suddenly passed away from COVID in 2020, my colleagues showed up for me in ways I never imagined. I’m forever grateful for their support, and in turn I try to show up and do the same when a colleague or team member needs extra support. No matter how strong or independent we think we are, every single one of us needs help at some point.

We Celebrate, Learn, and Take Risks

Progress requires movement, and movement requires risk.

We celebrate our wins, learn from our mistakes, and keep going. Growth doesn’t come from hesitation - it comes from experience. As Henry C. Link once said, “While one person hesitates because he feels inferior, the other is busy making mistakes and becoming superior.” We don’t aim for perfection. We aim for learning.

We Never Stop Learning and Adapting

Change is constant. Technology evolves. AI reshapes how we work. Learners’ needs shift. So must we.

Learning isn’t always comfortable, but it’s essential. Like building muscle, it requires effort, repetition, and resilience. The alternative is stagnation, and that’s not an option if we want to continue serving learners effectively.

Culture Is Built Through Empathy

Culture doesn’t come from titles or frameworks. It’s shaped in small, human moments—how people listen to one another, how disagreement is handled, and whether individuals feel seen and understood.

At its core, culture is about empathy. People want to know that their perspectives matter, that their experiences are respected, and that they can show up as themselves without having to explain or defend who they are. When empathy is present, trust follows. And when trust exists, teams are able to navigate change, uncertainty, and growth together.

Leading with empathy doesn’t mean avoiding hard conversations or decisions. It means approaching them with care, curiosity, and an understanding that everyone brings their own context to the table. In environments where empathy is practiced consistently, collaboration becomes easier, learning accelerates, and people are more willing to take risks and move forward together.

Ultimately, culture is not something an organization claims—it’s something people experience. And when that experience is grounded in empathy, it creates workplaces where individuals feel connected, motivated, and committed to the work they’re doing and the people they’re doing it with.

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Culture Is a Shared Commitment

Culture isn’t static. It reflects who we are today and who we aspire to be tomorrow.

I encourage every team—inside and outside our organization—to reflect on the culture you’re building. Talk about it. Put it into action. Make it part of the everyday moments that define your work.

I’ll continue doing my part to support, protect, and nurture the culture we’re building—together. Because when culture is intentional, shared, and lived, it becomes one of the most powerful forces in an organization.

Let’s keep growing.

Roger Paramo is a GED graduate who earned his credential and went on to build a career at GED Testing Service. For Roger, the GED represented more than an academic milestone—it was proof that he could succeed within the U.S. education system. That validation gave him the confidence to pursue technical certifications and ultimately apply for technology-related roles.

“Knowing I had earned the GED gave me the assurance to walk into interviews and say, ‘I can learn what you need me to learn, and I can deliver results,’” Roger said. That confidence, backed by a nationally recognized credential, became a turning point in launching his tech career.

In his role at GED Testing Service, Roger has had the opportunity to work on innovative projects that connect data, technology, and learner outcomes. One of those experiences included supporting the development of an AI-powered feedback agent within the GED&Me app. For Roger, the most important part of building any solution is first understanding the problem and defining the outcomes learners and educators need.

“Seeing it in production and helping the team make better decisions made it all worth it,” he said.

Through his work, Roger has seen firsthand how AI can identify patterns in student learning and turn them into actionable insights. By analyzing data within the GED&Me app, he helps pinpoint where learners are struggling and shares those findings with GED development and education teams. Those insights inform product improvements and strengthen the support available to students.

Roger knows firsthand what GED learners need—and that perspective shows in his work. As part of the GED team, he helped improve the GED&Me app in ways that matter most to learners, contributing to a 22% increase in average session length and a 97% increase in sessions where learners get their questions answered.

As AI capabilities continue to grow, Roger sees even greater potential to understand the learner journey, identify barriers earlier, and help teams design more effective resources that meet students’ needs.

Roger is especially proud of experiencing the full data analytics lifecycle in work that directly impacts students. His primary responsibility is to support state education authorities as they seek to better understand their GED student populations and identify opportunities to improve outcomes.

