ACT Newsroom & Blog

Recently, we engaged with EY-Parthenon, a market research firm, to understand the implications of COVID-19 and test optional on the assessment landscape. We wanted to learn from our colleagues in higher education about how they are using ACT test data for admissions, what they value as they seek to evaluate applicants, and how ACT can better work alongside them to ensure a fair and equitable testing and admissions process. Here’s what we heard:

• Test optional pre & post COVID: Test optional growth was steady prior to March 2020, though the global pandemic resulted in an abrupt and significant spike in test optional policy adoption.
• Abrupt rather than deliberate: The temporary COVID-driven policy changes were most often made abruptly and in response to the immediate pressures presented by the pandemic. These adoptions were much less deliberate than test optional policy adoptions seen before March of 2020.
• The future of test use policies: It is somewhat unlikely that institutions who adopted temporary or pilot test use policies in response to COVID will return to test-required in the near term.
• Test blind growth unlikely: The research suggests that rapid test blind expansion is quite unlikely. Schools regard test score data as too useful to abandon altogether, and they report that they feel students should be allowed to submit test scores if they wish to do so.
• COVID-effects on enrollment varied: COVID-19 has differentially affected application volume across the higher education landscape. Selective institutions report increases while less selective institutions have seen declines.
• Extensive test data use continues: Four-year higher education institutions report significant use of testing data in almost every aspect of the enrollment process, despite the 20-30% decrease in students sending test scores.
• Process challenges: Schools report increased difficulty in evaluating entering students, though the most pronounced pain point relates to scholarship awarding processes.
• Student sourcing, top of funnel & student success impacts: Future related challenges are anticipated in the areas of sourcing students for recruitment outreach efforts and around student success and retention.

This information gives me hope. Our data is needed, and we have the opportunity to work alongside our colleagues to address their most important concerns. While the past year has tested us all, I am committed to using what we’ve learned through these many challenges to empower the evolution and growth of ACT in service to our stakeholders: higher education leaders, school counselors, families, and most importantly the students we all serve. The Biden Administration has announced that they will move forward with assessment this year, while allowing flexibility around federal mandates, and ACT stands ready to help states and districts assess their students so we know the true effect of the pandemic on learning (and learning loss). We know we can’t go back to the way we did things before the pandemic. We must learn from this watershed moment, and we must all come together to fight for fairness for all students, to give them a world where they can realize their full potential. I’m looking forward to the work we will do together.

As snow and bitter cold blanket much of the country, we are all looking forward to spring. With the change in seasons nearly upon us, school day testing is in bloom, beginning today (February 23) in several states. Spring and summer national testing will follow, with upcoming ACT tests on April 17, June 12, and July 17.

ACT is gearing up for these events by creating as many safe, flexible testing opportunities as possible. More on what we’re doing, what we’ve done, and what’s ahead, below.

Our mission as a nonprofit compels us to create a world where students can discover and fulfill their potential.

Despite very real challenges facing the entire education ecosystem, desire for testing has remained strong throughout the pandemic. Since June 2020, ACT has tested more than 1.2 million students, in safe and socially distant environments. Of those students, more than 120,000 tested at no cost to them, as part of our fee waiver program, a mission-critical program to help more students succeed, no matter their background or circumstances.

Notwithstanding COVID-19, students have spoken. They are seeking test scores for admissions, scholarships, and college and career insights.

To mitigate COVID-related test cancellations, ACT added three national test dates to its fall 2020 national testing schedule, increased school day testing (state and district testing) and unveiled strategically placed pop-up testing sites across the nation to meet customer demand. Where possible, we provided make-up testing for students who were displaced by last-minute cancellations and/or weather-related events.

The Future of Testing

As always, we respect the right of every institution to make the best decision for their students about how and when to use test scores. ACT’s goal is to serve all of our stakeholders with thoughtful and creative solutions. Equity and access are at the heart of all that we do.

The ways in which the test is used are evolving as the needs across the education ecosystem evolve. We’re here to meet the needs of students and institutions. Valid and objective data will be critical for educators to understand the gravity of COVID-19 learning loss.

