If you do not have your high school diploma, then we encourage you take a preparation class to prepare yourself for the GED. For everyone that chooses to take a prep course, it generally is of little or no cost to you.  This is because the State Education Agency funds many preparation classes. Definitely check out The State Education Agency, Adult Literacy website, www.dcadultliteracy.org/services/ged.html.  The great thing about the website is it offers a list of official preparation locations.

If you are unable to make it to a preparation location, you are allowed to study on your own.  Generally, you have three options: the internet, the library, or the purchase of your own study materials

The internet has free websites for you to take practice tests.  There are also websites that offer study techniques.  One of the better sites is www.about.com.  About.com has some very detailed GED articles and links to more specific GED websites. Check out your nearest library because you can find GED study materials that are available for public use at no cost.  Or you can purchase the official GED study guide from an online bookstore or by going to your local bookstore.

Before you go out and hit the ground running you first should find out if you are eligible to take the GED.  In Washington, DC, you have to:

- be18 years of age, or older;

- live in the District of Columbia;

- have been withdrawn from high school for six months or more;

- not be a high school graduate;

- and you've taken the GED's official Practice Test.

Keep in mind there are exceptions.  As an example, if you are between 16 and 18 years of age, you should visit the DC Adult Literacy website to see if you're eligible. In addition, you can call the testing center directly at (202) 274-7173 to determine your eligibility.

Deciding to get your GED will help turn the tide in a unpopular growing trend.

In an article entitled “America’s Dropout Crisis,” by Marc Morial, on average 70% of high school students actually graduate.  In America’s 50 largest cities, the number increases.  In fact, the average is around 50%. The District of Columbia is no exception. The District’s retention rate of high school students is low and there are not enough resources to support those who want to reclaim their diploma through a GED and post secondary means.

Below are a collection of facts on high school dropouts. The first are in regards to the nation as a whole, while the second are specified just to the District.

“The High School Dropout’s Economic Ripple Effect”, by Gary Fields, 10/21/08

n      Each year, dropouts represent $320 billion in lost lifetime earnings

n      The difference between a high school graduate and dropout for lifetime salary is $300,000

n      Somebody who lacks a high school education will have lifetime earnings that are only about 60% of those of somebody with a high school education. (This figure includes both social and income costs)

“High School Dropouts in the Nation’s Capital: Put Out and Banging Around”, by Janet Blackwell, September, 2008

n       “Bob Herbert, a columnist for the New York Times said that every 26 seconds another person drops out of high school. (4/22/08)

n      Of those who take the GED and practice tests and fail, their weak points are in math and writing.

n      The primary age for those who try and accomplish their GED, are around 18-24.

n      Reasons why students dropped out of high school:

o       8% of people surveyed ‘fell behind academically’ and were never able to ‘catch up’

o       12% said they were ‘bored’ of their teachers

o       “Participants repeatedly expressed that ‘no one cared’ what happened to them.”

n      Of all of those surveyed, a total of 76% got their GED to go to college or get a better job

o       10% of the remaining poll did it so they could live above the poverty line

n      When answering the question of “What do you want to do with your life?” every answer given needed further educational training beyond a high school diploma

n      Quotes from students:

o       “They treated me as if I was too dumb to learn.” (When talking of why he/she quit high school).

o       “I think there should be rewards for doing good work. Recognized. Praise… bring out the positives, not the negatives.” (When talking of incentives for keeping students enrolled in high school.)

n      Ms. Blackwell recommended “employing current students to tutor one another and mentor younger students… to build confidence and trust” to keep students engaged and enrolled in education. Peer Mentoring

n      Students who did complete their GED mentioned that one of the supporting factors as to why is because of the ‘individual attention they received.”

            The previously mentioned students who have gotten their GED, or those who are non-traditional high school graduates, can feel secure by knowing that there are a lot of supportive programs out there to help them achieve their goals. Beyond Talent is just one of them. Beyond Talent’s Pathways program helps send non-traditional high school graduates, like the ones represented in these articles, get into college and start their own cycles of success. Beyond Talent provides personal one-on-one counseling with students to ensure a supportive atmosphere where the student is the number one concern. It is your goals that are targeted and accomplished. Beyond Talent and other adult education programs in the District, are aiming to improve our numbers through hard work, dedication, and personal attention.