How World War I Caused World War II | TASC Social Studies

iStock_000008084684LargeIf you’re a history buff, you might have watched the History Channel’s special series, The World Wars. This series focused on the connections between World War I (WWI) and World War II (WWII), including both economic and social issues, as well as key military figures.

Though the series is informative, if you’re studying for the TASC Test Assessing Secondary Completion™ Social Studies subtest, watching the History Channel is not enough. The connections between WWI and WWII are complex — and are a high emphasis topic on the Social Studies subtest. Take a look at our summary and study tips.

World War I

WWI, which has also been called the Great War, began on July 28, 1914. It began shortly after the assassination of Archduke Franz Ferdinand, who was the heir to the Austro-Hungarian throne. The Archduke and his wife were assassinated by a Serbian nationalist secret society. The people’s reaction was mild as the archduke was not greatly beloved by his people. But the event was used as an excuse for Austria-Hungary to exercise its power over Serbia and solidify its power in the surrounding Balkans.

As Michael Duffy, a writer for A Multimedia History of World War One, notes: one thing led to another. Europe quickly armed itself as conflict spread throughout the continent. Many countries were connected by treaties, which called them to support one another if their allies were threatened with war. For example, Russia was bound by a treaty to Serbia, and after Austria-Hungary declared war on Serbia, Russia announced the mobilization of its army to defend Serbia.

Quickly, the Allied Powers and the Central Powers formed. The Allied Powers consisted of Great Britain, France, Russia and Italy. The United States eventually joined the Allies in 1917, when they could no longer stay neutral. The Central Powers consisted of Germany, the Austrian-Hungarian Empire, the Ottoman Empire, and Bulgaria.

World War I ended in 1918. The leaders of the Powers came together in France at the Palace of Versailles to sign the treaty, known as the Treaty of Versailles. Among the leaders gathered in Versailles were David Lloyd George of Britain, Georges Clemenceau of France, and Woodrow Wilson of the United States. The terms of the treaty were harsh, and these men — known as the Big Three — argued and negotiated for months before the treaty was signed. Wilson was an advocate for peace and wanted to create the League of Nations based on his 14-point plan. The League would unite the nations in an effort to bring about reconciliation and democracy.

The League was not received well by the rest of the Big Three or the other countries that participated in negotiations. They wanted to punish the Central Powers. The Treaty of Versailles was harsh in its treatment of the Central Powers, particularly Germany. Land was divided among the victors, military was reduced and constricted, and the country was heavily taxed.

The Interwar Years

Initially, many countries saw a post-war boom. The “roaring” 1920s are still known for the stable economy, increased markets, and increased wages. The twenties are often associated with the American Dream, which declared that there was plenty for everyone and that anyone would be able to achieve what they wanted from life as long as they set their mind to achieving it.

However, these affluent times came to an abrupt end with the stock market crash in October 1929. In the United States, the Great Depression  began shortly after the stock market crash. By 1933, roughly 14 million Americans were unemployed and nearly half of the country’s banks had failed.

Though President Franklin D. Roosevelt created relief and reform movements to lessen the effects of the Great Depression, the economy did not fully turn around until World War II began in 1939.

World War II

WWII began in September of 1939, when Great Britain and France declared war on Germany. The declaration followed Germany’s invasion of Poland under the leadership of Adolf Hitler.

Hitler had been named Chancellor of Germany in January 1933. Almost immediately, he began to secretly build up Germany’s army and weapons. He built warships, created an air force, and introduced mandatory military service. All of these actions were in direct violation of the Treaty of Versailles.

Hitler firmly believed that the Treaty of Versailles was an unfair affront to Germany’s power and German nationhood. He was devoted to reconstructing Germany and making it the most powerful nation in the world. He strategically created alliances with Italy and Japan. His first steps were to take back the land that had been taken away from Germany because of the Treaty. After invading the Rhineland, he sent troops into Austria and quickly took over the country. Next, he demanded the Sudetenland region of Czechoslovakia be returned to Germany. By March 1939, German troops under the command of Hitler invaded the rest of Czechoslovakia. It was not until Germany entered Poland that other nations stopped negotiating with Hitler, and decided to take serious action to stop his aggression.

The causes of WWII are much more complex than Hitler’s desires to regain German territory. However, Hitler was largely driven by the harsh restrictions placed on his country by the Treaty of Versailles. In this way, the actions that concluded WWI directly led to the start of WWII.

