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GED programs for Non-Profits

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Live GED online classroom

This the best way to understand the 2 parts to our program.  Click above to watch Video 1.



Inside the GED / TABE 24/7 

Create a Work Ready AND GED program!


To really help adult students, it's great to create a program that combines both Work-Readiness and GED study!



Cost for a non-profit program is the annual registration fee per student and  $15.00 a month per student per month depending on classroom hours.  Please call for more information.  If you are already running a GED program, this is an exceptional resource!  Let us take you on a tour and you can join us in a live, online GED class.


Teacher support is imperative!  Whether you use just the software and the incredible tracking, it is critical to have teacher support.  We have extra teachers online to help with "extra"  teacher support.  That does not mean you should get rid of teachers if you already have a running program.  We are all aware that teachers can get sick or need extra time to work one-on-one with students and our live classes can help when needed.  


Interchangeable GED and TABE seats:

When you purchase a GED or TABE seat you can have more than one student use that seat.  If a student doesn't finish the program within the registered year another student may take that seat for the remainder of the registered year.  


Please read further or call for more information.  







Adult Continuing Education for Non-Profits


(This page is still under construction, thank you.)


Setting up a GED or Adult Basic Education program for your Non-Profit Organization can seem at times daunting when you begin to understand all that is involved.   We are going to try to make it a little easier and show you steps on how to begin.  We will also take you through some of the important information you will need to know for a successful program. 

 If you already have an adult education program set up you may be familiar with a lot of the information included but, take a peek and see if there are other ideas you can add to the list. 

  1. What is your greater goal for students? 
  2. What does your program wish to accomplish short term and long term?
  3. Do you want a "work-at-your-own-pace program or a time sensitive program with an ending date for testing?

If you are deciding to add a program(s), these questions are essential to the structure and success of your program.  It’s a good idea to take time out to think about and organize your program so your staff and students have clear and realistic goals both financially and academically. 

  • Do you want to offer GED study and testing opportunities?
    • ​Do you want a short program, or a more in-depth program?
  • Will your program offer life skill studies for those in need?
  • Will your program be concerned with work goals for students, long term and short term? 
  • What can your students accomplish and what are realistic goals within a certain time frame?
  • If you are sponsoring students, are you going to pay for the entire amount for each student or will you have a beginning initiative fee or volunteer time required?  (Some programs charge $25.00 each student to start and allow students an alternative of volunteer time to replace the fee.  This gives students ownership and responsibility towards the program)

Your goals set the beginning structure for your program.  You can then choose the resources to help with intake, assessments and orientation.   


Adult Basic Education and GED programs can sometimes have larger drop rates than a university or a high school.  This is due to, "life happens."  Students may find new jobs, have a baby, work schedules change and many other interruptions that can cause a student to leave.    But high turnover does not mean that your organization should not pursue a program(s).  If the student is finding success the likelihood that they will try again is much higher.  The benefits can be great for both your students and their families.  Statics for literacy rates in the US will show that children benefit academically, medically and many times financially in the long run because they see their care givers entering an adult continuing education program.    Education is like a bubble at times and the benefits include those around and close to the student.  Poverty is a disease and one of the solutions IS education. 

Let’s take a look at some of the barriers that students face.

What are the common blocks keeping students away from achieving their goals?  This must be addressed at the very beginning of your program and can be included for goal setting during student intake and orientations. 



Common blocks:



No money! 

How is a student sustaining themselves financially while trying to study?  Do they have children, grandparents to care for?  How are they supporting themselves?

  • Financial stress is a great factor in not being able to fulfill a goal.  This stress attributes to poor health and can lead to several issues while trying to succeed

Time management -  Is the student equipped with good time management skills?  This is not high school.  Students are going to school, trying to work and make enough money to sustain their life style, and in poverty many times, the life style, plain and simple is SURVIVAL!  A great program will address this issue in the beginning and offer classes or solutions so that students can handle the day-to-day work load.  You want students to take this step seriously and understand what is going to be required of them.  During intake/ assessments / orientation there should be a full understanding of the students’ needs and an understanding of the expectations of your program.  

