ACT Newsroom & Blog

National Campaign Encourages 2021 High School Graduates to Pursue Plans Post-Graduation Despite Uncertainty due to Pandemic

Today marks the second annual international celebration of #SELday, a day to inform, educate and advocate for the importance of social and emotional learning for student success.

ACT is a partner with The Urban Assembly and SEL4US, the organizations that host SEL Day events, and provide toolkits and resources to champion social and emotional learning.

This year, we launched our new, comprehensive learning solution, Mosaic by ACT, which includes robust SEL resources that are student-centered, effective, measurable, and certified. ACT’s SEL programs are aligned with the Collaborative for Academic, Social, and Emotional Learning (CASEL)—the nation’s leader in supporting and influencing SEL practices and policies.
In the spirit of the SEL Day theme, “Building Bonds, Reimagining Community,” we believe SEL curriculum is most effective when a shared SEL culture is created within the whole school or district.

We’re sharing customer and community stories that highlight how developing social emotional skills will prepare students for their futures.

What teachers are saying

From Kadie Becker (English Learner Coordinator for Lincoln International High School in Minneapolis, MN)

How has SEL helped build a better community for your schools and your families?

I think implementing the Mosaic by ACT SEL Curriculum at Lincoln is helping us develop a common language around some things that can be hard to talk about. When teachers work through the curriculum with their classes, it provides opportunities to talk about aspects of students' lives that we don't often get to in a regular content class. I also think that by implementing this curriculum across all of our advisories, we are communicating to students and their families that we care about the whole child, their whole wellbeing, not just their academic progress.

What does SEL mean to you?

For me, SEL means developing personal awareness of habits I have when interacting with people and my environment, and also strengthening interpersonal skills like communication and boundary-setting.

From Ms. Elsa Leon-Rivera (John Young Elementary School in Orlando, FL)

Students at John Young Elementary School in Orlando, Florida share their excitement about SEL.

What students are saying

From Muktar (Lincoln International High School in Minneapolis, MN)

What's the best thing SEL has taught you?

The best thing I have learned from SEL is how to build better relationships with others. The other thing is to better communicate and help each other.

How are you using SEL?

I am using SEL to better communicate with my friends on assignments. If want to collaborate on an assignment, we use the phone and we help each other.

From Musenga (Lincoln International High School in Minneapolis, MN)

What does SEL mean to you?

I think this means learning what you are like, how you feel things, and why you love to do something.

How does SEL help you build better relationships?

I think it helps you listen to others, to compromise and help each other. The biggest way it helps is to develop empathy, to take someone's problems as my problems.

We hope you take some time to celebrate SEL Day today, joining communities practicing social and emotional learning across the globe, and benefitting from improved outcomes in academic achievement and student wellbeing.

The following statement is from ACT CEO Janet Godwin:

ACT takes great care in ensuring that the ACT test is fair to all students. All questions go through a thorough internal and external review process, and we systematically study test results across demographics and geographies to guard against any questions that might be biased against a particular group of students.

Learn about the role of an ACT fairness reviewer (and why you should apply to become a content and fairness reviewer) from ACT fairness reviewer, Claudia I Rodriguez.

What does a fairness reviewer do?

Let’s begin with stating the obvious: a fairness reviewer reviews exams for fairness. But the role is so much more than that! As fairness reviewers, we have a unique responsibility to high school students around the world. The opportunity for higher education should be a right for every student with interest in attending university. This opportunity should not be hindered by an unfair exam. Inherently biased exams hurt the very students who would benefit the most from education. Thus, we examine test questions and answers to make certain that the exam is as impartial as possible. As a fairness reviewer, I have the unique responsibility to make the dream of higher education attainable.

Why did you decide to become a fairness reviewer for ACT?

I am a first-generation American, I did not learn English until fourth grade, and was raised by a single mother. Statistically, I should not be in academia. I was, however, incredibly fortunate to have attended a magnet high school where attending college was seen as the logical path to take after high school. I was afforded an excellent education and was actively encouraged to continue to university. It was not until I reached university that I realized the privilege I had in high school was not always available to students in a similar demographic to mine. I would like other students to have the opportunities I was offered. For me, this means ensuring that the ACT is as fair as possible to all students. The ACT can meet the needs of all students and I hope I can affect some changes.