We’re most concerned with student success, and how the pandemic is affecting students’ overall academic achievement and social and emotional well-being. We’ve conducted research in this area and will continue to shine a light on disparities in educational access, attainment, and mental health, as the pandemic persists. Helping students find their fit and understand their postsecondary options is paramount.

Student demand, as well as our research and that of third-party organizations suggests that students will continue to opt in to testing for years to come. No other college and career readiness measure delivers the kind of objective insights a curriculum-based achievement test like the ACT can.

Remote Proctoring

Though our teams were working to launch a remote proctoring solution this year, we will not be moving forward with this test option in the 2020-21 school year.

ACT CEO Janet Godwin said, “Extensive research, planning, testing and collaboration between team members and partner organizations has laid the groundwork for remote proctoring, but more development time is needed to launch an accessible, secure, and customer-centric option. Identifying equity-minded partners to establish equitable access to remote proctoring is mission-critical. Coupled with the confidence colleges and universities must have in the integrity and security of test scores, as they make decisions that affect students’ futures, we need to take the time to ensure our solution meets the needs of students and institutions.”

ACT Test Enhancements

To create as much testing capacity for students to earn scores from the full ACT test, we postponed our plans to launch superscoring, section retesting and online testing for national test-takers this school year. Stay tuned as we explore timelines to launch these beneficial options to eager test-takers.

Looking Ahead

As each of us continues to adapt and react to all the ways in which COVID-19 has changed our lives, ACT is adapting, too. Assessing student learning, and the role of standardized tests toward that end, will remain important, like a lighthouse in a storm. COVID-19 learning loss, disruptions to the college search and deferral of college plans, among other outgrowths of the pandemic, will be felt for years to come.

The ACT continues to be a critical barometer of student success, used by students, K-12 educators, and higher education at large to determine college and career readiness. How the test is used in the future will likely evolve.

For now, timely, accurate score data helps students make informed decisions. Last Friday, February 19, we began to release scores from the February 6 national test date. Scores will continue to release through the scoring window (until approximately April 2). Learn more at act.org/scores.

There are still three opportunities to take the test on a national test date this school year.

Students can register for the April test date through March 12 (late registration runs March 13-March 26). If cancellations occur between when they register and March 26, students will be able to request a change at no cost to them in MyACT.

We understand the frustration with last-minute cancellations that have occurred this year, and are doing our best to notify affected students as soon as we hear of changes from test centers. As a result, we’re automating some notifications sent to you via email. From now on, students can expect to receive test change notices in real time, as soon as ACT processes the change, when:

• ACT moves students from a closed or at-capacity test center to an open test center
• ACT moves students to the “ACT CLOSED TEST CENTER” because there are no open test centers nearby
• ACT releases scores for students who’ve tested

ACT and our team members have weathered this educational storm alongside students, educators, counselors, and families. We’re not out of the rain, by any means, but as a team, we’re encouraged by each other and fellow education advocates who are fighting for fairness in education, every day. May the warmer months ahead bring hope and joy to our COVID-weary hearts.

Recommended Reading:

• ACT Testing Amid COVID-19
• Scores for the ACT test

School counselors wear many hats. They play many roles. They’re sometimes the only someone a student has. And for all they do, we’re grateful. Many of us wouldn’t be where we are today without them. 

Happy National School Counseling Week to the friendly faces, the college and career guides, the shoulders to cry on, the motivators when you need a nudge, and the literal lifesavers looking out for our mental health. We’re all in for you.

Here are 44 reasons why we’re all in for school counselors.

Watch CEO Janet Godwin share her congratulations to the winner and finalists of the National School Counselor of the Year award, as part of the American School Counselor Association’s (ASCA) National School Counseling Week gala earlier this week.

