IMPOSSIBILITY IS RELATIVE TO ONE'S DETERMINATION:
You can get your GED certificate that will help you in the future and make you feel proud of yourself now. You will take a big step in your life by deciding to take the GED Tests. People with GED certificates have proven their determination to succeed by following through with their education. A GED certificate is widely recognized as the equivalent of a high school diploma and can help you in your personal development, your education and employment.
The General Educational Development (GED) class is open to adults who are 18 years old or older.
This center prepares students to demonstrate mastery through successful performance of all GED examinations: writing, social studies, science, literature and mathematics. All schoolwork and homework is done on an individualized basis. It allows students to work at their own pace and at own level. The material found on the GED tests is based on the subjects covered in most high schools around the country. The focus of the GED test is not based on content, but on skills. Students will not have to memorize specific date, names and places, rather read and understand passages on history, science or literature.
Students will have daily GED practice tests on all areas of Science, Social Studies, Mathematics, Reading and Writing to assess student progress using Pre-GED books, Exercise GED books and official GED practice test booklets. In order to pass Part 2 of the writing test, students will also practice writing 200 words compositions, on topics familiar to most adults. Students will also have daily computer practice on lessons and GED testing to supplement student advancement and performance.
ENGLISH OR SPANISH CLASSES
The GED class instruction, practice and tests are being offered in either English or Spanish.
LA CLASE, LA PRACTICA Y LAS PRUEBAS SE OFRECEN TAMBIEN EN ESPANOL
The table provides the numnber of questions and time limits on the GED Tests.
TEST ITEMS TIME LIMIT
The academic GED class for adult basic education is FREE, but students must pay the GED testing fees.
Las clases para los estudios basicos del GED son gratuitas, pero los estudiantes deben de pagar por los examenes oficiales y el certificado.
GED TESTING FEES - PRECIOS DE LOS EXAMENES DEL GED
Current Fees - Precios Actuales
No Checks - Cash Only. You must pay in advance to reserve your appointment.
No se aceptan cheques, solamente dinero en efectivo. Debe de pagar al tiempo de su cita.
NO phone appointments accepted
NO se aceptan citas por telefono
At the March 2004 meeting of the Board of Regents, the Department presented proposed changes to the Regents Rules and the Commissioner’s Regulations relating to the requirements for the conferral of a college degree for students who have not obtained a high school diploma or a high school equivalency diploma. The discussion centered on students who were home instructed.
During the discussion in March, we pointed out that there is a conflict in existing regulations. Regents Rule 3.47 requires that a student complete a high school program in order to be conferred a college degree in New York State. Regents Rule 3.47 also requires the student to provide evidence of the completion of the high school program before enrolling in college. The completion of a high school program can be evidenced by:
· a high school diploma;
· a high school equivalency diploma; or
· a letter from the superintendent of schools indicating that the student’s course of study was equivalent to a high school program.
However, Section 100.7 of the Commissioner’s Regulations allows a student to obtain a high school equivalency diploma while attending college by completing a specified 24 college credits.
The proposed amendments to the regulations would remove this conflict.
At the March meeting, three specific issues were discussed:
Issue 1: Eligibility of home instructed students to receive Tuition Assistance Program (TAP) funds.
New York State Education Law identifies specific requirements for a student to be eligible for TAP funds. They include:
High school diploma;
§ Letter of equivalency from the superintendent; or
§ A high school equivalency diploma by passing the general equivalency diploma (GED) test
Passing a federally-approved ability-to-benefit test.
Response from the Home Instruction Community
Representatives of the home instruction community have asked that they have the authority to self-certify what constitutes the completion of a high school program. This self-certification, if recognized by the Board of Regents, would similarly enable home instructed students to be eligible for Tuition Assistance Program funds (as with other options already available, GED, diploma, etc.). The home instruction community pointed out that the federal government allows students to self-certify the completion of a high school program by either home instruction or by graduating from high school in order to demonstrate eligibility for federal student financial aid. The Department did not, however, recommend any changes in Education Law relating to the eligibility requirements for New York State Tuition Assistance Program (TAP) funds. In the Department’s judgment, the pathways to receive TAP funds are sufficient and requiring documentation is appropriate. The New York State TAP program provides in excess of $700 million a year to students with economic need to attend New York State’s colleges and universities. This is a significant investment by the State in postsecondary education for its residents. In our view, the statutory requirements for eligibility for TAP funds are appropriate given the magnitude of the investment by the State.
Issue 2: Students beyond compulsory school age and the requirements to receive a college degree in New York State.