Why should educators become fairness reviewers?

Educators are custom-made fairness reviewers. We have the advantage of working with students and observing their strengths and weaknesses. As our work with students continues, our knowledge of what is fair or unfair becomes innate. Moreover, those of us who work in higher education witness the difference an education can make in a student’s life. It is a great incentive to continue our work.

What’s important for educators to know about your role?

I think educators should know that the role of fairness reviewer is one of the most important roles they can undertake. I am helping many more students than I could have ever imagined. It is an awesome feeling to know that my work is making a huge difference in students’ lives. The work is not always easy, but it is rewarding. And an added incentive? I have learned a lot from the passages I have read. It’s really fun!

How do you help people achieve education and workplace success?

I was fortunate to have had amazing professors throughout college. I have no doubt that, without the aid of my remarkable professors, I would not have had the success I had at university. I have made it my life’s work to help students just as I was helped. I want my students to be successful. I have borrowed a lot from a TED talk given by the brilliant Valorie Kondos Field and her definition of success: “Real success is developing champions in life, not for your team, not for your business and, I'm sad to tell you, not even for your Christmas card bragging rights.” In this vein: I want my students’ success to spread beyond college and into their professional lives. I strive to provide them with the tools needed to accomplish their dreams and to become better people. My goal is for my students to leave me as whole individuals, confident in their abilities. In my role as educator and supervisor, I act as the students’ biggest cheerleader. I am so proud of my babies and their accomplishments!

How do you fight for fairness in education?

I am a part-time instructor at a school that prides itself in providing first-generation students with the opportunity to have a proper university education. It is crucial to ensure that the faculty and staff provide a fair education. When planning my classes, I take into consideration that many students may not have had the same opportunities privileged students had in their early education. I offer my phone number and encourage students to text me if they have any questions about the day’s lecture. I also take care to remind my students to ask for clarification if they ever feel lost during lecture. It is not an easy message to transmit: some students are afraid to ask questions as they feel they will face ridicule. Within a few weeks, I have students texting me questions and even asking me for advice. Students continue to text me and I am happy to help in any way I can. My message is clear: I want my students to leave my class with an excellent grasp of the class objectives and the best way to do it is to ensure unbiased lessons and an engaging class.

We’re currently recruiting content and fairness reviewers for the ACT test (specifically for Reading and English). Interested in supporting the development of a fair and equitable test? Apply to be a content and fairness reviewer.

We know that access to the best information influences students’ college decisions. Yet, Black, Brown, and Indigenous students, and those residing in low-income homes or who are the first in their family to attend college experience the cradle to career pipeline differently. Lacking access to pertinent material and key sources of support to make informed decisions about whether and how to pursue a college degree, they must fend for themselves and sort through an endless amount of data and discordant information.

School counselors have long been viewed as pivotal actors in supporting students as they make the transition from high school to college or career, however what that looks like varies significantly from high school to high school. With more than 1.7 million students attending schools with police but no school counselor and school counselor to student ratios and job expectations varying widely, how are students sorting through the complex array of information? Researchers Laura Owen (San Diego State University), Tim Poynton (University of Massachusetts-Boston) and Raeal Moore (ACT) partnered to better understand students’ sources of college and career information and the most effective communication method for receiving this information. The entire study and its findings can be found in the Journal of College Access.

Sources of support: People

According to the survey findings, school counselors and college admissions counselors are the most preferred source (65% prefer high school counselor; 63% prefer admissions counselors) for college and career information. Students who prefer to receive college and career information from their school counselor describe their school counselor as the most knowledgeable and best positioned to share accurate and personalized information regarding college and career opportunities.Students also expressed that the amount of information available to them was completely overwhelming and they expect their school counselor will help them sort through all of it. Students who ranked their school counselor as the most preferred source of college and career information also viewed their school counselor as the most knowledgeable, and they trusted that the school counselor had their best interest in mind. However, students also shared concerns about the lack of access to their school counselor, often when they need them the most.Students who prefer to receive college and career information from someone other than their school counselor also trust their advice and believe they have the students’ best interest in mind. Regardless of who students identified as their preferred source of information, they perceive this person to be the most knowledgeable provider of college advice and they see them as an expert who they can trust.