Real Talk: Shanequa Grant’s TASC Test Success Story

For Shanequa Grant of Brooklyn, New York, taking the TASC Test Assessing Secondary Completion™ meant setting an example for her children and an opportunity to seek higher education. Her hard work and dedication to studying paid off. In August 2014, Shanequa discovered like so many others that she passed the TASC test. Shanequa will receive her high school equivalency, which gives her a chance to continue her education and further her career. Today, she shares her TASC test success story with us:

  1. Prior to taking the TASC test, what was the highest grade level you completed? What stopped you from pursuing your high school diploma?

I completed the 11th grade, but I failed my 12th grade Science Regents Exam twice. I was told I needed 6 more months [of school] (in order to receive my diploma). I felt so degraded because all my friends had graduated, and I was being held back. So, unfortunately, I gave up and refused to go back to school.

  1. How did you prepare for the TASC test? How did the study materials help you prepare for the TASC test?

I had my grandfather order the McGraw-Hill TASC test and Kaplan TASC test study books for me.

  1. Which sections or subjects did you find to be the easiest and also most challenging?

Math and Science.

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  1. How do you feel now that you took the TASC test and received your high school diploma?

I feel wonderful! I doubted myself. But I’ve passed with flying colors and I barely had two months to study. It gave me confidence in myself. I am going to continue my education now.

  1. What plans do you have for your future? What are your goals, dreams, and ambitions?

I am going to continue my education in health information technology at Technical Career Institute College of Technology to become a medical assistant. In the meantime, I am scheduled to take the New York State School Safety Exam so I can begin to work. 

  1. What is your number one piece of advice or tip for all TASC test takers?

Never doubt yourself. Have faith and don’t give up!

Finding the Main Idea | TASC Reading

iStock_000039719496LargeWhen it comes to the TASC Test Assessing Secondary Completion™ Reading subtest, finding the main idea is the most important skill you can have in your toolbox. More than one high emphasis focus requires students to identify the main idea, or central idea, of a text:

  • Determine a central idea of a text and analyze its development over the course of the text.
  • Determine two or more central ideas and analyze their development over the course of the text.
  • Analyze how the author unfolds a series of ideas, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • Analyze a complex set of ideas and explain how specific individuals, ideas, or events interact and develop

To get a good sense of the central idea and the development of an argument, you must first understand all the parts of a text:

  1. Paragraph: A group of sentences organized around a topic, a main idea about that topic, and details that support the main idea. Paragraphs are typically 5 to 8 sentences long, but can be longer or shorter.
  2. Topic: The overall subject of a paragraph, sometimes called the theme
  3. Main idea: A statement that tells the author’s point or opinion about the topic. The main idea provides the message of a given paragraph or the argument that is being made about the topic. In longer arguments, the overall text has one main idea, or thesis, that is supported by the following paragraphs, which each have their own main ideas.
  4. Details: Specific information about the main idea or support for the main idea.

To find the main idea, you must first identify the topic. Ask yourself questions such as:

  • What is this text about?
  • Who or what is the focus of this text?
  • Why is this text important?

Once you’ve found the topic, you can ask yourself more specific questions to find the main idea:

  • What argument is the author making about this topic?
  • If I could sum up this argument in one sentence, what would that argument be?
  • What is the overall message the author is trying to share with the reader?

Bonus Reading Tips:

  • In some texts, the main idea will be the first sentence of the paragraph. Often, authors organize their texts this way so that the rest of the paragraph can be supporting details.
  • Ask yourself questions such as: Who? What? Where? When? Why? How? These questions are investigative and help you look for the right details. If the main idea isn’t the first sentence, it might be a set of details that is explained over the course of the paragraph.
  • Longer texts, such as articles, might have headers. These headers give you the insight into the topic of that group of paragraphs and can help you identify the main idea.
  • Look for bolded, highlighted, or otherwise emphasized words. In textbooks, for example, these terms are emphasized because they are the most important terms in a paragraph. Often, the main ideas are focused on these terms.

Heredity | TASC Science

They're all working towards individual goalsHeredity is a high emphasis area of the TASC Test Assessing Secondary Completion™. It is a part of the Life Science focus of the test. Test takers, head to the cellular structure post to find the connection between these topics.

Heredity refers to the inheritance of traits. Traits can be anything including eye color, food preferences, weight, or disposition. Genetics, in regards to all living things, is based entirely on this inheritance. Genes encode the instructions that define traits. In terms of human beings, each of us has thousands of genes that are made of DNA and reside in our chromosomes.

