The overall design and framework of the GED Program is centered around providing measurements and tools documenting and promoting student achievement. More information about the test itself and the underlying documentation and validity framework may be found in the GED test Technical Manual on the GED Testing Service website. The philosophy underlying the GED test is that there is a foundational core of academic skills and content knowledge that an adult must demonstrate to be certified as being prepared to enter a job, a training program, or an entry-level, credit-bearing postsecondary course. This foundational core of knowledge and skills is defined by career and college-readiness standards (Pimentel, 2013), now adopted in some form by the majority of states. The three purposes of GED test are to provide the following: (1) A high school-level credential; (2) Information about a candidate's academic strengths and weaknesses; and (3) Evidence of readiness to enter workforce training programs, careers, or postsecondary education. The GED test is future-focused, designed to provide information about candidate readiness that is directly tied to the next steps in a candidate's preparation and training. Many factors impact actual workplace or postsecondary success, such as engagement, teamwork, or creativity. However, the GED test focuses on those foundational career and college academic skills and knowledge that are critical for candidates to be prepared for the next step in their future, whether they seek to enter the workforce or some form of postsecondary education for further education and training. The GED Testing Service team regularly carries out studies to collect the kinds of validity, reliability, and fairness evidence described above, in accordance with the Joint Committee Standards (AERA, APA, NCME, 2014). This evidence has been consolidated and published in a technical manual, which is updated with each new revision of the test.