Having a trusted adult to rely on for postsecondary guidance is essential, however assuming that anyone can provide this support or that all college and career advice is equal is not only misguided, it’s dangerous. Researchers, practitioners, parents and students have long noted that the postsecondary counseling and advising system was never designed to serve all students. It is unacceptable to acknowledge these glaring problems, yet continue to sit back and watch it unfold, as if admitting the problem absolves us from finding solutions. Until we commit to reviewing and dismantling school policies and practices that lead to inequitable and decreased postsecondary opportunity, we are all just accomplices in holding up an advising and counseling system designed to support the most affluent, educated and predominantly White communities. What do we need to do differently?

It’s reported that gender parity won’t be attained for 99.5 years, in large part due to the under-representation of women in emerging roles (e.g. cloud computing, engineering, AI). On this International Women’s Day, we #ChooseToChallenge the stereotypes, biases, and struggles that keep women from shattering the glass ceiling, specifically women of color who “continue to experience occupational and economic disadvantages that reflect the ways both race and gender affect their work experiences.”

Despite a challenging year, we are incredibly hopeful and humbled by the progress many women are making, even as we acknowledge how much more needs to be done. From the appointment of our first female CEO this year, to the appointment of the first female Vice President of the United States, progress towards gender parity is evident.

According to the International Women’s Day organization: “There has been an increase in female representation in politics – even though it will still take 95 years to close the gender gap in this sphere – which has had a positive effect on women occupying leadership and senior positions. According to a report from McKinsey and LeanIn.org, there has been an increase of 24% in female representation at executive levels.”

To empower women at all levels to keep climbing, here are a few words of wisdom from five women leaders at ACT:

Adrienne Dieball, Vice President, Content Solutions & Services:

How do you empower and support other women?

Listen, listen, listen!! Recognize and celebrate successes. Offer opportunities to grow and let them navigate the path. Ensure they have a voice and are included in key decisions. Mentor or coach them to solve their own problems.

What advice would you give to a young woman entering the workforce?

Never stop learning! Choose your own path without engaging in the comparison game. Play to your strengths, have confidence in yourself, balance being a team player and maintaining independence, and never compromise your values.

Tina Gridiron, Vice President, ACT’s Center for Equity in Learning:

Name a woman who inspires you, and let us know why you look up to them.

Amanda Gorman (2021 Inauguration Poet) and Maya Angelou (2012 Inauguration Poet) inspire me because of their passion, conviction, creative insights and their consistent recognition of both known and unknown trailblazers from the past. These women are unapologetic agents for justice, they are strong, they are visionary and they exude compassion, fortitude and love in the poetry and prose they write. They inspire me to listen more, help more, and always start from a place of humility and hope. Their voices bring me joy and challenge me to never give up and always press forward.

Dianne Henderson, Vice President, Research:

Name a woman who inspires you, and let us know why you look up to them.

There are several women that I look up to and have played key roles in my life, including my mother—probably the strongest and most determined woman I’ve met, physically and mentally. It is from her I get my own “north star”—learning to be conscientious, diligent, a good human at all times, and to be persistent, finding ways around obstacles.

In the assessment and measurement area, the woman who I admire most and who was a mentor to me is Wendy Yen. She was an important leader in the field, a graduate of Berkeley, she worked at CTB/McGraw-Hill and did seminal research and publications and pioneered the use of new measurement models (IRT), which became the foundation for most of the underlying measurement models used in large scale testing, especially in K-12 summative tests. She continued to do her research and rose to the rank of VP of Research—a role not often held by a woman, especially in the ‘80s and ‘90s. As a graduate student I read her papers, and was incredibly fortunate to work with her and have her as a mentor from 1999-2011. She taught me so much about measurement, testing and leadership. When she retired, she passed onto me a figurine of Edna from the Incredibles—a gift she had gotten from her daughter Jane, who worked on the film at Pixar—with a note that said, “Edna has stood under my computer monitor at work all these years, keeping an eye on me. And now I'm passing her onto you. If you ever have great difficulties or start to doubt your super powers, Edna will give you a good talking to.” Of all the items in my possession, this is one of the most precious things I own.

How do you empower and support other women?