The History of Heredity

Scientists had long speculated that human traits tend to be similar among families. Many scientists believed that a child’s traits were a blend of a father’s and mother’s traits. And in 1858, Charles Darwin and Alfred Russell Wallace announced the theory of natural selection.

Darwin speculated that parents often had more offspring than they needed to replace themselves. This led to a growth in population, and if every individual born were to live and reproduce still more offspring, the population would collapse. Instead, individuals compete for resources. Competition is successful at limiting the population because, as Darwin observed, it is very rare for any two individuals to be exactly alike.

Following this logic, Darwin reasoned that “natural variations among individuals lead to natural selection. Individuals born with variations that confer an advantage in obtaining resources or mates have greater chances of reproducing offspring who would inherit the favorable variations.” Individuals with less appealing or less competitive traits would be less likely to reproduce.

In 1866, Gregor Mendel published the results of his experiments on pea plants. Mendel had been observing the breeding habits of these pea plants for many years. His results showed that “both parents must pass discrete physical factors which transmit information about their traits to their offspring at conception.” For example, a child may have a parent with brown hair and a parent with red hair. These two physical factors, as a trait, are opposing – you cannot have two different hair colors. Therefore, when a child inherits these two opposing forms of the same trait, the dominant form of that trait will be apparent. The child will have brown hair. Red hair, in this example, is the recessive trait. It is still a part of the child’s genetic makeup, and it may be passed on to the child’s child, but it is not expressed.

Since Darwin’s and Mendel’s publications, scientists have made important discoveries about heredity, genetics, and how traits are inherited. Some of these discoveries include:

  • Mutation
  • Gene Flow
  • Genetic Drift

Learn more about these terms, and familiarize yourself with the process of inheritance. These terms can appear on your TASC Science subtest, and you’ll want to know exactly how traits are expressed — and why they are expressed the way they are.

Solving Simple Equations | TASC Math

iStock_000020861530LargeIf you are studying for the TASC Test Assessing Secondary Completion™, you already know that high emphasis areas need extra attention. You’ve already reviewed polynomials, and now you need to focus your attention on simple equations.

What is a simple equation?

An equation is a mathematical expression that says two things are the same. They are equal, and the expression uses an equal sign to illustrate this.

Some examples of simple equations include:

2x = 100

8y – 14 = 10

a/15 = 2

The letters in each of these equations (x, y, and a) are known as variables. In a simple equation, the variable is a symbol for a number that you do not know. It usually is represented with the letter x or y, but any letter can be used. It is your job to solve the equation and find out what number the variable stands for.

A coefficient is the number used to multiply or divide a variable. In the above examples, 2, 8, and 15 are all coefficients, respectively.

Any number that stands alone is called a constant.

How do you solve an equation?

To solve an equation, you must solve for the variable. This means you must isolate the variable and separate it from the coefficient (if it has one). To do this, you apply the inverse operations to the equation. An inverse is an operation that “undoes” another operation.

For example, in our first simple equation above, 2x = 100 is a multiplication operation. The inverse of multiplication is division. To solve this equation, we would divide 2 from each side of the equation:

2x = 100

2x(/2) = 100(/2)

x = 50

By using the inverse, we’ve found that x equals 50. We can check our equation by replacing x with 50 in the original equation:

2(50) = 100

Because 2 multiplied by 50 equals 100, we know we’ve solved this simple equation correctly. When you take the TASC Math subtest, try to use any leftover time to double-check your answers for equation problems in this way.

A Few Math Study Tips

  1. Know Your Inverses: Multiplication is the inverse of division, and division is the inverse of multiplication. Addition is the inverse of subtraction, and subtraction in the inverse of addition.
  2. Combine Like Terms: In some simple equations, you might see more than one constant or more than one coefficient. For example, you might see something like this:

2x – 10 + 2x = 70

To solve this, you would combine like coefficients first, then isolate the variable:

4x – 10 = 70
4x – 10 (+ 10) = 70 (+ 10)

4x = 80

4x(/4) = 80(/4)

x = 20

  1. Always Isolate the Variable: You cannot solve for the variable unless it’s isolated. Start away from the variable. In the example above, after we combined the coefficients, we added the constant (10) to both sides. Doing that before dividing by the coefficient (4) is much easier than waiting.
  2. Keep the Equation Balanced: Because the equation is equal, whatever you do to one side of the equation you must do to the other. In all of our examples, we used the inverse on both sides of the equal sign.