In New York State, compulsory school age is from ages 6 to16 (6 to 17 in New York City). The proposed regulation would modify the requirement that the student must have a high school diploma or its equivalent in order to enroll in college. Furthermore, the proposed regulations create two additional pathways that would:
· Allow students to take a specified 24 credit hours and not apply for a high school equivalency diploma, but use those 24 credit hours to demonstrate that they have a broad based secondary preparation; and
· Allow students to use an earned college degree to demonstrate that they have met the requirements for the secondary preparation.
The addition of the proposed 24 credits option is based on comments from the home instruction community that they perceive a “stigma” attached to either the acquisition of a high school equivalency diploma or taking the GED test. The intent is to allow a student to complete a broad based liberal arts and sciences general education core without having to apply for a credential other than the college degree. If enacted, when the student graduates, the only credential he/she would receive would be the college degree.
Issue 3: Students who are still of compulsory school age and were in attendance at college full or part time.
Last year, there were two court cases involving students who were still of compulsory school age who completed the requirements for a college degree without obtaining a high school diploma or its equivalent. Education Law requires that superintendents of schools ensure that students, who are still of compulsory school age, are receiving an appropriate education. The proposed regulation is intended to ensure that there is a linkage between the high school requirements and the college program. It requires the superintendent of schools, or the chief academic officer of a non-public or charter school, approve the student’s attendance at the college. The proposed regulatory changes would allow the superintendent of schools to certify that a student, who is still of compulsory school age, completed the secondary education requirements through collegiate instruction and, therefore, could be awarded a college degree.
II. Information Requested by the Board of Regents
During the Board of Regents discussion of these proposed amendments in March, a number of questions were raised and additional information was requested. Board members asked for data on the number of home instructed students in New York State. Attachment A is a breakdown by county of home instructed students in Grades K-6 and 7-12 for the 2000-01, 2001-02, and 2002-03 school years. In total, there were 11,722 students in Grades K-6 who were home instructed in 2002-03 and 7,936 in Grades 7-12 who were home instructed for that same school year.
Attachment B is a comparison of performance by public school students and home instructed students on select Regents examinations. This information was also requested by members of the Board. In interpreting these examination results, we must be cautious since home instructed students are not now required to complete the Regents examinations and, therefore, this data may not be representative of all students being home instructed at the high school level. The data on the Regents examinations indicates that public school students are passing the Regents examinations at a higher rate than home instructed students with significant differences in the Math A, Physical Setting Chemistry, Physical Setting Earth Science and Global History and Geography examinations.
The Board asked what the impact of these regulations would be on New York City. As Attachment A indicates, for the 2002-03 school year, there were 923 students in Grades K-6 and 715 students in Grades 7-12 in New York City who were home instructed. This represents 8.3 percent of the home instructed students in the State of New York. We have requested comments on the proposed regulations from both The City University of New York and the New York City Department of Education. We will provide you with the comments when they are received.
The Board asked the Department to look at additional examinations that could be used in lieu of the GED test to award the high school equivalency diploma. Staff met with the Assistant Commissioner for Standards, Assessment and Reporting to review examinations which might be equivalent to the GED. It is the Department’s determination that the only appropriate examinations for this purpose are the five Regents examinations that all students need to pass in order to be awarded a high school diploma or the Department’s approved alternative examinations.
We also examined the SAT and the ACT examinations. The College Board (on their Web site) defines the SAT I examination as measuring:
“…verbal and math reasoning abilities. These abilities relate to some of the things you need to know to be successful in college.” They further elaborate by stating that “the SAT I measures verbal and math reasoning abilities that you develop over years of schooling in your outside reading and study. The test is designed to allow you to demonstrate your abilities in these areas regardless of the particular type of instruction you receive or textbooks you have used. These important abilities – understanding and analyzing written material, drawing inferences and differentiating shades of meaning, drawing conclusions and solving Math problems – are necessary for success in college and life in general.”
“Many colleges and universities use the SAT as one indicator among others-class rank, high school GPA, extracurricular activities, personal essay, and teacher recommendations-of a student’s readiness to do college-level work.”
There is no social studies or science content and the verbal math and reasoning skills are not based on high school curriculum. For these reasons, the SAT I is not an appropriate alternative to the GED test.
With regard to the ACT test, the Web site states:
“The ACT assessment is a national college admission examination that consists of testing English, reading, mathematics and science.” They further state, “The ACT assessment test is curriculum-based. The ACT assessment is not an aptitude and IQ test, instead the questions on the ACT are directly related to what you have learned in your high school course in English, mathematics and science. Because the ACT is based on what is taught in the high school curriculum, students are generally more comfortable with the ACT than they are with traditional aptitude tests or tests with narrow content.”
“ACT test scores, high school grades, level of academic preparation, out-of-class accomplishments, special interests, and aspirations-these and other kinds of information help admissions officials identify applicants who can benefit most from their programs.”
