ACT Newsroom & Blog

 

By: Janet Godwin, CEO, ACT

WASHINGTON, D.C. — Nov. 30, 2021 — President Joe Biden and the U.S. Senate have each declared November as National College Application Month.

National College Application Month is an initiative of the American College Application Campaign (ACAC), ACT’s Center for Equity in Learning, National Association for College Admission Counseling (NACAC), Common App, and Reach Higher. They collectively thank President Biden and the members of the Senate for their proclamation and resolution declaring November as National College Application Month.

ACT CEO Janet Godwin said, “This national recognition is a call to action for all of us to work harder to increase the number of first-generation college students and students from low-income families pursuing a college degree or other higher education credential. The college application process can be confusing and daunting for students. That’s why ACAC events assist high school seniors, including those who are systemically underserved, with submitting at least one college application. We appreciate the president and members of the Senate along with our partners for the collaboration on this important endeavor.”

Stephanie Owens, executive director of Reach Higher and vice president, student advocacy and engagement at Common App, said, “Education is the single most important investment one can make for their future, and it changes the trajectory of lives for generations. At Common App, we work every day to tear down barriers for students to be able to apply to college. I’m grateful to President Biden and the Senate for recognizing the need to support students across the country in the college-going process.”

On Oct. 29, President Biden signed the proclamation, which can be viewed here.

On Nov. 16, Sens. Chris Coons (D-Del.), Tim Scott (R-S.C.), Joni Ernst (R-Iowa), Chuck Grassley (R-Iowa), Tom Carper (D-Del.), Bob Casey (D-Pa.), and Chris Van Hollen (D-Md.) cosponsored the resolution in the Senate, which can be viewed here.

“The pandemic year clearly showed us that colleges and universities need to redouble their efforts to encourage students, particularly those from underserved and underrepresented backgrounds, that higher education is within their reach,” said NACAC CEO Angel B. Pérez. “NACAC is a proud supporter of the American College Application Campaign and National College Application Month and we encourage everyone in our profession to make the extra effort to reach out to students who might need a hand to help them through this process.”

Supporters believe and carry out the vision that all students deserve access to high-quality educational experiences beyond high school and need intentional support through the college application and admissions process.

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About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, ACT is trusted as a national leader in college and career readiness, providing high-quality assessments grounded in over 60 years of research. ACT offers a uniquely integrated set of solutions designed to provide personalized insights that help individuals succeed from elementary school through career. Visit us at www.act.org.

About the American College Application Campaign

The American College Application Campaign® (ACAC), a national initiative of ACT’s Center for Equity in Learning, is designed to increase the number of first-generation college students and students from low-income families who pursue a postsecondary degree. The purpose is to assist high school seniors as they navigate the college application and admissions process and ensure each participating student submits at least one admissions application. https://equityinlearning.act.org/acac/

About NACAC

The National Association for College Admission Counseling (NACAC), founded in 1937, is an organization of over 25,000 professionals from around the world dedicated to serving students as they make choices about pursuing postsecondary education. www.nacacnet.org

About Reach Higher

Reach Higher, started by former First Lady Michelle Obama during her time at the White House, works to inspire every student in the U.S. to take charge of their future by completing their education past high school, whether at a professional training program, a community college, a four-year college or university, or in the military. Reach Higher continues to help underrepresented students navigate the college-going process by raising awareness about helpful tools and resources, meeting students where they are and tailoring technical assistance to meet their unique needs, and building the capacity of the school counseling profession. Reach Higher is now a part of Common App, a nonprofit membership organization of over 900 colleges and universities dedicated to access, equity, and integrity in the college admissions process.

MEDIA CONTACT:
Adam Shapiro
202-427-3603
Adam.Shapiro@ASPR.biz

On Monday, President Biden signed into law a historic, bipartisan infrastructure bill signaling the potential for an economic revitalization, focused on creating workforce opportunities for all Americans in the face of ongoing economic and societal transformation. The Infrastructure Investment and Jobs Act aims to provide resources that can increase sustainable and equitable economic growth for Americans for years to come.

With 55 million students learning at home due to abrupt and widespread school closures and disrupted learning environments during 2020 and 2021, the immediate and critical need for investment in broadband infrastructure became more acute and urgent. In fact, ACT survey research found that students experienced technological inequities during the pandemic and that students who would be the first in their families to go to college, students from rural communities, and Latinx and Black students were more likely to report that their internet connection was unpredictable or terrible, exacerbating the impacts of disrupted learning.

