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GACECode: 701🍑 Georgia GaPSC100 Questions · 3 Testlets · 2.5 HoursBirth Through Kindergarten

GACE® Birth Through Kindergarten (701)
Practice Test

Comprehensive preparation for prospective Birth through Kindergarten educators in Georgia. Three testlets — 006 Early Childhood Development and Learning (40 questions, 60 min), 007 Content Knowledge and Responsive Teaching Strategies (40 questions, 60 min), and 008 Professionalism and Collaborative Partnerships (20 questions, 30 min). Combined: 100 questions, 2.5 hours, $169. Testlets can be taken individually or all together. Administered by Evaluation Systems of Pearson for GaPSC. Passing score: 220.

100
Questions
2h 30m
Time limit
220
Pass score
4
Domains
3
Testlets
$169
Combined fee
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Three testlets — take together or separately. Testlet 006 (Early Childhood Development and Learning), Testlet 007 (Content Knowledge and Responsive Teaching Strategies), and Testlet 008 (Professionalism and Collaborative Partnerships) can each be taken individually in separate sessions or combined in a single 2.5-hour appointment for $169. An additional $50 fee applies at international testing sites. Register via your GaPSC MyPSC account, then create a GACE testing account at gace.es.pearson.com.

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Source: All testlet details confirmed from the official GACE Birth Through Kindergarten test page at gace.es.pearson.com/test/701 (updated 2025–26). The GACE program transitioned from ETS to Evaluation Systems of Pearson effective July 1, 2025. Verify current requirements at gapsc.com.

Birth Through Kindergarten (701): Test at a Glance

Key facts confirmed from the official GACE 701 test page (Evaluation Systems of Pearson, 2025–26).

ASSESSMENT CODE
701
GACE Birth Through Kindergarten
TOTAL QUESTIONS
100
All three testlets combined
COMBINED TIME
2.5 hrs
All three in one appointment
PASSING SCORE
220
Scaled 100–300
COMBINED FEE
$169
All three testlets
SCORE RELEASE
~3 wks
After testing window closes
TESTLET 006
Early Childhood Development & Learning
40 questions · 60 min
TESTLET 007
Content Knowledge & Teaching Strategies
40 questions · 60 min
TESTLET 008
Professionalism & Collaborative Partnerships
20 questions · 30 min
WRONG ANSWER PENALTY
None
Always answer every question
UNOFFICIAL SCORE
Instant
Displayed after exam ends
INTL. SITE SURCHARGE
+$50
International testing sites

About the GACE Birth Through Kindergarten (701)

What the 701 tests, who it is for, and how the testlet structure works.

The GACE Birth Through Kindergarten assessment is designed to assess the knowledge and skills of individuals seeking to become certified educators in the Birth Through Kindergarten field in Georgia. It is administered by the Georgia Professional Standards Commission (GaPSC) through Evaluation Systems of Pearson, which replaced ETS as the GACE program administrator effective July 1, 2025. The B-K certification authorizes educators to work with children from birth through kindergarten age in a range of early childhood settings.

The assessment has three testlets totaling 100 selected-response questions in 2.5 hours combined: Testlet 006 Early Childhood Development and Learning (40 questions, 60 minutes), Testlet 007 Content Knowledge and Responsive Teaching Strategies (40 questions, 60 minutes), and Testlet 008 Professionalism and Collaborative Partnerships (20 questions, 30 minutes). Testlets can be taken all together in one session or registered and taken individually on separate dates, allowing candidates to focus study effort on specific content areas and retake only the testlet(s) they did not pass.

The content spans three interconnected domains of early childhood practice: child development theory and learning environments (Testlet 006); curriculum content knowledge across mathematics, science, social studies, arts, and health and physical education as applied to birth-through-kindergarten classrooms (Testlet 007); and the professional responsibilities, collaborative relationships, and community partnerships that define effective early childhood practice (Testlet 008).

The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers. To register, create a GaPSC MyPSC account at mypsc.gapsc.org, obtain testing eligibility, then create an Evaluation Systems GACE testing account at gace.es.pearson.com.

