A study was undertaken to determine the impact of the new writing component pioneered by New York State on General Educational Development (GED) performance or passing rates. Data were collected in two phases: Phase I dealt with passing rate data prior to the introduction of the writing sample to the writing subtest; Phase II was begun during the summer of 1987, approximately one year after the addition of the writing sample in New York State. In each phase, data were collected on a sample of 2,000 first-time test-takers. After the writing sample was introduced, data were compared for the two samples and it was found that: (1) 28,000 fewer GED tests were administered in 1987; (2) first-time test-takers attained a significantly higher total test passing rate; (3) GED program adults achieved a significantly higher total test passing rate than nonprogram adults; (4) first-time test-takers attained a significantly higher passing rate on the writing subtest; (5) program adults attained a higher average score and a greater passing rate than nonprogram adults on the writing subtest; and (6) the addition of the writing sample has not had a negative effect on the GED passing rate. (KC)