From asking the right questions and preparing data to analyzing patterns, sharing insights, and seeing those insights put into action, Roger is involved in every step of the process. “Seeing how data translates into better access to education and improved student outcomes makes every analysis meaningful,” he said. “Knowing that my work contributes to someone else’s opportunity to earn their GED, just like I did, drives everything I do.”

Beyond his role, Roger is a strong advocate for GED graduates who want to pursue careers in AI and technology. He encourages learners to recognize the grit it took to earn their GED because that same perseverance is highly valued by tech employers. He also recommends building stackable credentials through free or low-cost resources such as Harvard’s CS50, Google’s Data Analytics Certificate, Coursera, and freeCodeCamp.

“You’ve already shown you’re proactive, autonomous in learning, and determined to push forward,” Roger said. “Those are the traits that make someone valuable in a fast-changing field like technology.”

“I had a mental health crisis that led me to realize I need to be the one to start my own life - not sit around waiting for it to start for me.” - Friday

Friday dropped out of high school twice. They faced real mental health challenges. And for a long time, they weren't sure what came next. But when they decided to earn their GED, everything shifted. That moment became the starting point for a new chapter they chose.

Today, Friday is working toward their associate degree—and continuing to build a future on their own terms.

Hear Friday tell her story in their own words. Watch her story here!

Through obstacles and setbacks, Natasha never lost sight of her goal: to build a better future for their family.

Whether it was juggling work, being a single mom, or overcoming self-doubt, she found a way forward. Her determination is a reminder that education transforms lives. By choosing to keep going, she’s opened doors to new opportunities and inspired those around her. She is currently pursuing her CNA and will move on to pursue her RN.

Today, Natasha is proud that she showed her kids what overcoming adversity looks like and that they can accomplish whatever they put their mind to.

Watch her story here!

By CT Turner, President, GED Testing Service

In May 2025, I officially stepped into the role of President of GED Testing Service. While the title changed, the mission did not: to ensure education remains a powerful, accessible force for opportunity, especially for adults navigating complex, often unforgiving life circumstances.

This past year reinforced something I’ve believed for a long time: the GED is not just a credential. It’s a bridge to jobs, stability, confidence, and possibility.

Impact That Matters

• In 2025, GED learners showed up for themselves in remarkable ways:
• More than 1 million subject tests were taken
• 154,839 individuals earned their GED® diplomas
• Learners outside the U.S. grew by 25%
• 179,000 learners downloaded the GED & Me mobile app, turning their phones into tools for progress

Behind every one of these numbers is a person, often balancing work, family, financial stress, or recovery from trauma – who made the decision to keep going.

The GED program has now produced more than 21 million graduates worldwide, one of the largest alumni communities on the planet. As stewards of this program, we carry a responsibility not only to protect its credibility, but to ensure it evolves with the world learners are stepping into.

Understanding the Reality Adult Learners Face

Adult learners are not lacking motivation or ability. They are navigating realities many systems were never designed to accommodate.

• 30% of prospective learners delay or avoid testing due to fear of failure
• Nearly half report that mental health challenges have disrupted their learning
• Many experience anxiety, learning differences, or the lasting effects of trauma
• Financial instability, caregiving responsibilities, and housing insecurity are common threads

These are not edge cases. They are the norm. And they demand that we lead with empathy, flexibility, and urgency.

The Power of One Educator

Over the past decade, I’ve had the privilege of meeting learners from nearly every state—and from around the world. From rural communities rebuilding after job loss, to urban neighborhoods shaped by violence and disruption. I’ve met learners who raised siblings after losing parents, and one young man from Myanmar who grew up in a refugee camp, fled extreme violence, earned his GED, and went on to university to pursue his dream of becoming a teacher.

Despite vastly different backgrounds, every story shared two things in common:

1.Education changed the trajectory of their life

2. One person made the difference

An educator. A mentor. Someone who believed when belief was scarce.

Adult educators are often that person – the quiet force who turns self-doubt into momentum. The GED exists because of that commitment, and learners succeed because of it.

Looking Ahead to 2026: From Credentialed to Career-Ready

As we look to 2026, our focus is clear.

Equitable access to opportunity, particularly in fields like technology, healthcare, and green energy has never been more critical. GED learners deserve a fair shot at these careers. Our role is to ensure the credential doesn’t end at a credential, but extends into meaningful employment. In fact, I’ve never been more excited about the potential for GED grads to enter good-paying jobs that don’t require a four-year degree and have opportunities for further upskilling and job progression within those industries.