Three Testlets at a Glance

Each testlet has its own time limit and can be taken separately. Testlets 006 and 007 are equal in weight (40 questions each); Testlet 008 is the shortest at 20 questions and 30 minutes.

Testlet 006
Early Childhood Development and Learning
Stages and progressions of child development from birth through kindergarten, influences on growth across developmental domains, designing safe and responsive learning environments, and authentic assessment strategies for young children.
40 questions · 60 min
Testlet 007
Content Knowledge and Responsive Teaching Strategies
Foundational numeracy and mathematical concepts, scientific concepts and reasoning, foundational social studies, arts, health and physical education, and creating opportunities for young children to explore and learn about their world.
40 questions · 60 min
Testlet 008
Professionalism and Collaborative Partnerships
Roles and responsibilities of early childhood educators, and fostering positive, collaborative, and responsive relationships with families, professionals, community organizations, and agencies serving young children.
20 questions · 30 min

Official Exam Blueprint: 3 Testlets

All testlet codes, question counts, and content objectives confirmed from the official GACE 701 test page (Evaluation Systems of Pearson, 2025–26).

Testlet 006
Early Childhood Development and Learning
40q
60 minutes
Largest testlet
Stages and progressions of early childhood development (birth through kindergarten): typical and atypical developmental milestones across the domains of physical development (gross motor: rolling, crawling, walking, running; fine motor: grasping, scribbling, cutting), cognitive development (Piaget’s stages — sensorimotor from birth to 2 years, preoperational from 2 to 7 years; object permanence; symbolic thinking), language and communication development (babbling, first words, two-word phrases, full sentences; the role of joint attention), social-emotional development (Erikson’s trust vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt; attachment theory — Bowlby and Ainsworth’s secure, insecure-avoidant, insecure-anxious, and disorganized attachment types); development of self-regulation and executive function; the continuous, sequential, and cumulative nature of development; developmentally appropriate expectations for infants (0–12 months), toddlers (12–36 months), preschoolers (3–5 years), and kindergartners (5–6 years).

Multiple influences on growth and development: biological and genetic influences (prenatal development, temperament, hereditary conditions); environmental influences (home environment, socioeconomic status, neighborhood, community resources); cultural and linguistic influences on development and learning; the role of play as the primary vehicle for learning in early childhood (types of play: solitary, parallel, associative, cooperative; symbolic/pretend play; the role of play in cognitive and social-emotional development); how adverse childhood experiences (ACEs) including poverty, abuse, neglect, and household dysfunction affect development and learning; the importance of responsive caregiving and secure attachment in promoting healthy development; understanding developmental delays and disabilities (speech and language delays, autism spectrum disorder characteristics, physical and sensory disabilities) and how to support inclusive practice.

Safe, responsive, and challenging learning environments: principles of environmental design for infants, toddlers, and preschoolers — safety (eliminating hazards, supervision ratios, safe sleep practices for infants), responsive interactions (following the child’s lead, contingent responding, joint attention), developmentally appropriate challenge (the zone of proximal development, scaffolding); indoor and outdoor environment arrangement; materials selection for developmental appropriateness; NAEYC standards for early childhood program quality; health and safety regulations for early childhood settings; how environment communicates expectations and supports children’s independence and agency.

Assessment strategies for young children: authentic and observational assessment methods (anecdotal records, running records, work sampling, portfolios); screening vs. diagnostic assessment; formative vs. summative assessment in early childhood contexts; culturally and linguistically responsive assessment practices; understanding standardized assessments used in early childhood (ASQ, DIAL-4, BRIGANCE); using assessment data to plan instruction and communicate with families; the limitations of standardized testing for very young children; observation as the foundation of teaching in birth-through-kindergarten settings.
Testlet 007
Content Knowledge and Responsive Teaching Strategies
40q
60 minutes
Largest testlet
Foundational numeracy and mathematical concepts: number sense and counting (one-to-one correspondence, stable order, cardinality, abstraction, order irrelevance — Gelman and Gallistel’s counting principles); number operations (combining, separating, comparing groups of objects); the development of early number concepts in infants (subitizing — recognizing small quantities without counting), toddlers (using number words), and preschoolers (counting collections, beginning addition and subtraction with objects); early algebraic reasoning (identifying and extending patterns); geometry and spatial reasoning (shape recognition, positional language — above/below/beside/inside/outside; sorting by attributes); measurement (comparing lengths, weights, and capacities using non-standard units); data collection and graphing at the early childhood level; how to use manipulatives, games, and real-world contexts to build mathematical reasoning; common early math misconceptions and how to address them.