REAL TALK: Chantal Reddon’s TASC Test Success Story

iStock_000018257308LargeFor New York resident Chantal Reddon, age 25, taking the TASC Test Assessing Secondary Completion™ 9 years after completing the 10th grade renewed her sense of motivation. “I feel like there is now a chance for me to pursue dreams I once thought I could no longer achieve.” Chantal took her test at the Riverside Testing Center in Yonkers and like many others whose success stories inspire us, her story shares her journey on towards her high school equivalency.

  1. What kept you from earning your high school diploma?

What kept me from earning my diploma was ME! I thought it was cool to run the streets and be like every other individual around me. I surrounded myself with a bunch of negative people, which basically made me think negatively about everything else (including myself). I thought if (no matter how hard) I tried, I would still fail. Now I know that not trying is worse than actually failing.Screen Shot 2014-09-16 at 9.43.59 AM

  1. What’s your inspiration for pursuing your high school equivalency?

Honestly, I did not have any inspiration until I met my teacher (Miah Hedgepeth). It took meeting Miah, a complete stranger who believed in me, to believe in myself. She made me feel like no matter what I did, no matter where I’m from, I could do better and succeed. From then on, I knew I had to be the one to do the right thing and show others like myself that education is important and you can become whatever you want. She gave me something that no one else did and that was hope and motivation, which I want to give to others someday, too. Miah is my inspiration for pursuing my H.S.E. (high school equivalency).

  1. How did you prepare for the TASC test? How did the study materials help you prepare for the TASC test? 

I prepared for the TASC test by enrolling in classes at Pathways to Success. I was taught every subject I needed. Also, my teacher would give me websites (with practice items) to do at home on my own to brush up on my problem areas. Some of the study materials helped me a lot.

  1. What plans do you have for your future? What are your goals, dreams, and ambitions?

As for my future, well, I love helping others, which is why I’m pursing a career in the medical field. I also have dreams of one day owning my own business, which would help children from all backgrounds that are less fortunate. I want to be able to provide them with everything they need. My goals, as of right now, are to finish college and earn my associate degree and continue from there. I’m just taking it one step at a time!

  1. What is your number one piece of advice or tip for all TASC test takers?

My advice for TASC test takers is to remain focused and study as much as you can. The most honest advice I can give is do not give up! You may think things are hard and get so many negative things thrown your way, but through it all, remain positive. Use everything you can as a stepping-stone to push yourself further in life. Everything you have to endure to get it will be worth it.

What’s your TASC test success story? We want to hear from you! Send us a private message on Facebook and we’ll respond back with a few questions about your experience!

Sentence Structure and Grammar | TASC Writing

Exam at university

Many of the high emphasis areas of the Writing subtest focus on sentence structure. Students taking the TASC Test Assessing Secondary Completion™ will need to:

  • Demonstrate a knowledge of standard English grammar
  • Understand simple, compound, complex, and compound-complex sentences
  • Revise sentences to correct misplaced or dangling modifiers
  • Form and use verbs in the active and passive voice

We understand that grammar terms can be especially confusing while you’re studying for your high school equivalency. But, you’re probably using simple and compound sentences regularly. And you probably often use the active voice when speaking. You just need to learn the terms! Start by focusing on the important elements of sentence structure listed above, and start practicing for the TASC writing subtest today.

Types of Sentences

  1. Simple: A simple sentence is one independent clause with no subordinate clauses. This means the sentence has a subject and a verb, and can stand on its own. (A subordinate clause cannot stand on it’s own; it is a fragment, and it does not express a complete thought.)

    Example: Sarah likes math.

  2. Compound: A compound sentence is composed of two or more independent clauses with no subordinate clauses. The independent clauses are usually joined with a comma and a conjunction, or with a semicolon. Some examples of conjunctions include: and, but, or, nor, for, so, and yet.

    Example: Sarah likes math, but she loves science.

  3. Complex: A complex sentence is composed of one independent clause with one or more subordinate clauses.

    Example: If you study for more than an hour, take a break.

  4. Compound-Complex: A compound-complex sentence contains at least two independent clauses and at least one subordinate clause.

    Example: Create a study group, and then decide whether you want to start with the writing or start with the reading subtest.

Types of Voice

A verb can be in either the active or passive voice. Writers must be aware of these two types of voice. If you shift between the two without warning, readers may feel disoriented and confused.

  1. Active: Your sentence is in the active voice if the subject is doing the action. This voice is considered more direct and clearer.

Example: To pass each subtest, each test taker must earn 500 points.