This bipartisan action on infrastructure will begin to address the digital divide in communities across the country in a meaningful way by investing in the delivery of high-speed internet where there is currently little to none. This deliberate investment is particularly encouraging for rural students throughout the nation who have said that access to connectivity and devices is necessary to support their learning success. It is a crucial first step in connecting students and job-seekers — who lacked access to high-quality internet — to more equitable opportunities in learning and work and skill development opportunities.

Last year, ACT outlined in its “education policy wish list” for the then-incoming Biden-Harris administration and secretary of education that addressing the digital divide was a critical policy area for federal leadership. We are optimistic about the implications of this historic legislation to strengthen our communities, and remain engaged and eager to work alongside the president, members of Congress from both parties, advocacy partners, and our collaborators across the nation in states and school districts to continue to deliver on the promise of education and workplace success for all.

 

Do you ever open an email or glance at that to-do list and close it again immediately? Pushing it off for another time. Saving it for “later”. Telling yourself that another time would be better to dig in, digest, get to work? If so, then you can picture me opening and closing the tab for “The Teachers are Not Alright” many times over several weeks. The research highlighted in the article found that K-12 teachers’ base pay has fallen by 2% across time. However, their professional responsibilities have increased and their opportunities for advancement have not. Interest in the profession has also waned; over the last decade, high school students interested in entering the teaching profession have decreased by 10 percent. As a teacher for the past 15 years, the conclusions drawn were a little too bleak for me to take in all at once. The results presented an accurate portrayal of the present reality and made me think, “Why am I still a teacher?”

The truth is a cliché. I love my job. I love being surrounded by 300 5–10-year-olds every day. I love walking into a classroom and witnessing the magic of student thinking, student ownership, growth, and meeting goals. The spark, the magic lightbulb- that’s what keeps me returning day after day, year after year. Regie Routman once charged educators to, “Focus on the children in front of you and create a genuine hope for their futures. They deserve the best of what you have to offer. You can do it!” This quote has given me hope, courage, and fortitude on many late nights and on weekends — to keep going. Keep giving my all for students.

But is that enough? Is that sustainable?

I think what this research is really asking is, is our educational system sustainable? The trends in funding, teacher retention, and teachers entering the profession are all in a downward spiral. My teacher brain immediately asks, “How do we fix this?”

The truth is, if there were a solution, it would be fixed already. Nobody knows how to fix education funding, pressure on teachers, retaining good teachers for all students, or how to attract younger generations to the profession. I don’t know either. Instead, I’d like to offer some practical ways for the education community and our broader society to counteract the bleak findings in the research and help teachers keep the spark of student learning as their driving force.

1. Show genuine gratitude. Families, when you talk about or to your child’s teacher, acknowledge their hard work, their sacrifice, and their genuine care for your child. Perhaps send your child’s teacher an email or a note to say thank you. Check in on them from time to time. You don’t have to offer your time, money, or resources (although that would also be appreciated!), instead show teachers that you care about them as humans.
2. Engage a broader audience. Oftentimes it seems as though educational research is only reported to educators. We know. We are living it out each day. Researchers, when reporting on or advocating for issues within education, think about who can play a role in the solution. Find ways to communicate research, articles, or issues to businesses, policymakers, communities, families, or other stakeholders who can assist with change and progress.
3. Stay informed about policy. If you are a citizen who is looking to get a little more involved, become knowledgeable about what is happening within education policy. Many of the issues facing educators and students today are a direct result of federal and state policies. Do you know who your local representatives are? Do you know who is on the education committees in your state? Do you know what education laws are being considered each year?
4. Tell teachers’ stories. Oftentimes the only way teachers are highlighted are in movies. These are nice, but they continue the stereotype of the educator risking their personal life, financial security, and going against administration to ultimately make a difference. There’s a reason this type of story sells— it's compelling. It also may be true. But instead, let’s highlight everyday educators for their commitment to our society’s future.
5. Encourage future educators. When you hear someone expressing interest in the world of education, encourage them! Tell them about the teachers that have affected you and how! Acknowledge that there will be difficult aspects, but ultimately encourage their interest and their exploration of the education world.

Teachers have many obstacles facing them in the world of education today. Let’s make strides, however small they may be, to help teachers stay inspired and invested in the work of our futures.

