Thank you for being a part of celebrating our GED graduates and their achievements during this year’s GED Grad Week that took place during the week of May 17-21.

Throughout obtaining their credential, this year’s GED graduates overcame many obstacles and persevered throughout the ongoing COVID-19 pandemic. This annual event is an opportunity to make our GED graduates feel important and congratulated. We also want our GED graduates to discover and acknowledge the community of support for them now and as they pursue their future goals.

Unlike previous years, we celebrated GED graduates on our social media platforms for an entire week instead of just one day on Facebook, Twitter, Instagram and LinkedIn. This year’s event included videos with congratulatory messages from adult educators, and celebratory messages and stories of triumph from GED graduates. We also interviewed educators and their GED graduates highlighting the important relationship they have during the GED journey. This was our first year asking graduates across the country to share their names to showcase in a special Grad Week graphic.

Our GED Grad Week event drove the most engagements ever and reached 5x more users and twice the number of responses compared to previous years. Our Facebook event page received a total 7,500 views and reached a total of 56,300 users. We also had 40 adult education programs participate throughout the week.

Thank you for helping make this year’s event another success! We look forward to celebrating our graduates again next year.

To learn more about GED graduates and their success stories, visit ged.com/en/grads/. You can also visit the GED Grad Week event page to see all the posts and videos: https://www.facebook.com/events/558433591987055/

Test accommodations are considered on a case-by-case basis and include things such as extra testing time and extra breaks.

The purpose of accommodations is to provide candidates with full access to their test and is not a guarantee of improved performance or test completion. Test accommodations are individualized and considered on a case-by-case basis. All candidates requesting accommodations must provide appropriate documentation.

Disability types include learning and other cognitive disabilities, attention deficit hyperactivity disorder, psychological and psychiatric disorders, physical disorders and chronic health conditions.

Commonly requested accommodations include extra time (25%, 50%, 100%), extra “stop-the-clock” breaks, a separate room and a reader/recorder.

All accommodations available at test centers are available for online testing except a reader/recorder–we are actively working on a solution.

Students can request accommodations through their GED.com accounts. More information about the application and appeals process is available here: https://ged.com/about_test/accommodations/

You can find commonly asked questions in our Accommodations FAQs: https://ged.com/wp-content/uploads/accommodations_faqs.pdf

If you still have questions, you can email your questions to the GEDTS Accommodations team at accommodations@ged.com

Our first State of the GED event was an opportunity for GED Testing Service to share what we’ve been up to over the past year and what plans we have moving forward as an organization.

During the event, Vicki Greene, Adora Beard, Danielle Wilson, and Kiara Perez, covered updates including the progress GED Testing Service has made in product and resource offerings, our DE&I initiatives and strategies, partnerships, changes to our board and the development of our transformation team.

One significant update is our move to the Workforce Skills division within our parent company, Pearson. This move will allow us to focus on the learner with more options to upskill, reskill and provide opportunities with larger employers. Our focus will continue to be on evolving as a learner-centric organization focused on the overall success of GED students and graduates. This includes connecting them with the training and education opportunities they need to succeed in the workforce.

We also shared that the new GED+ product allows independent study students to access personal advisors in an all-inclusive model similar to GEDWorks.

GED Testing Service’s official statement on diversity, equity, and inclusion is featured on our “About Us” page on GED.com. We’ve also added photos and bios of members of the GED Testing Service team, leadership, and board members.

Our partnership and alliance work continues as discussions are being held to formalize working with two community-based organizations that support GED students in Kansas City, Kansas, and Baltimore, Maryland.

The GED Testing Service Board of Directors welcomed two new members, Phyllis Kelley and Kellie Blair Hardt, in January 2021. The GED Transformation team was created earlier this year to advise GED Testing Service on how to enhance the GED test program and its impact through fairness, equity, and inclusion solutions.

We also shared that our annual conference returns in July 2022 in Atlanta, Georgia.

You can watch the entire event and view the presentation under the “Tuesdays for Teachers” section on our site: https://ged.com/educators_admins/teaching/professional_development/webinars/

As your students advance through their prep and start taking their GED subject tests, we are here to help you understand the GED test performance level descriptors.

This will help you guide students through the skills they need to demonstrate on the GED® test, corresponding with each performance level on the test. These performance level descriptors also apply to scoring on the GED Ready® practice test.

There are four levels:

• Below Passing
• Passing for High School Equivalency
• GED® College Ready
• GED® College Ready + Credit

Each level builds in complexity regarding the extent to which students can understand and work with content in each subject.

For Mathematical Reasoning, the main areas being assessed are:

• Quantitative problem solving with rational numbers
• Quantitative problem solving in measurement
• Algebraic problem solving with expressions and equations
• Algebraic problem solving with graphs and functions

For Reasoning Through Language Arts (RLA), the main areas being assessed are:

• Analyzing and creating text features and techniques
• Analyzing relationships within texts at a limited and/or inconsistent level
• Using evidence to understand, analyze, and create arguments
• Applying knowledge of English language conventions and usage

For Science, the main areas being assessed are:

• Analyzing scientific and technical arguments, evidence, and text-based Information
• Applying scientific processes and procedural concepts
• Reasoning quantitatively and interpreting data in scientific contexts

For Social Studies, the main areas being assessed are:

• Analyzing and creating text features in a social studies context
• Applying social studies concepts to the analysis and construction of arguments
• Reasoning quantitatively and interpreting data in social studies contexts

You can learn more through the detailed descriptions in this comprehensive pdf download and in this chart.

We also have an assessment target comparison table for your reference.

All of these materials are available in English and Spanish. Learn more on our teaching resources page for adult educators.