Scientific concepts and reasoning: scientific inquiry in early childhood — observation, questioning, prediction, exploration, and communication; earth science concepts (weather and seasonal change, properties of soil and rocks, water in its states); life science concepts (living vs. non-living, basic needs of plants and animals, life cycles of familiar organisms — butterflies, frogs, bean plants); physical science concepts (properties of materials, pushes and pulls, simple machines in everyday objects); engineering design thinking at the early childhood level; environmental science (caring for plants, recycling, composting); how to facilitate science exploration through inquiry, sensory play, and outdoor investigation; integrating science with literacy and mathematics in birth-through-kindergarten settings.

Social studies, arts, health, and physical education:foundational social studies for young children — developing personal and community identity (names, families, homes, neighborhoods, community helpers); concepts of time, sequence, and change (then and now, seasons, daily routines); geographic thinking for young children (maps, directions, local and global community); economic concepts (needs vs. wants, working and trading); civic responsibility and rules (classroom rules, fairness, cooperation, democratic processes at the child’s level); visual arts in early childhood (process vs. product orientation, color mixing, collage, sculpture with clay; age-appropriate tools and materials); music for young children (rhythm, tempo, pitch, call-and-response songs, instruments); creative dramatics and movement; health education (handwashing, dental hygiene, nutrition basics, identifying safe vs. unsafe touches); physical education and fundamental movement (locomotor skills, balance, body awareness, outdoor play); creating opportunities for young children to learn about and explore their world through play, projects, and community connections.
Testlet 008
Professionalism and Collaborative Partnerships
20q
30 minutes
Shortest testlet
Roles and responsibilities of early childhood educators: the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and its four sections (responsibilities to children, to families, to colleagues, to community and society); professional standards for early childhood education (DEC Recommended Practices for early intervention and special education; Georgia’s Early Learning and Development Standards for children birth through 5); reflective practice and ongoing professional development; legal and ethical responsibilities in early childhood settings — mandated reporter requirements for suspected child abuse and neglect (duty to report, what constitutes reportable abuse, how to file a report in Georgia); confidentiality and FERPA protections for children’s records; understanding and complying with Georgia childcare licensing regulations; the role of the early childhood educator as an advocate for children, families, and the profession; understanding program types and governance — public pre-K, Head Start, childcare centers, family childcare homes, Early Head Start, and their different regulatory frameworks.

Fostering collaborative relationships:family engagement as a cornerstone of quality early childhood practice — building trust with diverse families, two-way communication strategies (daily notes, family conferences, digital tools), culturally and linguistically responsive family partnerships; recognizing and respecting diverse family structures, values, and parenting approaches; conducting effective family-teacher conferences; involving families as partners in assessment and goal-setting for their children; community partnerships and referral processes — connecting families to community resources (food assistance, medical care, mental health services, early intervention services); working collaboratively with interdisciplinary teams (special education teachers, speech-language pathologists, occupational therapists, social workers, pediatricians); understanding the Early Intervention (Part C of IDEA) and Preschool Special Education (Part B, Section 619 of IDEA) systems and the educator’s role in them; transition planning (infant to toddler program, toddler to preschool, preschool to kindergarten); professional collaboration and conflict resolution within teams and programs.

High-Priority Topics by Testlet

The most consistently tested concepts within each of the three testlets, at the depth appropriate for a beginning Georgia B-K educator.