I actively look for opportunities to be engaged and support other women. I belong to a self-organizing “women in technology” group, which is all about supporting other women in the field. I directly mentor women in the professional field, most of whom I have met at work, and continue those relationships when one of us moves on. I’m available to them to talk through work and professional challenges at any time, especially for young managers/leaders who are first-generation college students and have few mentors in their own workplace. I champion other women whenever I can, celebrating their strengths and accomplishments, and connecting them to others in our industry to foster relationships and opportunities.

What advice would you give to a young woman entering the workforce?

My advice to young women entering the workforce is to seek out opportunities and connections with other women who can serve as a mentor. Don’t be afraid of asking someone you admire to be your mentor—they will be honored. I would also encourage them to do the “hard” things, take on the assignment no one else wants, be dependable, seek out criticism and feedback and use that to continually improve. I would encourage them to be “bold,” don’t be afraid to take on assignments you’re not sure you are ready for (because you probably are), and not to be afraid to change course (even entire careers in your 30s like I did!). And probably most importantly, keep going even when you doubt yourself. Check in with your supporters, course-correct if needed, and keep going. Know that failure and adversity lead to growth.

Julie Murphy, Interim Chief Product Officer:

Name a woman who inspires you, and let us know why you look up to them.

My grandmother served as an inspirational woman in my life – she entered the workforce at age 16 during the great depression and worked full-time for nearly 70 years. For me and others, she modeled grit, confidence, resilience, curiosity, lifelong learning, a strong work ethic and a “can do” attitude. Embracing and developing these same skills and mindsets have been foundational for success in my personal life and professional career development.

How do you empower and support other women?

In my ways of working, I value the power of a team and the contributions of each team member. Being purposeful in building and valuing team member relationships creates a culture of empowerment, community support, collaboration and respect for diversity.

What advice would you give to a young woman entering the workforce?

My daughter entered the workforce nearly 4 years ago and the advice I gave her was to be her best “you” - to focus on employing her super powers (talents, skills, unique abilities) as a daily priority, to seek out mentors and value and respect their time and advice, to take measured risks that provide for skill development or learning opportunities, and to make time for herself to think and reflect.

Laura Seamans, Vice President, Talent Strategy:

Name a woman who inspires you, and let us know why you look up to them.

My mother inspires me personally and professionally. She started as a secretary and advanced her career over the years to become the executive director of several public venues and the national director for planning and development in her organization. She did this with grace, humble confidence and an unwavering work ethic. I had the opportunity to go to work with her several times over the years and I learned that leadership means jumping in and doing whatever job needs to be done for the good of the team, taking time to work through complex issues with genuine care for employees, and that the best way to prove yourself is to get things done and do what is right even if it isn’t popular.

What advice would you give to a young woman entering the workforce?

There will be highlights and challenges, but all of the experiences along the way are teachable moments. Take every opportunity to learn and grow. Also, never shy away from having an opposing viewpoint and sharing it collaboratively. You are there because you have expertise to share.

_____

Inspired to get involved? View a list of International Women’s Day events taking place virtually this year to lift up women across the world.

From the Archives:

• Memories from the Month of March – Celebrating Women
• In Celebration of Women All Over the World
• Guest Blog: Here’s To Strong Women

COVID-19 has made providing instruction via digital learning environments a necessity. A blended learning approach encourages flexible conditions that ensure access and participation by all students, without lowering expectations or standards.

Pre-pandemic, most people talked about blended learning as a combination of online digital media and traditional classroom methods. And sometimes, blended learning can be confused for a one-to-one initiative where a device simply replaces a book.

Now, we recognize that blended learning is the combination of delivery methods for instruction—a physical classroom, a live webinar, an Adaptive Academic platform like Mosaic™ by ACT®, or other multi-modal formats.

Students can interact with each other or their teacher, innovate and create on a device, and take what they have learned online and apply it to a higher-level activity within the classroom. These experiences are asynchronous or synchronous, but when we combine formats well, the learning experiences complement and supplement each other to engage students and increase student learning. The benefits of using an adaptive learning platform or blended learning curriculum like Mosaic™ by ACT® along with traditional instruction are notable.

Access

One benefit of blended learning is the ability to provide full access to students with differing abilities through supportive technologies like captioned video or text-to-speech options. Blended learning is designed with fairness in mind, giving all learners more time to master content and skills. Blended and adaptive learning is incredibly beneficial for English Learners. The online learning portion of a blended learning model gives learners some control over time, place, ways of learning, and/or speed of learning. When done appropriately, language acquisition increases, and students discover the content without feeling overwhelmed. Students are free to innovate with pride.

