This paper presents an analysis of data gleaned from an administration of the social studies portion of the test of General Education Development and its implications for restructuring pre-service elementary social studies training. The paper also discusses (1) the movement towards competency testing in teacher education and its implications; (2) a description and analysis of the GED test; and (3) student performance on the exam as contrasted to national test norms, GED equivalency tables, and previous collegiate subject area coursework.
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