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The Pandemic’s Effect on ACT: Sharpening Commitments to Higher Ed

By: Kenton Pauls, senior director for Higher Education Strategy and Engagement When historians author their account of the “pandemic years,”...

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ACT CEO Janet Godwin speaks at the 2022 ACT Enrollment Management Summit.
By: Kenton Pauls, senior director for Higher Education Strategy and Engagement

When historians author their account of the “pandemic years,” many will offer their version of how the pandemic shocked and even threatened the college testing industry and organizations like ACT. Though the shock was dramatic, so is the transformation that has occurred since. This can be seen clearly in ACT’s renewed commitments to engage and serve our stakeholders in higher education.

As the impetus to revisit the past and refine our focus for the future, the pandemic was the proverbial stone that sharpened the organizational commitment to higher ed leaders and stakeholders. We now have better definition and direction that includes new commitments to support those who serve across higher education.

We publicly announced this renewed direction in New Orleans this July when, after taking a two-year pandemic-induced hiatus, we restarted the ACT Enrollment Management Summit. Attendees connected personally with professional counterparts and were enriched by the robust learning opportunities. It was during the three days in New Orleans that ACT CEO Janet Godwin publicly pledged that ACT would engage differently and connect more meaningfully to substantively support the higher ed professionals who have – for 60 years – been at the core of ACT’s mission.

ACT is firmly committed to:
  • helping institutions get test optional right, offering our full support and assistance to institutions who are test optional;
  • empowering success at the top of the enrollment funnel, and supporting institutional efforts to reach, connect with and support students early in the recruitment cycle;
  • expanding test use beyond admission and in support of student success and completion;
  • providing safe testing opportunities for students who want to take the ACT, and to seamless delivery of our data to institutions;
  • maximizing our research capacity to support new and emerging needs in academe; and
  • developing a more cohesive higher ed ACT presence that improves ACT engagement with higher education partners.

Through hard work and strong relationships, we can ensure our commitment matches the challenge. It’s a new day at ACT.

Average ACT Score For the High School Class of 2022 Declines to Lowest Level in More Than 30 Years

More than 40 percent of seniors meet none of the college-readiness benchmarks as decline in college readiness continues among U.S. high scho...

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More than 40 percent of seniors meet none of the college-readiness benchmarks as decline in college readiness continues among U.S. high school graduates

IOWA CITY, Iowa—The national average ACT Composite score for the high school class of 2022 was 19.8, the lowest average score in more than three decades, according to data released today by ACT, the nonprofit organization that administers the college readiness exam. It is the first time since 1991 that the average ACT Composite score was below 20.0. 

“This is the fifth consecutive year of declines in average scores, a worrisome trend that began long before the disruption of the COVID-19 pandemic, and has persisted,” said ACT CEO Janet Godwin. “The magnitude of the declines this year is particularly alarming, as we see rapidly growing numbers of seniors leaving high school without meeting the college-readiness benchmark in any of the subjects we measure. These declines are not simply a byproduct of the pandemic. They are further evidence of longtime systemic failures that were exacerbated by the pandemic. A return to the pre-pandemic status quo would be insufficient and a disservice to students and educators. These systemic failures require sustained collective action and support for the academic recovery of high school students as an urgent national priority and imperative.”

Consistent with recent data on nine-year-old student achievement reported by the National Center for Education Statistics, ACT has found that scores have continued to decline during the pandemic, and that these declines have returned student achievement to levels last observed in the early 1990s. Understanding disrupted learning through assessment data plays a more critical role than ever to policymakers, school systems, state leaders, educators, and parents in supporting students who were affected by school-related closures and learning disruptions during the pandemic.

The proportion of seniors meeting none of the ACT College Readiness Benchmarks also continued to rise. The ACT College Readiness Benchmarks demonstrate the minimum ACT scores required for students to have a higher probability of success in credit-bearing first-year college courses. ACT research continues to show that students meeting a benchmark on the ACT have approximately a 50% chance of earning a B or better and approximately a 75% chance of earning a C or better in the corresponding college course or courses. 

Among the 2022 graduating class, 22% of students met all four ACT Benchmarks, while 42% of students met none of these benchmarks. The percentage of students meeting all four benchmarks dropped three percentage points, from 25% of students in 2021 to 22% of students in 2022, whereas the percentage of students meeting no benchmarks increased by four percentage points, from 38% of students in 2021 to 42% of students in 2022. 