A special thanks to the #SCOY21 sponsors, Student Success Agency, MyOptions and ACT. We're grateful for your support of school counselors. @agents4teens @_myoptions_ @ACT pic.twitter.com/Q8sUmKhlxv

— ASCA (@ASCAtweets) February 1, 2021

ACT team members, ACT State Organizations members, teachers, and counselors themselves, share their stories in celebration of National School Counseling Week.

_____

Now more than ever, students need support to process their world, understand future opportunity, and how to be successful on their learning journey!

- Christina Gordon, ACT team member

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My favorite school counselor made a difference in my life by believing in me, seeing my vision, and supporting me one hundred percent without bias. He also provided me with actionable steps to help me accomplish my goals that I set, he held me accountable and provided regular check-ins to ensure I was on the path I set for myself. My favorite line he would tell us was, "you are all warriors, destined for greatness." He reminded me that I was never too young to begin building my legacy. It was truly his words and his belief in me that made me know I wanted to serve youth and families as well. It was also his strong belief in me as a first-generation college bound student and his commitment to my success, that helped me finish my college degree program. I often am reminded of him when I mentor other first-generation college bound students and still use his quote to help them know, they are powerful, they are strong, and they will succeed with hard work and determination.

- Andrea Glenn, Arizona Department of Education, ACT State Organizations member
Watch this video with more stories about students’ favorite counselors and what the counseling profession means to them.
We asked advocates why they’re all in for school counseling. Watch the video below to read their responses.

Findings Can Help Counselors & Education Advocates Provide College and Career Guidance

All over the country, the COVID-19 pandemic has pushed students to adapt and adjust to an ever-changing learning environment. Uncertainties abound, and students are understandably concerned about their academic futures. But one thing is clear: their college intentions remain intact.

Despite reports that college applications to traditional four-year universities are down, when we surveyed the high school class of 2021 last summer, we found that students were committed to college-going.

The majority of students (79%) said they were “very” or “extremely” certain about their plans to attend college, though nearly half of students (47%) indicated that they intended to change their plans for college in some way. These changes to their original plans included attending a less expensive college, attending a college closer to home, postponing attendance to a later time, attending part-time, or living with family rather than living alone, on campus, or with friends.

While this intent to stay the course is encouraging, we also found that 49% of students were very concerned about how the disruptions to their schoolwork would affect their level of college preparedness. Students told us that they had less time to focus on academics, their current school schedule was “cluttered,” and learning remotely has made it more difficult to gain access to teachers.

This learning environment has also impacted student’s concentration, with 44% of students saying that they have concentrated less on their schoolwork since the pandemic started.

Nearly half of students were “a great deal” concerned about how the disruptions to their schoolwork would affect their level of college preparedness and/or have concentrated less on their schoolwork since the pandemic started.

Jamie was named the 2020 Iowa High School Counselor of the Year by the Iowa School Counselor Association late last fall. We asked her a few questions about school counseling today. 

What are some of the challenges in school counseling today?

There is no way to answer this question without talking about the giant COVID elephant in the room! It dramatically affected the class of 2020 and is dramatically impacting the class of 2021. What remains to be seen is how classes for the next 12 years will be affected by this last year in education. We would be foolhardy to believe there will not be new and unforeseen challenges ahead.

Counselors are often planners. We look ahead and try to see needs before they arise. We work with students to set post-high school goals and help them lay the path to achieving them. Yet, our jobs are becoming increasingly responsive and reactive. The needs and demands of our stakeholders continue to grow and evolve, faster than we can train and prepare. I feel like my greatest challenge is that I spend so much time working with what is flying through the door each day that I do not have the time to be proactive and be intentional and purposeful in my work.

What affect can school counselors have on students?

When you are in the school counselor grind, I think it is hard to see your impact. But I am certain that just about every school counselor has had a grown adult talk to them about that school counselor who did not help them or support them. People do not forget that. That is impact. Not good impact, but impact nonetheless. So, if counselors can leave that kind of lasting impression, we certainly must be able to use our “powers” for good and not evil! Impact is personal. I believe that being a school counselor, and educator in general, we must look at students as individuals. Every child needs something different. They all have buckets that need to be filled, but they are not always the same need and not all of them can be filled the same way. We need to know our kids, know their stories, know their world . . . and with that knowledge we need to tailor our work with them to meet their needs and help them hurdle barriers.