Lauren Moore is master teacher at West Goshen Elementary School in Goshen, Indiana. In this role she designs and implements weekly professional development that is differentiated to meet the needs of both teachers and students at her school. Prior to becoming the master teacher, Moore taught first grade for seven years and special education for five years. During the 2018-2019 school year, Lauren was a Teach Plus Indiana Teaching Policy Fellow.

She received her Bachelor of Arts in elementary and special education from Grace College and her Master of Education in elementary education from Ball State. She is currently working on her administrative license from Indiana Wesleyan University.

 

Ninety-seven percent of school district directors reported that SE skills were as important or more important than developing academic knowledge for student success


School counseling professionals are instrumental in whether these skills are developed, and if so, how well. For this reason, ACT and ASCA suggest several recommendations:

• Incorporate SEL initiatives into comprehensive school district plans.
• Inform SE skill development with evidence.
• Support professional development for school counseling professionals.
• Ensure school counselors lead SEL efforts within schools.
• Promote the availability of and improvements to SE skill development supports through federal and state funding.

Other findings:

• School counselors not only know about SEL resources but are also using them in their work. Nearly all school counselors (92%) used at least one framework to guide their work.
• The most well-known SEL resource, ASCA Student Standards: Mindsets & Behaviors for Student Success, was also the most widely used, with three out of four school counselors reporting using it.
• Pre-service school counselors provided an almost unanimous perspective on the importance of SEL, with 91% of them reporting that SEL would be a very important focus of their future work.
• School counselor educators who prepare pre-service school counselors reinforced the importance of SE development in their school counselor education programs. Two-thirds of them (65%) indicated that their programs focus a great deal on preparing school counselors in training for developing the SE skills of K–12 students.
• The three most popular methods with which school counselors delivered or reinforced SEL included one-on-one instruction outside the classroom (84%), instruction in the classroom (82%), and small-group instruction outside the classroom (73%).

About ACT
ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as a national leader in college and career readiness, providing high-quality assessments grounded in over 60 years of research. ACT offers a uniquely integrated set of solutions designed to provide personalized insights that help individuals succeed from elementary school through career. Visit us online at www.act.org/.

 

IOWA CITY, Iowa — ACT’s Center for Equity in Learning is proud to work alongside Latino education advocacy organizations and the student populations they serve. The Center is highlighting these efforts in “Championing Latino Success: When Latino Students Succeed, We All Succeed,” and with a webinar November 16 at 4:00 p.m., ET.

For many years, ACT has been identifying and addressing challenges and issues facing Latino student success in education and work. ACT’s commitment to Latino Student Success is anchored to its mission, including more than 10 years of actively supported efforts to ensure that all Latino students have equitable opportunities to thrive. A key element of these efforts includes engaging and collaborating alongside organizations that have a long history of work in the area of improving Latino student success.

ACT CEO Janet Godwin says, “We are very proud to support, collaborate with, and learn from the Association of Latino Administrators and Superintendents, Excelencia in Education, and Univision. They share ACT’s lived value of helping all people achieve education and workplace success. We have much more to do—and we are eager to work alongside other organizations and leaders like these.”

The new report highlights ACT’s history of collaborating with the following organizations to accelerate student success in higher education; build K–12 leadership capacity; and engage students, families, and communities.

Association of Latino Administrators and Superintendents (ALAS)

ALAS is developing an exemplary cadre of K–12 superintendents and administrators who are highly prepared to lead districts toward equity, excellence, and achievement for all students, with an emphasis on marginalized students. As a long-time executive sponsor of ALAS, ACT collaborates closely with the association.

ACT leaders and staff support the Superintendents Leadership Academy; they attend and make presentations on equity and the Latino student experience for the SLA with a focus on improving Latino student outcomes.

Excelencia in Education

Excelencia in Education accelerates Latino success in higher education—and mobilizes, supports, and recognizes higher education institutions that intentionally serve Latino students and demonstrate positive outcomes. ACT has collaborated with Excelencia for more than a decade in support of Examples of Excelencia, the only national data-driven initiative to recognize programs at the associate, baccalaureate, and graduate levels as well as community-based organizations with evidence of effectiveness in accelerating Latino student success.

ACT also has collaborated with Excelencia on the growth of its Growing What Works Database, which makes the Examples of Excelencia freely and publicly available.