Testlet 006

Early Childhood Development and Learning — Top Topics

40q · 60 min
Developmental domains and their sequential milestones: development is continuous, sequential, cumulative, and occurs across four interrelated domains. Physical: infants roll, sit, stand, walk by 12–15 months; toddlers run, kick, begin to climb stairs; preschoolers hop, skip, use scissors. Cognitive: Piaget's sensorimotor stage (0–2 years; object permanence achieved around 8–12 months), preoperational stage (2–7 years; symbolic thinking, egocentrism, centration, lack of conservation). Language: babbling (4–6 months), first words (~12 months), two-word phrases (~18–24 months), simple sentences (~3 years). Social-emotional: parallel play (toddlers), associative and cooperative play (preschoolers)
Attachment theory — Bowlby and Ainsworth: secure attachment (responsive caregiving → child uses caregiver as secure base, explores confidently, reunites easily) is the foundation of healthy social-emotional development. Insecure-avoidant: child shows little distress on separation, avoids caregiver on reunion (caregiver was consistently unresponsive). Insecure-anxious/resistant: extreme distress on separation, unable to be comforted on reunion (caregiver was inconsistent). Disorganized: no coherent strategy for seeking comfort (associated with frightening or abusive caregiving). Early childhood educators support secure attachment through consistent, warm, responsive relationships with each child
Zone of proximal development and scaffolding (Vygotsky): the ZPD is the gap between what a child can do independently and what they can do with skilled assistance. Scaffolding provides the right level of support — modeling, hinting, questioning, breaking a task into steps — to help the child perform within their ZPD, then gradually withdrawing support as competence grows. Scaffolding is the primary instructional strategy in early childhood because young children learn most effectively through supported exploration rather than direct instruction. Language is the primary tool of scaffolding
Types of play and their developmental significance: Parten's play categories: unoccupied (birth–3 months), solitary (infant–toddler; plays alone with no interest in others), onlooker (watches others play without joining), parallel play (toddlers; plays beside but not with peers, independently), associative play (preschool; interacts with peers, shares materials, but no organized goal), cooperative play (school age; organized goal, roles, rules). Symbolic/pretend play begins around 18–24 months and is critical for language, cognitive, and social-emotional development. Play is the primary vehicle for learning in birth-through-kindergarten settings — this is an explicitly tested NAEYC principle
Testlet 007

Content Knowledge and Responsive Teaching Strategies — Top Topics

40q · 60 min
Five counting principles (Gelman and Gallistel) — highest-priority math topic: (1) one-to-one correspondence — each object is counted once and only once; (2) stable order — number words always said in the same sequence (1, 2, 3...); (3) cardinality — the last number said represents the total quantity of the set; (4) abstraction — any collection of things can be counted (objects, sounds, movements); (5) order irrelevance — objects can be counted in any order and the result is the same. Subitizing (instantly recognizing quantities of 1–5 without counting) is an early numeracy skill that precedes and supports counting. Cardinality is the most frequently tested counting principle because many children learn to count without understanding that the last word represents the total
Scientific inquiry in early childhood settings: young children are natural scientists — early childhood science instruction should be grounded in observation, questioning, and hands-on exploration rather than vocabulary memorization. The inquiry cycle in B-K settings: wonder and question (teacher provokes curiosity) → explore (sensory exploration, play-based investigation) → reflect and discuss (share observations, draw pictures, dictate findings) → apply (connect to new contexts). Simple life science concepts frequently tested: seeds germinate and grow into plants with water, sunlight, and soil; caterpillars undergo complete metamorphosis; tadpoles become frogs; trees change with seasons. Outdoor investigation and nature exploration are NAEYC-recommended core practices for early childhood science
Process art vs. product art — frequently tested distinction: process art is open-ended, child-directed exploration of materials where the experience and exploration matter more than the outcome (finger painting with multiple colors, tearing and gluing paper, clay manipulation) — aligned with developmentally appropriate practice. Product art (craft activities) requires children to reproduce a predetermined outcome (everyone makes the same turkey hand-print) — appropriate as an occasional activity but should not dominate early childhood art experiences. NAEYC and early childhood best practice consistently prioritize process-oriented art. Examinees frequently confuse which approach is developmentally preferred
Teaching social studies through personal identity and community: social studies in birth-through-kindergarten settings begins with the most immediate and concrete (self → family → school → community → world). Key concepts: developing personal identity (name, age, gender, family structure, culture, language); understanding families (diverse family structures are all valid); school and classroom community (rules, roles, fairness, shared responsibilities); community helpers (what they do and how they help); maps as representations of familiar spaces (classroom map, school map, neighborhood map); basic economic concepts (needs vs. wants, we exchange things for money; community members specialize in different jobs). All social studies content should be taught through books, dramatic play, field trips, and community connections
Testlet 008

