Preparing Adult Learners for the Changing Landscape of High School Equivalency

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While this number is staggering, it’s important to recognize that students fail to complete high school for a variety of reasons ranging from teen parenthood to poor relationships with teach-ers and administration. Some students drop out due to circum-stances beyond their control, opting to pursue high school equivalency through a di�erent venue.

Adult ed instructors play an important role in the lives of young adults who didn’t obtain a high school degree. They are often responsible for much more than the actual content of the test. Instructors must create a positive learning atmosphere, teach students to set goals and give students the skills they currently lack in order to pass the test. While this might feel like a tall order, modern technology has stepped in to make the job of adult ed instructors and students a whole lot easier. Here’s what instruc-tors need to know to help any student succeed on any HSE test and beyond.

Each year, 1.2 million students drop out of high school

in the United States.

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Due to the emergence of technology and the continual evolution of educational curriculum and standards, the high school equivalency land-scape is changing. Released in 1942 as a way for World War II soldiers to obtain a high school diploma, the American Council on Education (ACE) developed the General Education Develop-ment (GEDⓇ) exam. Originally, it included the same four sections we see today: Language Arts, Science, Social Studies, and Math. However, since its inception over seven decades ago, the content of the test has continued to evolve with attitudes toward education and current high school curric-ulum and standards.

The 1942 test re�ected an industrial era where a high school diploma was enough to get a good job. In 1978, the GEDⓇ exam was revamped again to shift emphasis from simply recalling facts to actually applying knowledge in real-world contexts. The test was overhauled again 10 years later in 1988. This time, the new test emphasized critical thinking, problem solv-ing and understanding societal change. In 2002, the ACE published a newer version with a contin-ued emphasis on preparing students for postsec-ondary education as opposed to an entry-level job.

It should have been no surprise, then, when the test was changed again in 2014 to accommodate new educational and technological developments. The newest version of the GEDⓇ exam is administered in an exclusively online format, the price has increased, the questions and time limits have changed, the scoring system has evolved, and rules about how often students can take the test have changed. All of these chang-es have caused educators a handful of problems and concerns along with a necessity to learn how to best prepare students. As a result, fewer people are taking and passing the GEDⓇ exam and some states are even opting out of the GEDⓇ exam entirely to pursue new testing options. (See Appendix A)

Background of Traditional GEDⓇ Test

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ETSⓇ High School Equivalency Test (HiSET®) was developed by the Educational Testing Service to provide another option for states. It features �ve subject exams, with the Language Arts section newly divided into reading and writing portions, available in both online and paper options. It is currently the least expensive option among high school equivalency exams. ETSⓇ provides prep material, sample questions and diagnostic tests to help students get acquainted with the new testing format.

McGraw-Hill, a popular name in educational text-books, published the TASC Test Assessing Secondary Completion™ to appeal to a diverse group of young adults who need high school equivalency certi�cation. Like HiSET® it is also available in both online and paper options. As extra incentive for students, the test includes two free retakes. Also, for students in transition from other high school equivalency exams, old GEDⓇ subtest scores count toward TASC scores.

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Evolution of New Alternative High School Equivalency Tests

HiSETⓇ Exam TASC Test Assessing Secondary Completion™

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Regardless of which test is required by your state, the content of the tests is similar. Questions have moved from fact recall to in-depth comprehension. Students must be able to read and comprehend a variety of texts at a high level of understanding. They must be able to write concisely to convey ideas, and they must be able to navigate computer technology.

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Skills and Knowledge Requirements for HSE

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Students must be able to:

Make logical inferences from primary and secondary sourcesDetermine the main idea and support with evidenceInfer word meanings and phrasesIdentify author’s point-of-view in historical documentsDistinguish fact, opinion and reasonable judgementEvaluate author’s credibilityCompare and evaluate social studies topics among di�erent sourcesDescribe people, places, events, processes and environments and connections between themIdentify chronological structure of historical eventsAnalyze cause-and-e�ectIdentify bias or propaganda

Students must be able to:

Order sequence of eventsDetermine main idea and supporting ideasMake inferencesDetermine word meanings based on contextDetermine author’s point-of-viewCompare and contrast two passages of textIdentify theme and supporting detailsDraw conclusions and identify supporting evidenceDelineate the speci�c steps of an argumentAnalyze how data and visuals in a text support an argumentEdit for language conventions including runon sentences, pronoun usage, subject-verb agreement, transitional words, capitalization, apostrophes, possessives, punctuation, subordination and coordination

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Skills and Knowledge Requirements for HSE

Language Arts Social Studies

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Students must be able to:

Rational Numbers

Order fractions and decimalsSolve problems with rational numbersSimplify numerical expressionsDetermine distance between two rational numbers on number lineSolve real-world problems with rational numbers, ratios and proportionsDetermine when a numerical expression is unde�nedCompute square roots, cubes and cube roots with rational numbersCompute unit ratesUse scale factors to determine size change and convert between actual and scale drawings