Univision

Univision is engaging Latino students, families, and communities with back-to-school campaigns, education fairs, parent workshops, videos, and on social media to promote the importance of college and provide expertise and resources to help students to get there. For years, the company has teamed up with ACT, higher education institutions, and community organizations to host Ferias de Educación (education fairs) around the country. The fairs, which are part of Univision’s Regresa a Classes (back-to-school) campaign, are among the largest such gatherings in the nation and are free for parents, students, and educators.

“We understand that we are not the experts in this subject,” says Claudia Bojorquez, former director of strategic partnerships, Corporate Social Responsibility, Univision. “The people at ACT are the subject [matter] experts. We rely on their information and resources to provide this information to our audience. Partnering with ACT to help us create and facilitate these workshops is a huge help. Very few people can actually conduct these workshops. We wouldn’t be able to do this without them.”

Additional Work

ACT’s intentional work championing Latino success also involves collaborating with Texas A&M International University’s School of Education, which aims to increase the number of high-quality Latino teachers entering the pipeline, address teacher shortages, and diversify the teaching workforce. This relationship will serve as a model for teacher preparation programs nationwide.

In addition, as part of a longstanding collaboration with Region One Education Service Center in South Texas, ACT researchers are examining the factors that facilitate the acquisition of social and emotional learning (SEL) skills—including program efficacy, program implementation, and family engagement—and the role that SEL skills play on the college, career, and life readiness of Latino students. For examples of this research, see here.

A webinar will be held Tuesday, November 16 at 4 p.m., ET featuring a panel of organization leaders from the Association of Latino Administrators and Superintendents (ALAS) and Excelencia in Education who will highlight their programs and initiatives which are demonstrating support of Latino student success. Register here.

About ACT’s Center for Equity in Learning

ACT’s Center for Equity in Learning focuses on closing gaps in equity, opportunity, and achievement for underserved populations and working learners. Through purposeful investments, employee engagement, and thoughtful advocacy efforts, the Center supports innovative partnerships, actionable research, initiatives, campaigns, and programs to further ACT’s mission of helping people achieve education and workplace success. http://equityinlearning.act.org/Media contact:
Adam Shapiro
202-427-3603
Adam.Shapiro@ASPR.bz

One-quarter of the 2021 graduating class met all four ACT College Readiness benchmarks; significant learning opportunities remain

IOWA CITY, Iowa — For the nearly 1.3 million high school seniors in the 2021 ACT-tested graduating class, the national average Composite score on the ACT was 20.3, the lowest average score in more than a decade, according to data released today by ACT, the nonprofit organization that administers the ACT college readiness exam.

“The COVID-19 pandemic has been an unprecedented challenge for high school students and educators in a number of ways,” said ACT CEO Janet Godwin. “The latest data are a useful reminder of troubling trends that began long before the pandemic. This is the fourth consecutive year of declining achievement of high school seniors, and too many of our seniors are simply not prepared for college-level work. As a country, we ignore these related trends at our own peril.”

Among the 2021 graduating class, 25 percent of students met all four ACT Benchmarks, while 38 percent of students met none of these benchmarks, a one percentage point increase over last year. The ACT College Readiness Benchmarks are the minimum ACT scores required for students to have a high probability of success in credit-bearing first-year college courses. ACT research has shown that students who meet a benchmark on the ACT have approximately a 50 percent chance of earning a B or better and approximately a 75 percent chance of earning a C or better in the corresponding college course or courses.


ACT research has consistently shown that students who report taking the recommended core curriculum are more likely to be ready for college or career than those who do not. The average ACT composite score among students who said they completed a core curriculum was 22.5, compared to 19.2 for students who said they completed less than a core curriculum. There remain stark opportunity gaps in advanced coursework, particularly for rural students and those from low-income families, which has profound effects for the college and career opportunities following graduation. These students were already more likely to lack access to a rigorous curriculum prior to the pandemic, but the opportunity gaps were likely exacerbated by the COVID-19 pandemic.

By Dr. Alex Casillas, principal research scientist; Dr. Dana Murano, research scientist II; and Dr. Nola Daley, research scientist, ACT Social, Emotional, and Academic Learning research team

 

Doshi will lead development of new technologies that support education and workplace success

IOWA CITY, Iowa—ACT, the nonprofit learning organization and provider of college and career readiness assessments, today named Mehul Doshi as its Chief Product and Technology Officer.

“I look forward to Mehul joining ACT and having him share his experience and expertise, along with his engaging and energetic leadership style, to foster a holistic approach to product development and technology that is vital to ACT’s continued growth,” said ACT CEO Janet Godwin.