Professionalism and Collaborative Partnerships — Top Topics

20q · 30 min
NAEYC Code of Ethical Conduct — highest-priority professionalism topic: the Code has four sections: (I) responsibilities to children — the paramount obligation; (II) responsibilities to families — building relationships, sharing information, involving families as partners; (III) responsibilities to colleagues — maintaining respectful professional relationships; (IV) responsibilities to community and society — advocacy for children and families. The Code distinguishes ideals (aspirational, what we strive for) from principles (prescriptive, what we must do and must not do). The most fundamental principle in the Code: “Above all, we shall not harm children.” Know how to apply the Code to ethical dilemmas — exam scenarios often present a conflict between responsibilities to children and to families
Mandated reporting of suspected child abuse and neglect — directly tested: in Georgia, early childhood educators are mandated reporters — they are legally required to report suspected child abuse or neglect immediately. Key principles: the duty to report is triggered by REASONABLE SUSPICION, not certainty — educators do not investigate; they report. Reports go to the Georgia Division of Family and Children Services (DFCS) or to law enforcement. Educators should NOT alert parents before filing a report if there is suspected abuse. Failure to report is a criminal offense in Georgia. Types of reportable maltreatment: physical abuse, sexual abuse, emotional/psychological abuse, neglect (educational, physical, emotional, medical). Know the reporting process: what to say, where to call (1-855-GA-CHILD), and documentation requirements
Family engagement as a cornerstone of quality early childhood practice: effective family engagement goes beyond parent-teacher conferences and newsletters — it involves building two-way partnerships where families are respected as the primary experts on their own children. Key strategies: daily relationship-building at drop-off and pick-up, home visits (builds trust and context), family nights, translated communication for non-English-speaking families, flexible scheduling to accommodate working parents' schedules. Families of diverse backgrounds (cultural, linguistic, socioeconomic, family structure) should see their identities reflected in the classroom environment, books, and curriculum. Recognize the difference between family engagement (active partnership) and family involvement (one-directional — families follow teacher's lead)
IDEA Part C (Early Intervention) and Part B Section 619 (Preschool Special Education): IDEA Part C funds early intervention services for infants and toddlers with disabilities or developmental delays (birth through 2 years) — services are delivered in natural environments (the child's home or childcare setting) and result in an Individualized Family Service Plan (IFSP). At age 3, children transition from Part C to Part B Section 619 services — services are delivered in the least restrictive environment (LRE) and result in an Individualized Education Program (IEP). B-K educators are a critical part of the IFSP and IEP team. Know the difference between IFSP (family-centered, in natural environments) and IEP (child-centered, in least restrictive environment), and the educator's role in each process

Registration, Test Day & Scoring

Everything you need to know. Register through your GaPSC MyPSC account, then through your Evaluation Systems GACE testing account at gace.es.pearson.com.

Registration

Step 1Create MyPSC account
Step 2Request testing eligibility via GaPSC
Step 3Create GACE testing account at gace.es.pearson.com
Combined fee (all 3)$169
International surcharge+$50
Program administratorEvaluation Systems of Pearson

Scoring

Score scale100–300 (scaled)
Passing score220
Wrong answer penaltyNone — answer every question
Unofficial scoreDisplayed immediately after exam
Cancel scoresOption given post-exam; irreversible
Official score release~3 weeks after testing window closes

Test Day

Combined questions100 (3 testlets)
Combined time2.5 hours
Testlet 00640 questions · 60 min
Testlet 00740 questions · 60 min
Testlet 00820 questions · 30 min
Arrive30 min before scheduled time
Late arrivalNot admitted; fees forfeited
ID requiredPhoto + signature ID (original)
Personal itemsStored in secure locker

Standards Alignment

National standardsNAEYC DAP Standards
Ethics standardNAEYC Code of Ethical Conduct
SPED standardsDEC Recommended Practices
State standardsGeorgia Early Learning Standards
Federal SPED lawIDEA (Parts B & C)

Who Needs the GACE Birth Through Kindergarten (701)?