That’s why we are investing in:

• AI-powered tools to expand access, personalize learning, and reduce barriers
• Smarter support for learners managing anxiety, confidence gaps, and life disruptions
• GED to Careers, strengthening pathways from education to career training and employment
• Workforce partnerships that align skills with real-time and future labor market demand

We are not building AI for the sake of innovation. We’re building it to transform learning and change lives. As the workforce evolves, our organization is committed to staying ahead, so learners are not just credentialed, but truly career ready.

Lighting the Way Forward

I often think of my grandfather, a GED graduate and lifelong educator. He once stood before a darkened room full of people and lit a single candle. That single candle lit another, and another, until the darkness disappeared.

That is the power of education – the power to light a path forward and dispel darkness. And that is the power each educator, employer, and partner holds. The GED team will continue to roll up our sleeves, build bridges, and light pathways for our learners in 2026.

A kind word. A second chance. A moment of belief.

In 2025, we saw what’s possible when opportunity meets perseverance. In 2026, our charge is to widen the path so more learners can cross the bridge to a future they deserve.

In the Washington D.C. metropolitan area, EduFuturo has become a beacon of hope, dedicated to empowering the next generation of young people and their families. The program works to close the educational and economic gap, offering a wide range of programs that include leadership, robotics, parent training, workforce development, GED preparation, and university guidance.

The recent GED graduation day was a clear testament to their students’ commitment. For an entire year, they proved that it is possible to balance their personal lives, work, and studies. Congratulations to their graduates! ddd

Missed the GED Conference? We’ve got the best moments, all in one reel.Feel the energy. See the wins. Get inspired.

Looking ahead, we’re excited to celebrate National GED Day on September 16. This day honors the achievements of millions of adult learners who’ve taken bold steps toward brighter futures. Stay tuned for more National GED Day Celebrations.

By CT Turner, President, GED Testing Service

This year’s GED Conference was nothing short of joyful. Walking through the sessions, hallways, and evening events, I was struck again and again by the energy of a community that cares deeply about learners. The smiles, laughter, and connections reminded me why this gathering is so special—it’s the one time each year when state GED administrators, adult education directors, program leaders, corrections educators, service reps, our own GED team, and valued partners like VUE all come together with a common purpose: to open doors for learners.

Over three days, we delivered more than 36 sessions—everything from program marketing to accommodations and accessibility, to strategies for supporting diverse learners. We also had important conversations with test administrators and corrections educators, as well as general sessions where we reaffirmed our vision and outlined our promises for the year ahead.

One of the most unforgettable moments was honoring our GED Graduate Scholarship Award recipients. Watching these graduates walk across the stage, share their stories, and receive recognition for their hard-earned success was deeply moving. Their journeys reminded us that the GED credential is not just about passing a test—it’s about resilience, possibility, and creating new futures. That moment captured the heart of our work.

Another theme that resonated throughout the conference was AI—not as a buzzword, but as a tool educators are already exploring to personalize learning. AI has the potential to meet learners where they are, adapt to their pace, and remove the fear of asking questions. Imagine a space where learners can practice, stumble, and grow without shame—freeing educators to focus on connection, encouragement, and deeper instruction. That’s the future we’re building.

In my address, I shared a belief that has only grown stronger after this week: every learner has had someone—an educator, a mentor—who changed their trajectory. Sometimes it’s a painful story of a teacher who left them feeling discouraged. But far more often, it’s the heroic stories: the instructor who stayed after class, the mentor who kept calling when a student wanted to quit, the program director who created opportunities a learner never thought possible. That’s the power of this community.

Looking ahead, we also talked about the future of work. Equitable access to opportunity—particularly in fields like technology, healthcare, and green energy—is more critical than ever. GED learners deserve a fair shot at these jobs. Our role is to make sure the credential is not just a test, but a bridge to better jobs, stronger families, and thriving communities.

As I left the conference, I felt both proud and optimistic. Proud of the work already happening in every state, every classroom, every program. And optimistic because I know that together, we’re moving toward a future where learners have more tools, more pathways, and more support than ever before.