As CPTO, Doshi will lead development and execution of the organization’s product and technology roadmap, working with other members of ACT’s senior leadership team to launch new supports and bring innovative technology to market so that ACT can continuously improve the services it provides to students.

“The products and technology that we build are key to helping people achieve education and workplace success,” Doshi said. “I am excited and honored to lead the development of transformational new product and technology that advances our mission of providing access and opportunity for all students.”

Doshi is a widely respected industry leader in the mobile and digital transformation space, with more than 20 years of experience in the development and deployment of product-driven technologies for business and consumer markets across the globe. He comes to ACT from Foot Locker, Inc, where he was global vice president of mobile and digital experiences and worked with the C-level executive team to envision and execute on the charter, roadmap, and financials of a multi-year journey to transform the company’s product ecosystem.

Doshi began his career as a software engineer, advancing to deployment manager and solutions architect. His senior leadership experience dates back to 2012 as managing director of software engineering for Tribune Publishing in Chicago, where he created and delivered on strategies to move to mobile-first and increased user engagement and retention by 18 times in key demographics.

Doshi and his family live in Chicago, where he previously served on the advisory board of Global Glimpse and worked to empower students from diverse backgrounds to work together, connect with the world, and prepare for the future.

He earned a bachelor’s of engineering degree from the University of Mumbai (India) and holds a master’s of science degree in computer systems and engineering from Rensselaer Polytechnic Institute in New York.


About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as a national leader in college and career readiness, providing high-quality assessments grounded in over 60 years of research. ACT offers a uniquely integrated set of solutions designed to provide personalized insights that help individuals succeed from elementary school through career. Visit us online at www.act.org/

Contact: publicrelations@act.org

 

Policy Recommendations Suggest How Colleges, Educators, Policymakers Can Increase Earnings for Students from Low-Income Families

IOWA CITY, Iowa—Students from low-income families who attend elite colleges see, on average, higher future earnings than their peers at less selective schools. The problem? Many high-achieving students from low-income families are not attending high-performing schools and thus missing out on income-increasing benefits.

A new research brief by ACT, informed by Opportunity Insights’ latest research, offers ACT’s recommendations for how colleges can increase intergenerational mobility—the change in socioeconomic status between generations—to reduce income segregation and narrow the intergenerational mobility gap.

 

Half-a-million students expected to participate in American College Application Campaign that asks them to imagine ‘What If?’

IOWA CITY, Iowa — High school seniors, facing challenges caused by COVID-19 disruptions, have an ally in their efforts to make plans for what happens after they graduate.

Friday, Sept. 17, the American College Application Campaign (ACAC) will hold its annual #WhyApply Day, kicking off a season of activities designed to encourage more students to apply to college, particularly those who are systemically underserved, including students from low-income families as well as Black, Latinx, and Native American students.

ACAC, a major effort within ACT’s Center for Equity in Learning, expects 6,000 U.S. high schools and nearly 500,000 students around the country to participate in events, ranging from taking part in #WhyApply Day to hosting college application completion events that will occur from now until December.

Supporters say this effort is especially important this year, as today’s students are facing an unprecedented set of obstacles. In support of #WhyApply Day, the social media campaign asks students “What If?” as a way for students to express their aspirations and think introspectively while providing ACAC stakeholders and those who work directly with students with a conversation starter.

Research is providing more insights about students’ roadblocks as they navigate the college-going process. Strada Education Network surveyed more than 1,000 graduates from 2020 and 2021 students who wanted to enroll in postsecondary education but have postponed their plans; they asked students what would have been the most helpful resources for them to reconnect with their education aspirations. Respondents said better guidance on their pathways, support to understand and access financing, and clearer understanding of the connections between education and a career would have been the most helpful.

In addition, responding students said stress and anxiety had the most effect on their decisions to delay their education.

“The pandemic has challenged our communities and we’ve all rallied to overcome the significant obstacles it’s presented for the college-going process. An important part of the solution is ensuring high school seniors know that they are supported with college advising, tools for success, and insights into the college admissions process. #WhyApply Day is a signal for the Class of 2022 to know they have a support network when applying to college,” says Lisa King, director, American College Application Campaign.

By removing the barriers that often prevent some students from applying to college, ACAC aims to ensure that all high school seniors complete at least one college application. Since the national campaign’s inception in 2005, more than 3.69 million students have applied to college, due in part to ACAC’s efforts, and together with ACT and the Center’s many collaborators, it aims to reach more students and help them fulfill their higher education and career aspirations.