However, there is no social studies content and it is not known how the content of the ACT is aligned with the Regents learning standards in English, math or science. For these reasons, the ACT is not an appropriate alternative to the GED test.
III. Feedback from the Field
Since initial publication in the State Register, the Department has received significant feedback on the proposed regulations. We received letters from:
parents who are home instructing their children;
In general, most individuals who commented requested additional flexibility beyond what the proposed regulations would provide. In some cases, there was confusion concerning the differences between the existing requirements and the proposed changes. In addition, there were some significant misconceptions about the existing requirements and proposed regulations, including:
· The regulation would still require the student to pass the GED test in order to enter college;
Response: The GED test is only one of many options.
· The GED test is a new requirement;
Response: The GED test has been an option for many years.
· The superintendent of schools has no responsibility for students of compulsory school age;
Response: Education Law assigns this responsibility to the superintendent.
· The intent of the regulation is to discriminate against home instructed students;
Response: The intent of the proposed regulation is to provide more pathways for a college degree for home instructed students.
· The State Education Department is reviving a long dormant regulation that has not been in effect;
Response: The regulation was always in effect.
We did receive many comments that discussed alternatives to the proposed regulations. Some of the alternatives were:
· Allowing students to use the ACT or SAT in order to demonstrate they have the knowledge and skills to enroll in college;
· Requiring home instructed students to pass the five Regents examinations as is required for students seeking a high school diploma;
· Having the Commissioner of Education determine the equivalency of instruction for students who are still of compulsory school age and who are using college level work to satisfy the secondary education program;
· Removing the role of the superintendent from determining equivalency and allow the colleges to make their own assessment;
· Requiring a letter of equivalency from the superintendent if a student completes an Individual Home Instruction Plan (IHIP);
· Disconnecting the approval of the IHIP from equivalency since the IHIP does not provide for the superintendent to oversee, monitor or assess the program the home instructed student is undertaking;
· Allowing parents to use their own judgment, issue their own diploma to a home instructed student indicating that the student has successfully completed the secondary preparation program through home instruction.
We have analyzed all the comments and have had additional discussions with various stakeholders. We have explained why the SAT/ACT tests are not appropriate and the statutory role of the superintendent to determine equivalency for students of compulsory school age. However, some of the comments received have led us to recommend additional adjustments.
IV. Proposed Revisions to the Draft Regulations
Given the discussion by the Board of Regents at the March meeting, and the many thoughtful comments we received from the field on the draft regulations (Attachment C), staff is recommending that the Board consider three changes to the proposed regulations advanced in March.
Students who are beyond compulsory school age
1. The draft regulations allow for the completion of 24 credit hours without applying for the high school equivalency diploma. Members of the Board indicated that the 24 credits (6 credits in English Language Arts, 6 credits in Mathematics, 3 credits in Natural Science, 3 credits in Social Sciences, 3 credits in Humanities and 3 credits in Career and Technical Education and/or Foreign Languages) may be beyond the standard general education core for some associate and baccalaureate degree programs. Regent Cohen recommended that a college be provided some flexibility within the specified 24 credits as defined above and substitute courses within the registered degree program. We recommend that the proposed 24 credits option be adjusted as follows:
· 6 credits in English Language Arts
· 3 credits in Mathematics
· 3 credits in Natural Sciences
· 3 credits in Social Sciences
· 3 credits in Humanities
· 6 credits in courses within the registered degree program
This proposed change will provide home instructed students, beyond compulsory school age, with greater flexibility to demonstrate equivalency.
If this approach is endorsed, the Department will make the same change in the 24 credits requirement for high school equivalency programs.
2. We recommend that an additional option be provided to allow a student beyond compulsory school age to be eligible for a college degree if the student meets the prerequisites and passes all five Regents examinations required for a high school diploma. We also recommend that the State Education Department’s approved alternative examinations be accepted for this purpose (e.g., specified advanced placement examinations, SAT II examinations and International Baccalaureate Examinations). Students beyond compulsory school age, who elect not to take a GED test or complete the specified 24 credits, would still be eligible for a college degree through the passage of these examinations.
Students who are still of compulsory school age
3. We received significant comments about the workability of a regulation that required the superintendent or chief academic officer of a nonpublic or charter school to sign-off on any college course a student takes during the regular school year. The intent of the proposed regulation is to address those students who are using college coursework to meet secondary education requirements. However, we appreciate the difficulty that may occur if all students who are in college courses during the school year have to present a letter from the superintendent or the chief academic officer to the college in order to enroll in those courses.