Certification requirements for Georgia Birth Through Kindergarten educators.

Georgia Requirement: The GACE Birth Through Kindergarten (701) is required for individuals seeking a Georgia teaching certificate in the Birth Through Kindergarten field. This certification authorizes educators to work with children from birth through kindergarten age across a range of settings including public pre-K, Head Start, Early Head Start, childcare centers, and family childcare homes.

Registration pathway: First, create a GaPSC MyPSC account at mypsc.gapsc.org and receive your Georgia certification ID number. Submit a request for testing eligibility. Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/701. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025.

No penalty for wrong answers — always answer every question. If you do not pass a testlet, you may retake that testlet individually without re-sitting the others. Always verify all current requirements at gapsc.com.

How to Prepare for the GACE Birth Through Kindergarten (701)

Strategies for a 100-question, three-testlet assessment spanning child development, early childhood content knowledge, and professional practice.

  • Testlets 006 and 007 are equal in weight (40 questions each) — allocate study time proportionally, with at least as much time on each as on Testlet 008. Many candidates underestimate Testlet 007 because “content knowledge” sounds straightforward, but it covers mathematics (counting principles, geometry, measurement, data), science inquiry, social studies, arts, and health/PE — all applied to birth-through-kindergarten practice. The level of integration expected is what makes it demanding.
  • For Testlet 006, master the four developmental domains and the theoretical frameworks behind them before everything else. Piaget's sensorimotor and preoperational stages, Vygotsky's zone of proximal development and scaffolding, Erikson's psychosocial stages (trust vs. mistrust, autonomy vs. shame and doubt), Bowlby and Ainsworth's attachment types, and Parten's play categories are the highest-yield theoretical content. Practice applying these frameworks to classroom scenarios — the exam tests application of theory, not just recall of definitions.
  • For Testlet 007 mathematics, know Gelman and Gallistel's five counting principles and be able to identify which principle a child is demonstrating or struggling with in a given scenario. Cardinality (the last number counted represents the total) is the most frequently tested principle because it's the one children most often haven't consolidated. Practice distinguishing subitizing (instant recognition of small quantities) from counting, and know how to assess for counting understanding using one-to-one correspondence tasks.
  • For Testlet 007, the process vs. product art distinction is consistently tested — know it cold. Process art (child-directed, open-ended exploration) is aligned with developmentally appropriate practice and NAEYC standards. Product art (teacher-directed, predetermined outcome) has limited developmental value for very young children. Exam scenarios will present art activities and ask which is most developmentally appropriate — always choose process over product for birth-through-kindergarten learners.
  • Testlet 008 is the shortest (20 questions, 30 minutes) but covers legally consequential content — treat mandated reporting as a non-negotiable topic to know thoroughly. Know Georgia's mandated reporter law: reasonable suspicion (not certainty) triggers the duty to report; reports go to DFCS (1-855-GA-CHILD) or law enforcement; educators do NOT investigate and should NOT warn parents before reporting. Know the four types of maltreatment (physical abuse, sexual abuse, emotional abuse, neglect) and the behavioral signs of each.
  • Review the NAEYC Code of Ethical Conduct before your exam — it is the foundational professional document for the entire GACE B-K assessment. Know the four sections, the difference between ideals and principles, and how to apply the Code to ethical dilemmas. The exam will present conflict scenarios (e.g., a parent asks you to share information about another child; a parent's instruction would harm their child) and ask which response is ethically correct according to the Code. The paramount principle — “above all, we shall not harm children” — guides every ethical decision.
  • Know the difference between IDEA Part C (Early Intervention, birth–2, IFSP) and Part B Section 619 (Preschool Special Education, ages 3–5, IEP) and the B-K educator's role in each. Part C services are family-centered and delivered in natural environments (home, childcare); the service plan is the IFSP. Part B Section 619 services are child-centered and delivered in the least restrictive environment; the plan is the IEP. Know the transition process from Part C to Part B at age 3, and understand what IEP team membership means for a B-K educator in an inclusive classroom.

Frequently Asked Questions

Answers sourced from the official GACE 701 test page (Evaluation Systems of Pearson, 2025–26).