Time

Time is the gift that learners receive in a classroom that applies blended learning structures. When teachers put appropriate content into their online classroom portals, students benefit from using those resources at their own pace, replaying modules if needed. They are able to replay and review the lesson repeatedly until they understand the concepts. It is a huge advantage when students can activate prior knowledge, build background before a lesson, and review the content after a lesson.

More Face Time with Instructors – Just in A Different Way

In addition to spending more time learning a lesson, if the instructor uses a video conferencing platform to review content and reach more students, a student gets more face time from their teacher. This helps relay understanding. Teachers can also provide different videos for different students, tiering their instruction and their face time based on that student’s level of understanding.

Choice

Learning experiences are also supported by the choices students have in a blended learning environment. Students choose their pace when a classroom has a blended learning structure. They choose their path for pursuing content or even what elements of the content they want to learn, depending on the content area or assignment. This helps differentiate instruction for all learners based on their knowledge and interests.

Better Opportunities for In-Class Critical Thinking

When students are given more time, opportunity, and choice, they learn and absorb content, but they can also use that content to create and compose ideas within the classroom. Not only that, they think more critically about concepts. This is ultimately what we want: students engaging with content and using it rather than decoding it.

In addition to the benefits for students, proper professional development helps teachers understand how to leverage blended learning. Schools cannot be quick to purchase devices and programs without having a plan and training for using them. Teachers need time to focus on studying how to use devices for learning experiences correctly, and they need to learn models of blended learning and get examples of how to implement them. They also need in-class coaching from experts.

With the proper training, planning, data management for student plans, and knowledge of technology tools for blended learning implementation, teachers help students grow at their own rates.

Even as students return to physical classrooms full-time, we hope the benefits of blended learning models and adaptive learning platforms for engaging students and increasing student achievement are clear.

For more tools and approaches for using blended learning, watch our on-demand webinar, “Strategies and Resources for Engaging Learners in a Digital Environment.”

Recommended Reading

• Success Story: Boosting Students’ SEL Skills on a Virtual Platform
• Boost Learner Engagement with these SEL Strategies
• The Importance of Respecting Diverse Learners to Promote Equity and Engagement in the Classroom

In 2020, COVID-19 caused nearly 50 million public school students to pivot to distance learning, and many school systems were unprepared, lacking basic infrastructure to support the immediate need for learning at home. These challenges have persisted into 2021 as rising new infections and fragmented vaccine rollouts have clouded the fate of students safely returning to public school buildings for in-person learning.

The pandemic disrupted the education community at all levels, and students, teachers, and parents have taken the brunt of the disruption. COVID-19 caused growing concern of wide-spread learning loss for students, and ACT, along with the larger education community, is grappling with understanding the long-term effects of the pandemic on student success and the compounding effects on students’ mental health.

ACT believes measurement matters in understanding and addressing the historic effects COVID-19 is having on our students so that we can best help the federal government, states, school systems, teachers, and parents identify learning gaps and address systemic educational inequalities for our students—specifically first-generation students, students from low-income families, English language learners, and Black and Brown students who are at the highest risk regarding learning loss and college matriculation.

A study from McKinsey on learning loss and disparities estimates that “students of color could be six to 12 months behind, compared with four to eight months for white students. While all students are suffering, those who came into the pandemic with the fewest academic opportunities are on track to exit with the greatest learning loss.” This is unacceptable.

Measuring learning loss so that it can be properly addressed is critical for long-term education and career success for all students, particularly for students who have the most to lose. We must understand where we are if we are to know where we must go; measurement matters now more than ever.

Last week, the Biden administration released its decision and guidance on testing and accountability to Chief State School Officers that state-wide testing should proceed but with flexibility. ACT agrees and applauds the administration’s position on the importance of state-wide testing used to assess learning, respective of accountability. In the wake of COVID-19, we need measures that can empower and inform students, parents, and teachers on gaps in learning and inform course navigation or remediation so students have the best chance of future success.

