GED Information for Educators

There must be a clear separation between GED instruction and GED testing to protect the integrity of the GED Tests. This page contains information about the GED Tests written specifically for adult education professionals to help better prepare students for the GED test.

Click on a topic below for more information

The vendor for scoring the GED tests changed effective July 1, 2007. is the new Kentucky GED scoring contract vendor.

Adult education providers are asked to assist students in creating a account, which allows online completion of the demographic form and student access to test scores within three business days.  Instructions and a training video for creating accounts are now available on KYAE’s Web site.  GED scores will continue to be downloaded into AERIN.  A revised timetable for downloading GED scores into AERIN will be determined in the near future.

Examinees will use pre-populated answer sheets that include their individual information.  This change will eliminate many errors that occurred with bubbled information.  Examiners will have the ability to pre-print answer sheets, make corrections online and scan answer sheets.  KYAE will be able to add out-of-state scores for examinees who complete their GED testing in Kentucky.  The services offered by will eliminate mailing costs and will better serve KYAE students.

As soon as the new process is fully operational, KYAE will no longer mail non-passing results.  Examinees will access scores through this website  KYAE will still mail diploma packets to students with passing scores.

Please consult with your test center about the next scheduled test session.  KYAE would like to transition to the new process as soon as possible.  All examinees testing in August should have accounts and an access code.

The GED Tests measure the educational achievement of adults who are not high school graduates and compares their competency with that of high school graduates.  For sample questions, click here.

If you started taking the GED Tests prior to January 1, 2002, but did not pass, your scores cannot be carried forward to complete your GED credential.  You will need to take the entire test on the 2002 version administered at all GED test centers.

The Language Arts–Writing tests measure the ability to use standard English clearly and effectively.

Part I covers organization (15%) sentence structure (30%), usage (30%), and mechanics (25%–spelling, punctuation, capitalization).

Part II, the essay, measures the ability to demonstrate logic, organization, and effective use of Edited American English.

    • Parts I and II must be taken together.
    • Part I (multiple choice) consists of 50 items/75-minute time limit.
    • Part II (essay on assigned topic) consists of 45-minute time limit

The Language Arts–Reading test contains questions based on written passages from five areas — poetry; drama; prose fiction before 1920, between 1920-1960 (75%); and Nonfiction Prose (25%). One or more questions follow each passage.  Test consists of 40 items/65-minute time limit.

The Social Studies test focuses on national history (25%), world history (15%), economics (20%), civics and government (25%) and geography (15%).  No single form of the test includes all of the elements of any of these subjects.  Test consists of 50 items/70-minute time limit.

The Science test covers subjects in the areas of life science (45%); earth and space science (20%); and physical science (35%–chemistry and physics).  No single examination covers all of the topics.  Test consists of 50 items/80-minute time limit.

The Mathematics test emphasizes number operations and number sense (25%); measurement and geometry (25%); data analysis, statistics and probability (25%); and algebra, functions and patterns (25%).

Part I consists of 25 items/45-minute time limit.  Use of a calculator IS ALLOWED and will be provided by the testing center.

Part II consists of 25 items/45-minute time limit.  Use of a calculator IS NOT ALLOWED.

The Mathematics test contains 10 alternate format problems.

Coabe 2009 Conference Results

The New York Association for Continuing/Community Education (NYACCE) invites you to submit a proposal for a presentation at the 2009 Annual Conference. The conference will be held May 3-5, 2009 at The Albany Marriott, in Albany, NY. The theme is “Proud History, Bright Future”.

The Annual NYACCE Conference is a valuable gathering for adult educators from many disciplines. Attendees include practitioners from basic skills, GED preparation, English as a Second Language, workforce readiness, life skills, career training, community colleges and other post-secondary institutions. The conference is an opportunity to present best practices and innovative program ideas, engage in stimulating discussions, explore new perspectives, establish and develop professional relationships

You are invited to present a workshop in this fertile environment. The deadline is January 16, 2009.

In this section we will explore the many myths about public schools that so-called “reformers” use to fool the public. We will outline the myth itself, helping you to recognize when it is being used, and then we will help you understand why it is a myth. Over the next few weeks, each myth will have data and research overlays you can go to to more fully understand it. In addition, you will often find a BLOG or two on the subject of each of the common myths.

A note here, about the use of the quotation marks around the words “reform” and “reformers” within this website. We believe that the so-called “reformers” are not, in fact, out to reform public education for the betterment of all children. Most of them are not out to improve education for all children, and we will, from time to time, point out evidence that suggests why we believe this to be true. We believe that some who call themselves “reformers” are, in fact, acting upon their strongly held convictions and desire to help all children. Unfortunately, when others who lay claim to the label are lying to the public, and hiding information from the public, and failing to disclose their connections with those who are positioned to make large profits from the “reforms,” we believe it is time to call for truth!

  • Myth: Charter Schools Produce Higher Academic Achievement
  • Myth: Teachers are the most important factor impacting student achievement
  • Myth: “Miracle Schools” show us how to overcome the effects of poverty!
  • Myth: We have Schools that “Prove” that Poverty Doesn’t Matter!

Join us as we work collaboratively with educational leaders to improve education and insure a bright future for our children.

Sponsoring usprovides support to a Network of some of  finest educators  and connects Your Name and Organization To Educational Leaders

Our Committee encourages everyone to assist in the raising of funds for the Annual Conference and/or the on-going operation of the Network itself.  The Network is providing you with the current solicitation letter in Word format which you can modify as needed to approach possible sponsors.  The printable documents below may also be used for mailings or to hand to a potential sponsor.  For additional information read through and/or refer potential sponsors to the “Sponsor the JustSUE Network” button on the home page.

Have you been involved in a community/school partnership initiative that has produced measurable outcomes? We want to hear from you!

JustSUE readers want to see how others have built relationships between community and school partners, collaboratively designed partnership initiatives, and worked together to meet and exceed set outcomes.

Our core principles include:

We want to feature projects with measurable objectives that are tracked and reported.Partnership projects should be designed by partners who work together to determine what specific outcomes they wish to achieve, how those are reflected in measurable terms, and how data will be gathered, tracked, and measured for benchmarking and evaluation purposes. Data may be qualitative or quantitative, but the partnership should have clear objectives and a way to gauge progress towards success.

We want to highlight the value that each primary partner receives. Good partnerships provide a return to each partner making an investment in the project. For schools, that may involve improving the dropout rate, increasing proficiency rates, exposing students to possible careers or building workplace skills. For business partners, it may involve community goodwill, employee morale, or workforce development. Partnerships that are sustainable over the long term require some kind of return to those making an investment, and we want to highlight the types of returns partners can generate from their work.

We want to showcase a variety of partnership models. Many partnerships focus (correctly) at the classroom level; however, there are many other possible models, such as executive mentorships of school leaders and district-level partnerships that improve outcomes in nonacademic areas (such as improving efficiencies in food service, warehousing and distribution of school resources, etc.).