  1. Passive: Your sentence is in the passive voice if the subject is receiving the action.

    Example: To pass each subtest, 500 points must be earned by each test taker.

Types of Modifiers 

A modifier changes, clarifies, qualifies, or limits a particular word in a sentence. The purpose of a modifier is to intensify this particular word. When used correctly and effectively, modifiers can be wonderful additions to your sentence structure.

Example: David, who hopes to take classes at his local college in the fall, is particularly excited about earning his high school equivalency.

Grammatically speaking, modifiers can include: adjectives, adverbs, and phrases such as adjective clauses and adverbial phrases. The first bolded phrase in the example sentence is an adjective clause; the second is an adverb.

The most common grammatical error associated with modifiers is the dangling modifier. A dangling modifier is a modifier that does not logically connect to any word in the sentence. These modifiers are easy to fix — but can be hard to find, especially in your own writing.

Example of dangling modifier: Understanding the importance of the College and Career Readiness Standards, the TASC test focused on a gradual transition to those standards.

Example of corrected modifier: Understanding the importance of the College and Career Readiness Standards, the creators of the TASC test focused on a gradual transition to those standards.

Many beginning writers rely on simple sentences because they are direct and easy to read. However, using too many simple sentences can be read as boring or redundant. Modifiers can help engage your reader more efficiently and hold attention longer. Use a variety of sentence structures, and incorporate modifiers, to write engaging and effective paragraphs.

Choosing the Right High School Equivalency at Your Test Center

iStock_000041721822LargeAfter the changes to high school equivalency tests in 2014, test center administrators have more options than ever before. Not only have the high school equivalency tests been updated, but the selection of tests has been expanded as well.

More options can be overwhelming – especially if you can only choose one high school equivalency test. As a test center administrator,  you want to choose the very best test for your test takers. To be sure you have all the facts, read through our step-by-step process for making your decision:

1. Learn more about the TASC test. 

The best decision is an informed decision. Explore our website, and learn more about the TASC Test Assessing Secondary Completion™.

The TASC test is a partnership between McGraw-Hill Education CTB and each state that decides to use the test. When a state adopts the TASC test as the test for high school equivalency, it is considered the official test for that state.

The TASC test can be easily administered at any test center a state approves. This makes the transition to the TASC test both cost- and time-efficient.

2. Consider the differences. 

When you’re learning more about the TASC test, you should focus specifically on the differences between the TASC test and the other high school equivalency exams.

Here are some quick facts about the TASC test:

  • The price of the test is dependent on your state.
  • It can be taken in either a paper-and-pencil or computer-based format.
  • The test content aligns with College & Career Readiness Standards
  • Students receive two free retests.

Other advantages include:

  • Affordability
  • Greater flexibility compared to other tests with more options for test-takers
  • A research-based test, created collaboratively by doctorate-level research scientists, analysts, and specialists

3. Talk to us at CTB.

At CTB, we love talking to administrators, educators, and policymakers. If you have any additional questions or concerns after visiting our website, our blog, and browsing our sample test items , give us a call.

You can order a copy of the TASC Readiness Assessment from our Customer Support center. Email us at TASCtest_helpdesk@ctb.com or call us at (888) 282-0589, and select option 4.

4. Introduce the TASC test to students.

Once you’ve chosen the TASC test, you want to introduce the option to test takers. Use our sample test items to introduce the option to students. Giving them a hands-on introduction to this new high school equivalency exam can make test takers feel more comfortable with the transition to the TASC test.

Take some time to discuss the differences between the old high school equivalency test your center offered and the TASC test with students. These differences are what persuaded you to adopt the test, and these differences can help students feel more comfortable with the new test.

These two steps can help test takers understand how different the TASC test is from previous high school equivalency tests, providing them with insight into the type of preparation and practice they will need.iStock_000041721822Large

The Major Events of the Civil War | TASC Social Studies

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You might already know that one of the top four areas of the Social Studies subtest on the TASC Test Assessing Secondary Completion™ is United States history. Since U.S. history starts with the colonial era and continues to the present day, you might not be sure where to start — and there’s a lot to cover.

From the mid-1800s to the end of the century, the U.S. was ripped in two by a major domestic war. Known more commonly as the Civil War, it is to-date the bloodiest war in American history.