Testing is important not only to assess learning (gains and losses) and address it, but tests like the ACT also provide a reliable, comparable, and non-subjective indicator in the college admissions process. ACT’s longstanding position is that a test score should not be a litmus test for admission, but, rather one critical objective data point in a holistic evaluation. Grade inflation was already a pervasive problem before the pandemic, and advantaged students are even further benefitted when admissions policies are made more subjective. Holistic admissions policies to promote equity and diversity are based on the premise of increasing the number of factors considered in context, not removing them.

It is also worth mentioning that admissions tests are utilized by postsecondary institutions to accurately place students in courses for which they are prepared, and when utilized optimally, to ensure that they have the supports needed to promote their success. Removing an ACT score—an empirically verified indicator of academic readiness—from admission and placement decisions almost certainly means an increase in ill-prepared students, potentially lowering academic standards, and increasing the number of dropouts whose admission criteria did not, in fact, reflect their readiness for college. In addition to having no degree, many of these students will also be saddled with debt and disillusionment.

According to recent EY-Parthenon findings, “four-year higher education institutions report significant use of testing data in almost every aspect of the enrollment process, despite the 20-30 percent decrease in student’s sending test scores. It creates process challenges for admissions and a pain point for merit scholarships without a reliable, non-subjective indicator.”

The truth about test optional is that it’s “test preferred.” The vast majority of test optional schools still prefer a student take a test for purposes like course placement and important scholarship decisions that otherwise would be difficult to award, especially to students whose GPAs do not accurately indicate their academic abilities.

As the education community prepares to measure and address COVID-19 learning loss, ACT data could provide valuable insights as to the effects of the pandemic and provide a measurement roadmap to help mitigate and address it. ACT is committed to efforts to improving both equity and educational outcomes for all students and to providing as many opportunities as possible for students to take the ACT test, particularly now as other admission information, such as grades, courses, and GPAs, may be missing, incomplete, or imprecise (e.g., pass/fail) and massive learning loss is looming.

All students deserve equitable opportunities to demonstrate what they know, to help teachers teach, and to help themselves succeed. To deliver on that proposition, one size does not fit all: fair and equitable assessment must be inclusive.

There will always be some students with characteristics, separate from their academic capabilities, which prevent fair assessment when unaddressed. For example, a blind student would typically not be well served with a standard test administration. But when that same student is allowed an accommodation or support that they are familiar with, such as braille or a screen reader, the playing field is evened, granting the student a fair opportunity to demonstrate their knowledge. After all, it’s a math test, not an eye test.

The same principle applies to English Learners. These are students for whom English is not their first language or their strongest language. Furthermore, English Learners present difficulties understanding, speaking, reading and/or writing in English, which, for the moment, prevents them from meeting K-12 academic standards in an English-only classroom.

English Learners make up 10 percent of the United States’ K-12 student population. Seventy-six percent of these learners are native speakers of Spanish. It is estimated that English Learners need four to seven years to become proficient in English. During this time of learning and transition, these students are often only exempted from assessments such as state accountability tests for their first assessment period. But test accommodations can help English Learners bridge the gap while they work to become more proficient in English.

Accommodations for English Learners increase test validity (allowing a test to measure what it is supposed to measure), reduce construct-irrelevant variance, and promote equity and inclusion. Common types of accommodations for English Learners include: test instructions in the student’s native language; an available bilingual glossary; alternative language editions (e.g. a translation and adaptation of the test into Spanish); and a time extension (to allow students more time to read and comprehend the questions in English, since reading and comprehension in a second language takes more time).

Whether an English Learner can or should use a particular accommodation on a specific test will depend on a variety of factors, such as the type of test, the subject matter, their current level of English proficiency, their teacher’s recommendations, state laws, and available resources. However, it is important that testing accommodations continue to be made available for the students who need them.

I invite you to think about what else can be done to help level the playing field for K-12 English Learners. At 10 percent of the student population and growing, it’s crucial that we serve them well during their years in education.

Kenneth Richard Clark is Chief Operations Officer at Responsive Translation Services, a New Jersey-based provider of high-stakes translation and educational services.

Recommended Reading:

• Requesting Accommodations and English Learner Supports: A 3 Step Checklist for Students and Parents
• Que Debes Saber de Apoyos Para el Examen ACT Para Estudiantes de Inglés

Stay tuned for upcoming ACT research on the impact of English Learner supports on ACT test scores.