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Skills and Knowledge Requirements for HSE

Mathematics

Algebra

Compute and factor polynomialsEvaluate and write linear, rational and polynomial expressionsCompute linear and rational expressionsSolve real-world problems involving linear equations and inequalities and graph solutions on a number lineSolve algebraic and real-world problems involving two linear equationsSolve quadratic equations in one variable with real solutionsLocate points and graph linear equationsDetermine line slope from a graph, equation or tableSketch graphs and interpret key features of graphs and tablesWrite the equation of a line when given slope and pointsUse slope to identify parallel and perpendicular linesCompare two di�erent proportional relationshipsInterpret unit rate as the slope in a proportional relationshipRepresent or identify a function in a table or graph as having exactly one output for each inputEvaluate linear and quadratic functions

Measurement

Compute area and perimeter of triangles, rectangles and polygonsGiven area or perimeter, compute side lengthsUse Pythagorean theorem to determine unknown side lengths in a right triangleCompute volume and surface area of cylinders, cones and right pyramidsSolve for height, radius, diameter, or side lengths of cylinders, cones and right pyramidsRepresent, display and interpret data in bar and circle graphs, dot and box plots and histogramsCalculate median, mode and weighted averageUse counting techniques to solve problems and determine combinations and permutations

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Students must be able to:

Analyze scienti�c and technical arguments, evidence and text-based informationCite speci�c textual evidence to support a �nding or conclusionExpress scienti�c information or �ndings verballyDetermine the meaning of symbols, terms and phrases as they are used in scienti�c presentationsApply scienti�c processes and procedural conceptsReason from data or evidence to a conclusionMake a prediction based on data or evidenceIdentify and re�ne hypotheses for scienti�c investigationsIdentify possible sources of error and alter the design of an investigation to ameliorate that errorUnderstand and apply scienti�c models, theories and processesReason quantitatively and interpret data in scienti�c contextsDescribe a data set statisticallyApply formulas from scienti�c theoriesUnderstand and explain non-textual scienti�c presentationsExpress scienti�c information or �ndings numerically, symbolically, or visuallyDetermine the probability of eventsUse counting and permutations to solve scienti�c problems

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Skills and Knowledge Requirements for HSE

Science

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Learning gaps are a major issue every adult educator faces. How do you help a student who never learned foundational skills like reading comprehension or math facts? As students mature, the learning gap often gets bigger, leaving them further behind when compared to peers. Technology gaps also provide a barrier for students who are unfamiliar with technol-ogy. On the other hand, students who have grown up texting with their thumbs using abbreviated text-speak might have di�culty composing meaningful essays or typing on a keyboard. Fortunately, modern learning tools provide the answer.

As technology continues to permeate education from elemen-tary school to college, it has become an invaluable tool for both students and teachers. The age of computer testing gives teachers more time to focus speci�cally on each student’s knowledge gaps, allowing them to develop lessons rather than spending time scoring and assessing tests. It gives students the advantage by allowing them to recognize exactly where they need to focus their studies. Computer assignments and prac-tice tests can also motivate students to achieve goals because they can easily track progress over time.

Immediate feedback: Students can take an online practice test and see results the same day, allowing them to plan future study sessions accordingly. Teachers can use the feedback to plan future lessons that address the exact skills or knowledge the student lacks.Ability to hone in on weaknesses: Low test scores can feel overwhelming to students. A low score on math in general makes them feel as though they know nothing about math. Online testing tells the student and teacher exactly which math questions they missed, enabling you to revisit only those topics.Teacher and student friendlyBuilt in calculator helps with computationSpanish translation and ESL accommodationAbility to share assignmentsBuilt in student accessBuilt in vocabulary reviewPrintable materialsFree trials

Online practice assignments allow students to put their knowledge to the test. Not only can students become more comfortable using a computer to test, but online practice can also o�er:

How Adult Educators Can Prepare Students

Use Online Test Prep Tools

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The more your students practice taking the test, the better the outcome will be on test day. Practice tests allow students to pinpoint weak areas while acknowledging strengths. From there, you can help them create a study plan that focuses more on what they need to know.

As a response to the realization that online preparation is key, many companies have developed e�ective online test prep tools to help students and instructors. They allow students to test knowledge while simultaneously becoming more familiar with an online testing format. The following options are currently available:

Materials are precisely paired with each learner’s instructional needsThe speed of the learning process increases as results are instantly provided with custom reportsText-to-speech technology helps learners with �uency, pronuncia-tion and contextBuilt-in timing feature mirrors testing scenarios to help prepare students and alleviate anxiety surrounding a timed testImproving computer literacy through practice assignments also prepares students for future jobs

GED Ready™PrepPath® HSE Practice AssignmentsText-to-speech technology helps learners with �uency, pronunciation and contextKaplan Test Prep4Tests

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Administer Practice Assignments

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The thought of using a computer to pass a test can cause a lot of anxiety for students who aren’t computer savvy. Technology can be a huge barrier, even when your students know the content. The new GEDⓇ test is o�ered solely in an online version. While the alternative tests do still o�er a test on paper, online testing is obviously the wave of the future. It’s important for today’s students to be comfortable with technology because it has permeated so many aspects of modern life. Help your students with computer literacy by exposing them to technology on a regular basis.