Day Care – Students involved with online programs can have more freedom with day care.   They still should consider times to study but it can be much easier, however, they also have to have internet and a smart-phone, tablet or laptop not always affordable to students.   If you are getting funding and you have students who have proven motivation towards your program, you might want to consider having tablets or laptops that can be borrowed from your facility.  We do not suggest this with all students.  Students need to show vigilance towards their education before we would recommend a “lending” part of your program. 



Transportation – Although a live, physical classroom is always the ultimate way to go, online programs can be extremely helpful to students who have a “no budget” lifestyle and cannot afford bus fare or car insurance and everything that goes with it; including the car.   Whatever type of program you are setting up, it’s always great to have alternatives, online programs or maybe extra funds to help students with transportation costs if needed. 


  •  Does the student have family or outside support that can help with motivation if a student begins to feel frustrated? 

Believe it or not, not everyone thinks it’s a great idea to go back to school.    There have been cases of case workers that have tried to deter adult students from going back to school and believe that it is better just to go straight into the job market.  Sometimes students can have family members that do not agree with the decision.  It is important to discover this, if you can, during your initial intake with your students.   Students need instructor support NOT ONLY for learning but to help students build self-esteem and understand that the path they are about to begin is incredible!  They also need to understand that some may not agree with their actions but that they are AMAZING  for taking that step towards betterment in their lives and for their children.   It cannot be stressed enough!  Students can enter a program dealing with such devastating circumstances in their lives and just one person with a smile or something good to say about their actions can change everything!  

With this in mind, it is of the utmost importance that you choose your instructors and staff involved with students very carefully.  Sometimes all it takes is one person to uplift and create positive movement or create a downward spiral that can result in failure and despair for the student.   Instructors need to be familiar with how to deal with adult students’ needs both academically and with professional courtesy and respect.  




The training required of a good adult GED, Literacy instructor is extensive and can cover workshops dealing with mental health issues, building motivation and self-esteem to the Stockholm syndrome, adult memory, and more.

  Needless sometimes to say, there are important differences between someone who has been a substitute teacher with experience and a licensed instructor who has attended 4 years or more of university with experience.


Motivation – Assessments for motivation must be inclusive within the intake process.  Responsibility of action:  Are you having to chase down students to get them to study or are they working on their own merit?  Students need positive reinforcement all the way through any program and need expert instructors who understand adult needs.

  1. What about disabilities and academic challenges?  What do you do when students are unable to meet the challenges that they so wish to achieve? 

There are students that may not be able to achieve a GED goal even with long term assistance.  Setting up a good intake process is extremely important.  Depending on what your program offers you will need to make sure that your beginning assessments are in line with the goals of your program. 

If your program wishes to offer GED only, without TABE, Work Essentials, Life skills Money Management or Computer Essentials this changes your intake process and will require you to test with certain materials right in the beginning.   Intake is set up according to the goals you set forth. 


Options: Life and work skills? 

If the goals of your program are to help in the day-to-day lives of your students, then considering a workforce program ie: computer skills, life skills, money management etc. would greatly add to a GED or TABE program.  In this way, you can move students towards work goals.

Students who need to find work quickly and are struggling to survive may want to start out with the work program before entering the GED. 

 Programs sometimes put the two together having students start out in the work program before entering a GED program which can cost more to run.  Before spending the money on a GED program, it really helps to have a longer assessment as instructors can only assess so much during the first couple of meetings with a student.



The average cost per adult student in the U.S. for a running adult continuing education program is approximately $700.00 annually and over; before university.  We would like to see it lowered and more accessible to as many as possible.  This program is allowing us to do that in part; due to its extensive detailed reporting.  It also allows us to spend more time with the students academically and on individualized assessments and follow-up.


Adult Home Education provides everything online including live study halls and classes with great teacher support and the complete 24/7 program.   We now offer program and teacher training for organizations who are interested in starting a program or those who might need additional training for volunteers when a program expands.  Please contact our director for information on our online or in-house training.


For further information about our programs please call our director, Ms. Bresnahan at  847  208-9543  We can give you an incredible tour!


New pricing will be available for the TABE programs and others so that you will have more affordable options to choose from.  We customize all programs.  Thank you!


Going back to school can change lives!

               You can do this!

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