And we’re not done. On September 16, we’ll celebrate National GED Day—a moment to honor the life-changing impact of this credential and the educators who make it possible. I hope you’ll join us in celebrating the learners who remind us why we do this work.

We are excited to join the Coalition on Adult Basic Education once more, this year in Dallas. COABE’s mission is to inspire educators so adults succeed, and communities thrive. This closely aligns with the GED Testing Services’ mission of helping adults gain their high school equivalency diploma and improve their lives. Whether the learners’ goal is a new career, college, or climbing the job ladder, our GED program is designed to help students develop the critical thinking skills and self-confidence needed to help them flourish. We share COABE’s goal of enriching the lives of our learners by opening doors and offering innovative prospects.

This year we are proud to host the 13 expert-led sessions, covering the latest trends, best practices and practical solutions in adult education.

At GED Testing Service, we seek innovative tools to help our learners and collaborate with partners to serve the changing adult education ecosystem best. Join our GED team of subject matter experts at our numerous concurrent presentations on topics spanning employability goals, adult learning theory and responsive classrooms and more!

For detailed information and the schedule visit COABE at a Glance. Be sure to check out these GEDTS led sessions and stop by booth #501!

Monday, March 31

Building Community Partnerships using Strategies for Engagement and Advocacy8:00-9:10 AMAdora Beard

What’s New with GED? Let’s Talk “All Things New” with GED8:00-9:10 AMLiz Lanphear & Jonna Forsyth

Si Se Puede: Aztec’s Complete Continuum of Spanish Resources11:50-1:00 PMRafael “Rafa” Diaz (Aztec) & Scott Salesses

Insights from GEDWorks and Strategic Partners: Achieving Employability Goals2:00-3:10 PMVanessa MacCullum & Jane Bledsoe

Tuesday, April 1

Demystifying the Testing Center Process8:00-9:10 AMNatalie Cummings & Brian Smith

Aztec and GED Testing Service: The Exclusive Home to Official and Premier GED Success Products11:50-1:00 PMRafa Diaz (Aztec) & Brian Smith

Creating Inclusive Learning Experience through Strategies11:50-1:00 PMAdora Beard

The Role of a Mobile App in the GED Journey3:50-5:00 PMRebecca Reynolds & Jane Bledsoe

Wednesday, April 2

Getting Students Ready for Re-entry8:00-9:10 AMSusan Pittman

Let’s Begin by Keeping the End (Goal) in Mind: GED Testing8:00-9:10 AMLiz Lanphear & Jonna Forsyth

Culturally Responsive Classrooms and the Adult Learning Theory11:20-12:30 PMKellie Blair Hardt & Adora Beard

GED Program Update for Correctional Educators1:30-2:40 PMScott Salesses

GED Behind the Numbers3:00-4:10 PMPeter Kataras

For Jessica M, getting her GED was super important; she wanted to prove to her kids that even though she made a mistake by leaving high school at a young age, it was still possible to change the future. Achieving her high school credential proved that nothing can stop her from accomplishing long-term goals for her career.

The GED program was convenient and easy to fit into a busy schedule. Jessica was grateful for another chance at education. Her prep materials were free, and she could attend classes when she had time. Jessica extended a special thank you to the teachers and staff at the Columbus, Nebraska community college location where she studies for the GED test. She shared her positive experience: “They are absolutely amazing people and care genuinely for each individual.”

Central Community College offers 37 career and technical programs with a focus on degree, diploma and certificate program that require two years of less to complete. The college also offers an academic transfer program for students who want to complete the first two years of a bachelor’s degree before transferring to a four-year college or university.

Jessica now has her GED diploma in hand, and is planning a career as a pharmaceutical technician. Her goal now is to graduate from college.

What three suggestions would you have for new GED Program Administrators or Educators new to GED Testing Service?

1. First and foremost, read the federal and state laws, regulations, and guidelines pertaining to GED and Adult Education to understand the rules, expectations, and connectivity of the programs. When you begin with a general understanding of the guidelines, you will make quantum leaps in connecting the laws to understanding the daily activities of staff who execute those requirements.