Online test prep helps students gain the 21st century skills necessary for most jobsEncourage students to take practice tests before the actual testGive students the opportunity to use technology with the support of one-on-one instruction to help answer speci�c questions and allay fears of the unknownExpose students to the speci�c types of technology used every day in a variety of jobsShow students how to use technology to their advantage while studying for any HSE exam, rather than shying away from it

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Practice Using TechnologyAdult ed instructors are faced with the challenge of a diverse student body with varying backgrounds, education and needs. Many of your students are juggling families, jobs and other commitments. Many have a negative view of education in gen-eral, based on previous negative experiences in traditional schools. It’s your job to create lessons that are relevant to students.

Tie learning objectives to real life whenever possibleKnow your students’ learning styles and cater to each style by o�ering lectures, readings, audio-visual and hands-on oppor-tunities to grasp conceptsUnderstand your students’ needs, o�ering support and reassur-ance when necessary

Make Learning Relevant

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As test questions continue to evolve to include higher level thinking, reading and writing stand out as the foundation for success. It’s imperative for students to be able to read and com-prehend a variety of text and be able to express ideas concisely in writing. Teachers can support students by teaching reading and writing strategies.

Pre-reading: Skim text before actually reading, noting headings, subheadings and illustrations to get a general idea of what the text will convey.Monitor understanding: Stop while reading to summarize orally, take notes, or restate information in a way that makes sense to the student.Use graphic organizers: During or after reading, organize infor-mation in a Venn diagram, timeline, cause and e�ect diagram, main idea with supporting evidence, or other graphic organizer.Ask questions: Teach students that understanding something they read is not a given. It’s okay to stop and question anything that doesn’t make sense, whether it’s a vocabulary word or a concept.Make connections: When students connect what they read with personal background knowledge, it helps make new knowledge more permanent in the brain.

Teach the writing process including prewrite, write, revise, edit and publish.Provide examples by modeling how to read a short passage, think aloud and comment in writing.Provide practice opportunities to proofread for mechanical errors.Ask students to keep a daily journal for regular writing practice.

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Teach Reading and Writing Strategies

Reading Strategies

Writing Strategies

The idea of passing any HSE exam can feel overwhelming for students. Instructors can help by breaking down the process into manageable steps. Motivation is a large piece of the puzzle for students struggling to earn high school equivalency. Encourage each student to develop short-term and long-term goals to help them track their progress. O�er incentives for students as they reach their goals. Like reading and writing, motivating your students takes practice and speci�c strategies. As with learning styles, each student is motivated a bit di�er-ently. Choose from a variety of tactics:

Visualize: See the outcome of the testMake a List: Develop a speci�c list of goalsStrategize: Develop a speci�c plan to reach goalsPrepare for Setbacks: Include a plan that includes what you will do when motivation wanes or setbacks occurBreak Down Goals: Divide larger goals into manageable stepsEnlist Support: Create study groups, or use family and friends to o�er support and provide accountability as necessaryKeep Eyes on the Prize: Remember the ultimate goals you have set for yourselfMake it a Habit: Creating a habit of studying means that overtime it becomes normal behavior rather than a chore

Motivate Students to Set Goals

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In the face of all these changes, it’s important to remember your goals as an adult education instructor. Regardless of what’s on the test or how the test is administered, you want your students to succeed. Although technology and curricu-lum continue to evolve, your students haven’t changed that much over the past decade. They juggle life while trying to make a better future. You have the ability to be a strong posi-tive in�uence in their lives. Keeping a positive attitude will put your students at ease and allow them to focus on the road to high school equivalency success.

Conclusion

Use the resources available to help you help your students succeed.

Castle Software, the maker of PrepPath, has provided online instruc-tionalsupport to millions of teachers and students over the past 25years. We’re passionate about supporting teachers in e�orts to teach, inspire, and empower their students.

PrepPath is born out of the belief that all people have the the rightand ability to achieve and succeed. Our HSE preparation platformincorporates our vast experience and supportive material in all coreacademic areas and Spanish. We go to work every day to empowerstudents at every learning level to con�dently move down the pathtoward their high school equivalency (and career) goals."

PrepPath empowers instructors to learn more about their adult learners in a seamless, simple process. They can adapt assignments, introduce new concepts or review sections based on student need. As a result, students learn faster.

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Appendix A

Table of Testing Requirements by State (AL to ME)Appendix A

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Table of Testing Requirements by State (MD to PA)Appendix A, p.2

Appendix A

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Table of Testing Requirements by State (RI to WY)Appendix A, p.3

Appendix A

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