Start with this timeline of events, which focuses on helping you gain all the information you need to answer the high emphasis questions on these history topics:

  • 1850s: Tensions between the North and South continue to grow. Many historians have noted that these tensions can be traced back to the same tensions that caused the colonists to revolt against the British during the American Revolution.
  • November 6, 1860: Abraham Lincoln is elected president.
  • 1860: According to the magazine America’s Civil War, South Carolina holds a secession convention where they vote to dissolve their contract with the U.S. and separate from the nation. Six other states — Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas — follow.
  • February 18, 1861:  Jefferson Davis is appointed President of the Confederate States of America in Montgomery, Alabama.
  • April 10, 1861: After Fort Sumter received a shipment of supplies from the North, Confederate forces in Charleston demand that the fort surrenders. When the fort’s commander, Major Robert Anderson, refused, the Confederates open fire. On April 13th, Major Anderson surrenders. The Civil War begins.
  • October 21, 1861: The Battle of Ball’s Bluff is fought in Virginia. The Union must withdraw from battle, and many soldiers drown as they try to retreat across the icy Potomac River.
  • April 24-25, 1862: A Union fleet of gunships sails into the Mississippi River and demands the surrender of New Orleans. The fort falls within two days, and the Union gains control of the mouth of the river and the city.
  • January 1, 1863: The Emancipation Proclamation goes into effect.
  • May 1-4, 1863: The Battle of Chancellorsville in Virginia is General Lee’s greatest victory. Afterwards, Lee asks President Davis for permission to invade the North. Lee hopes to take the war out of Virginia.
  • July 1-3, 1863: The Battle of Gettysburg in Pennsylvania is the bloodiest battle of the Civil War. However, it stops Lee’s advances toward the North. Union forces win many important battles shortly after their victory in Gettysburg.
  • December 8, 1863: President Lincoln issues the Proclamation of Amnesty and Reconstruction. This proclamation pardons those who participate in the rebellion if they take an oath to the Union.
  • February 14-20, 1864: The Union captures and occupies Meridian, Mississippi. They are lead by the notorious general, William T. Sherman.
  • March 2, 1864: Ulysses S. Grant is appointed lieutenant general, and assumes command of all Union Armies in the field.
  • November 8, 1864: Abraham Lincoln is reelected president.
  • November 16, 1864: General Sherman’s army begins the “March to the Sea.”
  • April 14, 1865: President Lincoln is assassinated by John Wilkes Booth at Ford’s Theater in Washington, DC.
  • May 10, 1865: Confederate President Davis is captured by Union forces.
  • May 12, 1865: The final battle of the Civil War takes place at Palmito Ranch in Texas. It’s a Confederate victory. However, it’s too late for the Confederacy. Two weeks later, General Simon Bolivar Buckner enters into terms for surrender of the Confederacy Army. The Civil War officially ends on May 26.

Note that this timeline does not include all the battles of the Civil War, and you should do a little more research after starting here. Look into specific battles, and learn more about the impact of the war on the people of this country.

The Civil War had a dramatic impact on U.S. citizens. There was continued unrest between the North and South, especially as Reconstruction began. As Jean Baker of Goucher College notes, “Besides personal losses and the loneliness endured by women, children, and the old, the war brought political uncertainties.”  This was especially true after the assassination of President Lincoln.

Real TASC Test Talk: Elizabeth Potter’s Success Story

10634301_10204741734286154_1830747813_nFor Elizabeth Potter of Uniondale, New York, inspiration for pursuing her high school equivalency exam came from her children. She “wanted to set an example” and further her education. Today, Elizabeth joins other adults like Mike Puccio and Jennifer Walters whose success story brings hope and inspiration. It’s never too late to earn a high school diploma. 

  1. Prior to taking the TASC Test Assessing Secondary Completion, what was the highest grade level you completed (and how long ago was it)?

The highest grade level I completed was the 10th grade, which was in 2001.

  1. What’s your inspiration for pursuing your high school equivalency?

My children.

  1. Which sections or subjects did you find to be the easiest and also most challenging?

All the subjects seemed pretty easy except math. The math was hard. The reading wasn’t bad, but it was just a lot of reading, so you have to learn how to manage your time. 

  1. What is your top piece of advice or tip for all TASC test takers?

My advice to all TASC test takers and people who want to take the test [is] to study and read a lot so you can build up your vocabulary.. If you’re going to a prep school, make sure they are teaching you the updated material. My prep school was teaching old material from last year’s GED® test. Last but not least, if the teacher tells you, [or] they feel like you’re not ready to test, don’t listen to them. They told me the same thing and look at me now. I passed.

What’s your TASC test success story? We want to hear from you! Send us a private message on Facebook and we’ll respond back with a few questions about your experience!

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