How many questions are on the GACE Birth Through Kindergarten (701)?
The GACE Birth Through Kindergarten (701) has 100 selected-response questions across three testlets: Testlet 006 Early Childhood Development and Learning (40 questions, 60 minutes), Testlet 007 Content Knowledge and Responsive Teaching Strategies (40 questions, 60 minutes), and Testlet 008 Professionalism and Collaborative Partnerships (20 questions, 30 minutes). The combined time limit is 2.5 hours. Testlets can be taken individually in separate sessions or all together.
What is the passing score for the GACE Birth Through Kindergarten (701)?
The passing score is 220 on a scaled score range of 100–300. There is no penalty for wrong answers — always answer every question. An unofficial score is displayed immediately after the exam; official scores are released approximately 3 weeks after the testing window closes. Verify current requirements at gapsc.com.
How much does the GACE Birth Through Kindergarten (701) cost?
The combined fee for all three testlets in one appointment is $169. An additional $50 fee applies at international testing sites. Individual testlets may be registered separately — verify per-testlet fees at gace.es.pearson.com/test/701. Register via your GaPSC MyPSC account at mypsc.gapsc.org.
What are the three testlets on the GACE Birth Through Kindergarten (701)?
Testlet 006 — Early Childhood Development and Learning (40q, 60 min): stages and progressions of child development from birth through kindergarten, multiple influences on growth, designing safe and responsive learning environments, and authentic assessment strategies.

Testlet 007 — Content Knowledge and Responsive Teaching Strategies (40q, 60 min): foundational numeracy and mathematics, scientific concepts and inquiry, social studies, arts, health and physical education, and creating opportunities for young children to explore their world.

Testlet 008 — Professionalism and Collaborative Partnerships (20q, 30 min): roles and responsibilities of early childhood educators (including mandated reporting), NAEYC Code of Ethical Conduct, and building collaborative relationships with families, professionals, and community agencies.
When will I receive my GACE Birth Through Kindergarten (701) score?
An unofficial score is displayed immediately after you complete the exam. You will be given the option to report or cancel your scores at that time — cancelled scores cannot be reinstated. Official scores are released approximately 3 weeks after the testing window closes and are posted to your GACE account.
How do I register for the GACE Birth Through Kindergarten (701)?
Registration requires two steps: (1) Create a GaPSC MyPSC account at mypsc.gapsc.org, obtain your Georgia certification ID number, and request testing eligibility. (2) Once approved, create an Evaluation Systems GACE testing account and register for your testlets at gace.es.pearson.com/test/701. The GACE transitioned from ETS to Evaluation Systems of Pearson on July 1, 2025 — do not register through praxis.ets.org or ETS accounts.
Is there a penalty for wrong answers on the GACE Birth Through Kindergarten (701)?
No. Your score is based solely on correct answers — there is no penalty for incorrect responses. Always answer every question and never leave one blank. Some questions are unscored pretest items embedded within the exam; these do not affect your score but are not identified as such.

Ready to Start Practicing?

Adaptive practice questions covering all three testlets — Early Childhood Development and Learning (006), Content Knowledge and Responsive Teaching Strategies (007), and Professionalism and Collaborative Partnerships (008) — aligned to the official GACE 701 blueprint. Testlet-level analytics so you know exactly where to focus your study time.

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Sources: GACE Birth Through Kindergarten (701) official test page — gace.es.pearson.com/test/701 (Evaluation Systems of Pearson, 2025–26); GaPSC — Georgia Professional Standards Commission — www.gapsc.com; NAEYC — Developmentally Appropriate Practice Standards — naeyc.org; NAEYC Code of Ethical Conduct — naeyc.org; Division for Early Childhood (DEC) Recommended Practices — decdocs.org; IDEA — Individuals with Disabilities Education Act (Parts B & C) — sites.ed.gov/idea; Georgia DFCS Child Abuse and Neglect Reporting: 1-855-GA-CHILD. GACE® is a registered trademark of the Georgia Professional Standards Commission. Evaluation Systems is a division of Pearson. Not affiliated with or endorsed by GaPSC, Pearson, or any state licensing agency. Always verify current requirements at gapsc.com.
Last Updated: August 9, 2026