To achieve this success, state leaders, school staff, and community members provide students with individualized support and assistance as they prepare for and complete the college application process.

 

By Joann Moore, Senior Research Scientist

In September 2017, ACT began offering testing supports (accommodations) to English learners (ELs) in the U.S. taking the ACT^®, including:

    · extended time, not to exceed time and a half;

    · approved word-to-word bilingual dictionary (no definitions);

    · test directions in the native language (currently 18 languages); and

    · testing in a familiar environment/small group.

The supports are intended to improve access and equity for ELs whose lack of English proficiency might interfere with their ability to demonstrate their knowledge and skills as assessed by the ACT. The supports were selected based on a review of research indicating that they can provide a benefit to ELs and are unlikely to change the construct being measured (for example, if a reading test was read aloud to examinees, it would no longer be measuring reading but would instead be measuring listening skills). The supports were also reviewed by internal content experts at ACT as well as a Blue-Ribbon Panel of external researchers and experts in assessing English learners, educational measurement, state and federal policy, higher education, and civil rights.

Students are able to indicate the need for supports when they register to take the ACT. School officials provide documentation to ACT and supports are approved for eligible students. Students are eligible if they are not proficient in English and are enrolled in school in the U.S., U.S. territories, or Puerto Rico. Additional information for educators about how to request the supports and other resources for educators can be found in the links below.

What We Have Learned So Far
In order to better understand the effects of these supports, we’ve produced two recent research papers providing our first look into the performance of ELs taking the ACT with testing supports. English Learners who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors (Moore, 2021) examines performance, demographics, and high school experiences of ELs taking the ACT with and without testing supports. Score Gains and Validity Evidence for English Learners Testing with Supports on the ACT (Moore, Li, & Lu, 2021) examines score gains, relationships with high school grades, and the validity and reliability of scores for ELs taking the ACT with and without supports.

ELs are a vastly diverse group of students, differing with respect to their native language, culture, educational experiences (both in English and in their native language), levels of proficiency in English and in their native language, age or grade level in which they entered the U.S., and many other factors. ELs are also continuously improving their English skills, and as they become proficient, they move out of the EL category. New ELs are also continuously being identified and assigned EL status as they enter U.S. schools. All of these factors make ELs a challenging population to study. It is impossible to make general statements that apply to all ELs. The findings from our recent studies show general trends across the population of ELs who take the ACT with or without testing supports as compared to their English-proficient peers who take the ACT without supports.

Findings from these recent studies have highlighted some wins as well as some challenges in educating and assessing ELs. In terms of wins, we found that the testing supports did indeed have a benefit for students using them. Score gains were higher for ELs who first tested without supports and retested with supports than for ELs testing twice without supports and non-ELs testing twice without supports, particularly in reading. The figure below shows score gains by subject area and group. We also found that the ACT scores of ELs who retested with supports were more closely aligned to their high school GPA (i.e., higher correlations), suggesting that offering supports to these students result in scores that more accurately reflect their learning.

Despite the challenges and inequities ELs face, ELs reported wanting to attend college at rates comparable to their English-proficient peers. This finding underscores the importance of ensuring that ELs have opportunities to access rigorous academic content as they learn English and strive towards college and career readiness.

Recommendations

• ELs face unique challenges in attaining college and career readiness while also working toward English proficiency. Educators and policymakers should provide resources to ensure that these students have the same college and career opportunities as their non-EL peers. These resources might include family outreach, home-language advising, personalized tutoring, additional college advising, connection with dedicated nonprofits or creation of specialized state and district offices that specifically serve English Learners, and other resources for addressing ELs’ individual needs.
• While ELs may face additional challenges, educators must maintain high expectations and ensure that ELs have equal access to rigorous academic content and instruction (with additional supports as appropriate).
• Counselors, teachers, and community organizations should work together to ensure that ELs and their families are aware of available supports and can request and access appropriate supports as well as other available resources.
• Policies, resources, and organizations serving ELs vary from state to state, and educators, students, and parents benefit from having access to relevant information. ¡Colorín Colorado! is a national organization dedicated to providing parents and educators of ELs with a plethora of information and resources, including state-specific information as well as resources for parents in multiple languages.
• The U.S. Department of Education as well as states, districts, and schools should conduct additional research and analyses to better understand and then address performance gaps for all students, particularly those learning English.