Why did you want to become a school counselor?

As a teacher, I loved the connections I formed with my students. I loved that as those relationships grew, I was no longer just teaching them music, but I was teaching them “life.” Counselors are teachers. We educate in a different kind of classroom. Through our work with the American School Counselor Association (ASCA) Mindsets and Behaviors we teach students about academics, career development, and social and emotional growth. We don’t teach core curriculum, but we teach them life across these three domains. I found this to be my greatest passion—working with young people navigating their way to adulthood.

What life lessons have you learned being a school counselor?

My students, and their families, have taught me so many things over the years. They have had impact on me! I think one lesson that sticks with me most is to assume the best of intentions in people. Things are not always what they appear to be. As an educator you must peel back layers and layers to begin to understand someone’s perspective. A person’s perspective is their reality. I believe that most of the time teachers, parents, and students want to do their best and do the right thing, but sometimes they lack the skills and experience to do it in the most appropriate or effective way. Sometimes it is our job to help teachers, parents, and students see each other’s perspectives so that they can move forward together.

What ONE thing do you want your students to know?

Just one? That is tough! I could write a book on all the things I want them to know! I want students to know they CAN. They can be successful. They can fail. They can be kind. They can make bad choices. They can rise above. They can work hard. They can take the easy road. They can find a place in this world for them. They can be loved. They can give love. They can get up when they get knocked down. They can persevere. They simply can. I believe they can and I will believe for them until they believe for themselves.

If you could change one thing about school counseling, what would it be?

That is an easy one! ASCA recommends that schools strive to have a 250:1 student to counselor ratio. I have been a counselor for 16 years and I have never had a caseload smaller than 350—in fact most years it has been well over 400. When you talk about impact and meaningful work, caseload is a huge factor. When I think about working with a manageable caseload my mind runs amok with all the possibilities!

What does it mean to you to be chosen as the 2020 Iowa School Counselor of the Year?

I am so honored to have just been nominated! I am not a big “spotlight” person, but I had hoped that I might be able to bring attention to the needs of my community and my students. I have been in the Cedar Rapids Community School District since 2007. In the last 13 years (which spans an entire K-12 cohort of kiddos), the city of Cedar Rapids has endured three once-in-a-lifetime natural disasters. The Flood of 2008, Flood of 2016, and the 2020 Derecho. Some of our families lost their homes in each of these events. Once you factor in the pandemic and the economic impact on families it is hard to comprehend the level of loss many are experiencing. How do we as educators ask children to focus on learning (on and offline), when their world continues to be turned on its head? How do we help them set goals and plan for a future, when we can’t be certain what is happening tomorrow? Being the 2020 Iowa School Counselor of the Year means that I will talk to anyone who will listen about the needs of our community and how to get them the support and tools they need to keep chasing their dreams.

About the Iowa School Counselor of the Year

Jamie Cummins is one of the school counselors at Jefferson High School in Cedar Rapids, Iowa. She received her undergraduate degree in teaching at Wartburg College and her master’s degree in counseling at California Lutheran University. She has been in education for 23 years and has worked across all grade levels. She has been a counselor in two different school districts: Los Angeles Unified School District and the Cedar Rapids Community School District. Jamie has two amazing children, one of whom is a senior this year.

Kudos from former student, Sienna O’Connor:

“No matter the situation or question I had, Mrs. Cummins was always there to support me so that I could excel. If she couldn’t personally help me, she knew who to contact and how to get me where I wanted to go. She was always there to push me, making me aware of any opportunity available, and I thank her for that.”

Recommended Reading

• Connecting with Students: School Counselors
• Guest Blog: What It Means To Be A School Counselor Today
• Guest Blog: An Interview with the 2019 School Counselor of the Year
  
• 2016 School Counselor of the Year: Katherine Pastor-Lorents