Ged Test Quotes

When I made it to the living room, I wasn’t surprised to see that the only one actually taking a practice GED was Dean. Lia was filing her nails. Sloane appeared to be constructing some kind of catapult out of pencils and rubber bands. Lia caught sight of me first. “Good morning, sunshine,” she said. “I’m no Michael, but based on the expression on your face, I’m guessing you’ve been spending some quality time with the lovely Agent Sterling.” Lia beamed at me. “Isn’t she the best?” The eerie thing about Lia was that she could make anything sound genuine. Lia wasn’t fond of the FBI in general, and she was the type to flout rules based on principle alone, but even knowing her enthusiasm was feigned, I couldn’t see through it. “There’s something about that Agent Sterling that just makes me want to listen to what she has to say,” Lia continued earnestly. “I think we might be soul mates.” Dean snorted, but didn’t look up from his practice test. Sloane set off her catapult, and I had to duck to keep from taking a pencil to the forehead.

to be rescheduled. I’m already feeling like a bad mom when her teacher starts our conversation by asking, ‘Did you know Lucy has trouble reading?’ Kev’s not here, of course. He never comes to meetings like these. ‘What do you mean by trouble?’ Mrs. Bryant puts on reading glasses and takes Lucy’s test, pinched between two fingers, like it’s Exhibit A from some courtroom drama. ‘According to the tests I’ve done this year,’ she informs me in a cool tone, ‘Lucy has the reading level of a seven-year-old, if that.’ The ‘if that’ catches me on the raw. She sounds so accusing, so judgmental. ‘You weren’t aware of this, Mrs. McCleary?’ ‘No.’ My jaw is tight, my hands clenched in my lap. Mrs. Bryant is one of those stern, iron-haired teachers who looks down on pretty much anyone, at least anyone she suspects is stupid. Maybe she knows I didn’t finish high school, never mind that I have my GED now. And then there’s Kev too, with his straight

When I am reading a poem, I rarely feel alone in the room. The poet and I are together. It’s as if the poet wrote a secret diary years ago.

High schools routinely classified students who quit high school as transferring to another school, returning to their native country, or leaving to pursue a General Equivalency Diploma (GED)—none of which count as dropping out in the official statistics. Houston reported a citywide dropout rate of 1.5 percent in the year that was examined; 60 Minutes calculated that the true dropout rate was between 25 and 50 percent. The statistical chicanery with test scores was every bit as impressive. One way to improve test scores (in Houston or anywhere else) is to improve the quality of education so that students learn more and test better. This is a good thing. Another (less virtuous) way to improve test scores is to prevent the worst students from taking the test. If the scores of the lowest-performing students are eliminated, the average test score for the school or district will go up, even if all the rest of the students show no improvement at all. In Texas, the statewide achievement test is given in tenth grade. There was evidence that Houston schools were trying to keep the weakest students from reaching tenth grade. In one particularly egregious example, a student spent three years in ninth grade and then was promoted straight to eleventh grade—a deviously clever way of keeping a weak student from taking a tenth-grade benchmark exam without forcing him to drop out (which would have showed up on a different statistic).

RECOMMENDED READING Brooks, David. The Road to Character. New York: Random House, 2015. Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Cambridge, MA: Belknap Press, 2014. Damon, William. The Path to Purpose: How Young People Find Their Calling in Life. New York: Free Press, 2009. Deci, Edward L. with Richard Flaste. Why We Do What We Do: Understanding Self-Motivation. New York: Penguin Group, 1995. Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House, 2012. Dweck, Carol. Mindset: The New Psychology of Success. New York: Random House, 2006. Emmons, Robert A. Thanks!: How the New Science of Gratitude Can Make You Happier. New York: Houghton Mifflin Harcourt, 2007. Ericsson, Anders and Robert Pool. Peak: Secrets from the New Science of Expertise. New York: Houghton Mifflin Harcourt, 2016. Heckman, James J., John Eric Humphries, and Tim Kautz (eds.). The Myth of Achievement Tests: The GED and the Role of Character in American Life. Chicago: University of Chicago Press, 2014. Kaufman, Scott Barry and Carolyn Gregoire. Wired to Create: Unraveling the Mysteries of the Creative Mind. New York: Perigee, 2015. Lewis, Sarah. The Rise: Creativity, the Gift of Failure, and the Search for Mastery. New York: Simon and Schuster, 2014. Matthews, Michael D. Head Strong: How Psychology is Revolutionizing War. New York: Oxford University Press, 2013. McMahon, Darrin M. Divine Fury: A History of Genius. New York: Basic Books, 2013. Mischel, Walter. The Marshmallow Test: Mastering Self-Control. New York: Little, Brown, 2014. Oettingen, Gabriele. Rethinking Positive Thinking: Inside the New Science of Motivation. New York: Penguin Group, 2014. Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us. New York: Riverhead Books, 2009. Renninger, K. Ann and Suzanne E. Hidi. The Power of Interest for Motivation and Engagement. New York: Routledge, 2015. Seligman, Martin E. P. Learned Optimism: How To Change Your Mind and Your Life. New York: Alfred A. Knopf, 1991. Steinberg, Laurence. Age of Opportunity: Lessons from the New Science of Adolescence. New York: Houghton Mifflin Harcourt, 2014. Tetlock, Philip E. and Dan Gardner. Superforecasting: The Art and Science of Prediction. New York: Crown, 2015. Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York: Houghton Mifflin Harcourt, 2012. Willingham, Daniel T. Why Don’t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: Jossey-Bass, 2009.

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