2. Don’t be afraid to ask questions! Take advantage of the deep and rich human resources in the GED and Adult Education Community. We are in this field because we are passionate about the learners we serve. You will find the us equally passionate to support or lean on others to achieve that goal. Engage and learn by participation in organizations at the national, state, and local level.

3. Get OUT of the office and as often as possible. Never let the bureaucratic issues bog you down to keep you from interacting with your “North Star,” the adult learner. It will keep you true to your mission!

Q. What is the most significant change you have seen during your tenure at GEDTS?

A. Let me begin by saying what has NOT changed in my 30+ year relationship with GED Testing Service: The focus has always been what’s best for the learner. With that, the most significant change I have enjoyed is how GED Testing Service has continued to ask “What’s best for the learner?” and expanded its investment to “What MORE can we do for the learner?” That question permeates every meeting, action, and decision we consider. When I first engaged with GED Testing Service (GEDTS) as State Director, GED Testing Service was all about the test. There was no engagement from GEDTS with the learner before or after the test. I have enjoyed GEDTS’ remarkable accomplishments in partnership with adult education stakeholders to support the learner in their test preparation, testing, and college and career choices after earning a credential.

Q. Please share one of your most rewarding memories during your time at GEDTS.

A. It is almost a trick question to be asked to pick one memory from my time at GEDTS! I will have to tell you two. We all know there is no happier, more emotional, more fantastic celebration than to attend an Adult Education Graduation. You understand why we do what we do because you see what it means to the adult learners we serve and their families. I was thrilled that in the first three months of his tenure, our President, Randy Trask, attended his first adult education graduation with me in New Orleans. My second rewarding memory is the privilege of engaging with the passionate, invested adult education community across the United States. I never fail to thank an audience for the privilege of being a part of their work and passion. It is true and not a comment I have ever made lightly.

Artificial Intelligence (AI) is rapidly reshaping the landscape of higher education, offering new opportunities and challenges for institutions, educators, and students alike. From personalized learning experiences to advanced research tools, AI’s potential to revolutionize traditional academic models is immense.

However, this transformation also raises critical questions about accessibility, ethics, and the evolving roles of educators.

To better understand the trajectory of AI in higher education, we sought insights from educators and industry experts. Their predictions provide a glimpse into a future where AI could redefine how knowledge is delivered, acquired, and applied. This article explores their visions, highlighting the innovations they foresee, the hurdles they anticipate, and the strategies they recommend for integrating AI responsibly and effectively into academic settings.

Matt Abbott, Professor, Des Moines Area Community College

“Similar to the initial opposition decades ago to calculator use in schools, the resistance to generative AI by educators will transition into acceptance as responsible use of AI in textbooks and the classroom becomes the norm. With appropriate guard rails in place, AI will be an important tool for helping students learn.”

Tiago Costa, Cloud and AI Architect, Microsoft

What major shifts do you see shaping the future of science education in 2025?

The year 2025 is set to transform science education by implementing AI-driven learning platforms. These platforms will dynamically adjust to the student’s interests and learning paces, enhancing accessibility and inclusivity in education. Additionally, virtual labs and simulations will rise, enabling students to experiment with concepts without geographical constraints. This evolution will make high-quality STEM education more universally accessible.

With the progress of AI, human expertise will shift toward domains requiring creativity, ethical decision-making, and emotional intelligence. In the realms of AI and cloud technologies, humans will still play a critical role in designing, managing, and interpreting these systems. Artificial intelligence aims to augment human capabilities by automating routine tasks and providing deep insights. Nonetheless, human oversight will remain crucial to guarantee responsible and ethical use. The future is poised for a cooperative relationship where humans and machines address more complex issues together.

Nivaldo Tro, Chemistry author

What major shifts do you see shaping the future of science education in 2025? AI will make personalized learning even better than it is. However, we already have personalized learning in place with other digital technologies, many of which Pearson provides. So we will probably see some gains, but they will be marginal.

How do you see AI transforming the way people learn and develop skills over the next 3-5 years?

AI will give every student a personal tutor. This tutor will be able to answer questions and guide the student through solving problems. But again, we kind of have that already with tools we have developed over the last few years. Think of how mastering or the interactives that we have created guide students through problems. So again, I think we might see some gains, but I have yet to be convinced on this one.