We are recommending that the regulation be adjusted to require a letter from the superintendent or chief academic officer for only those students who are in attendance full time in college in lieu of a high school program. This would only impact a small number of students in the State of New York. Students who are in attendance part time in college during the school year would also be in attendance in a public, nonpublic, charter and/or home instruction setting and, therefore, the superintendent or chief academic officer would be aware of the student’s academic program. Home instructed students, who are in attendance in college full time while still of compulsory school age, would reflect the college study in their Individual Home Instruction Plan.
If the Board concurs with these proposed changes, the draft regulations will be revised and republished in the State Register. The Regents would discuss the draft regulations at your June meeting and they would be scheduled for action at your July meeting.
REQUIREMENTS FOR OFFICIAL TESTING - REQUISITOS PARA LAS PRUEBAS OFICIALES
Examinees are REQUIRED to bring a California Driver License/CA I.D. card and a Social Security card for testing. These items are to be presented EACH time you take a test or make an appointment. (No Exceptions)
Se REQUIERE que todos los examinates traigan licencia de manejar de California o una identificacion de California y tarjeta de Seguro Social antes de tomar el examen. Estos se deben presentar CADA vez, antes de tomar un examen o hacer una cita. (No Se Hara Niguna Excepcion)
OFFICIAL GED TESTING
On Wednesdays - In Spanish Thursdays - In English
EXAMENES OFICIALES DEL GED
Los Miercoles - en Espanol Los Jueves - en Ingles
BOOKS - LIBROS
GED books may be purchased in the Delano Adult School Office.
Libros en Espanol del GED estan de venta en la Oficina de la Escuela de Adultos de Delano.
GED books are provided for practice and study during school hours.
Libros para la practica y el estudio de los examenes del GED en Espanol estan disponibles para los estudiantes durante las horas de clase.
There are no course prerequisites
ATTENDANCE AND REQUIREMENTS
Students must maintain at least 80% attendance. Good attendance, good citizenship, class interest and motivation are requirements.
Students will earn 50 units of credits for passing all five GED Tests. This credit may be used as elective units for the high school diploma. This course is not regarded as college preparatory.
DAS OFFICE HOURS - HORAS DE OFICINA
Monday - Thursday 7:30 AM to 9:00 PM and Friday 7:30 AM to 4:30 PM
CLASS SCHEDULE - HORARIO DE LA CLASE
The GED Class meets everyday, Monday - Friday and it's in session 6 hours per day.
7:45 AM to 9:45 AM
Break 9:45 AM to 10:00 AM
10:00 AM to 12:00 NOON
Lunch 12:00 NOON to 12:30 PM
12:30 PM to 2:30 PM
FREE CHILD CARE AVAILABLE - CUIDADO DE NINOS
1. What is the GED? What are the alternatives?
The GED is an exam developed in the United States that is available for all adults who want an equivalent of a high school diploma. It tests general academic skills and core content that are covered in four years of high school. Each year hundreds of thousands of people earn their GED diplomas, which they use to get jobs, earn promotions, or qualify for higher education or training.
The GED is an alternative to high school. If you would rather pursue a high school diploma, there are both local and online programs widely available.
2. Is the GED for Free course truly free?
Yes. There is no charge to take this course to prepare for your GED on line. Advertising, such as what you see up above, is where our revenue comes from, not from you! We're hoping that you'll also want to go to our partner high school or partner colleges; but you're certainly under no obligation to do so.
Contact your local testing center regarding any fees to take your states' exam. The exams are administered throughout the year at designated locations nationwide. You can generally find this information at local high schools or adult schools, GED Testing Centers, or on the internet at http://www.acenet.edu, a website which is a good resource for all information regarding the GED.
In short, this site is a free high school equivalency exam preparation product. There is no charge or fee at any point.
3. What does the GED cover?
There are five main topic areas:
Language Arts, Writing
4. Can I take the GED test? When and where?
GED eligibility varies from state to state. Some states require that you are at least 18 years old; others will accept applicants as young as 16 years old. In a search engine such as Google, type "GED requirements" followed by the name of your state, for more information.
5. Is the GED accepted at colleges and universities?
Yes. Approximately 97% of colleges and universities admit GED graduates.
6. How long will it take to study for the exam?
Everyone is different. However, the key is to study regularly, pay close attention to the course content, and work hard.
7. Do I need any additional materials?
No. However, you might find supplemental books, or information you find on the Internet, to be helpful. This GED online preparation course is thorough, but use every resource you can to improve your chances for passing the exam.
8. Am I able to take the GED more than once if I do not initially pass?
9. Who administers the GED?
10. What percentage of questions do I need to answer correctly to pass the exam?
11. Does the test have to be taken all at once or can I take it in sections?
12. What will happen if you pass some sections of the GED but not the others?
13. Is there any reason I should try and do better than just pass the GED—will higher scores in certain sections be an advantage?