Other findings:

  • The average Composite score declined by 0.5 points, from 20.3 in 2021 to 19.8 in 2022. It is the first time that the average Composite score has been below 20.0 since at least as far back as 1991.
  • Between 2021 and 2022, average English scores declined 0.6 points (from 19.6 to 19.0), average mathematics scores declined 0.6 points (from 19.9 to 19.3), average reading scores declined 0.5 points (from 20.9 to 20.4), and average science scores declined by 0.5 points (from 20.4 to 19.9).
  • Slightly less than one-third of ACT-tested graduates in the class of 2022 (32%) met at least three out of four ACT College Readiness Benchmarks. More than 40% of ACT-tested graduates in the class of 2022 (42%) met none of the benchmarks. 
  • Participation in the ACT State and District Testing program continued to grow in the 2021-2022 academic school year. This is a trend that has been increasing since 2015, when only 27 percent of ACT-tested graduates took the test as part of a statewide or districtwide administration. For the 2022 graduating class, 60 percent of students tested at least once through the program. The ACT State and District Testing program provides students the opportunity to earn college-reportable ACT scores by taking the test in their own classrooms during regular school hours on a weekday. School day testing availability expands access to education opportunity for all students, but especially for students from low-income families, those who would be the first in their families to go to college, and students in rural areas. 
  • For the class of 2021, the college enrollment rate was 57 percent, down from 59 percent for the previous class. 

About the Data  

The data released include ACT score results from all 50 states and the District of Columbia, including 16 states that required all students to take the ACT as part of their statewide testing programs, and another seven states that funded ACT testing on an optional basis.

View the data via the online dashboard.

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About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Grounded in more than 60 years of research, ACT is a trusted leader in college and career readiness solutions. Each year, ACT serves millions of students, job seekers, schools, government agencies, and employers in the U.S. and around the world with learning resources, assessments, research, and credentials designed to help them succeed from elementary school through career. Visit us at www.act.org.

Contact: ACT Media Relations; publicrelations@act.org



The E.F. Lindquist Award Honoring 50 Years of Excellence in Education Research

By: Dianne Henderson, vice president of Research at ACT  In 1972, ACT and the American Educational Research Association (AERA) created the E...

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By: Dianne Henderson, vice president of Research at ACT 

In 1972, ACT and the American Educational Research Association (AERA) created the E.F. Lindquist Award to honor outstanding applied or theoretical researchers and practitioners in testing and measurement. The award is named after Dr. Lindquist, the legendary scholar, scientist, professor, and practitioner who co-founded ACT in 1959.  Lindquist believed in the importance of instruction and teaching for accurate measurement of the results and the Lindquist scholarship recipients continue to validate and expand on his findings.

“Awards shine a light on the work being done to solve the largest challenges facing our field and our country,” said Janet Godwin, ACT CEO. “To be able to simultaneously recognize the legacy of Dr. Lindquist and the contributions of today’s pioneering leaders in assessment and testing research is a true privilege.”

Lindquist’s effect on education research has helped develop a new generation of research scholars who are making a difference in discovering learning capabilities, best practices, and improved assessments. 

“Lindquist was prescient on a number of the most important research questions in education,” Dr. Dan Koretz, the 2022 Lindquist Award recipient, said. Lindquist focused his acclaimed assessments on achievement. Rather than having their fates sealed by inscrutable and immutable “aptitude,” Lindquist believed all students with access to rigorous curricula, strong instruction, and robust support systems could succeed if they applied their full talent to the task.

He also believed that assessment – or to be more precise, assessment’s role in encouraging students to master the material and practice the skills their tests were likely to cover – was essential to learning, a view that holds currency today.

“When the teacher says, ‘It’s going to be on the test,’ that influences student behavior before the test is ever given,” said Edward Haertel, a past Lindquist Award recipient. “That’s the way it’s supposed to work.”

When in balance, this scholastic symbiosis seems like a force for good. However, when the testing tail starts wagging the teaching dog, trouble can ensue.

“What’s happened is exactly what Lindquist said would happen if people become familiar with the sample used to build the test,” said Koretz. “Under low-stakes conditions they don’t have a lot of reason to worry about the sample. But when their jobs are on the line, they do, and they focus on the sample rather than the domain.”

Other scholarship recipients also observed that, as more research on education practices is conducted, education leaders and policymakers can help improve the inequities and gaps in learning in the education system. “Our goal is to help teachers use the technology to help students learn in a more effective way,” explained Hua-Hua Chang. And Eva Baker said that, “We’re now looking more at the integration of social and emotional skills…[the] whole part of what it means to be a person.” 

Lindquist noted that the need for evaluation and the need for direction of instruction through objective measurement is certainly not going to diminish and that the field of measurement presents enormous opportunities.  As the scholarship program celebrates its 50th year of excellence, the goal is to continue the mission of shining a spotlight on researchers in education making a difference with plans to continue to diversify the scholarship program to honor Lindquist’s legacy.  

“The 2022 E.F. Lindquist Award, for example, didn’t just mark a milestone in the career of Daniel M. Koretz,” said Godwin. “It also presented an opportunity to learn from Dr. Koretz’s transformative findings on score inflation, the assessment of students with disabilities, and other compelling issues in education assessment.”

“I think the group has been defined by talented, reflective, and accomplished individuals who seek to shift paradigms,” said Felice J. Levine, executive director of AERA. “Award winners are emblematic of where the field is, and where the field needs to be going.” 

Learn more about Lindquist’s legacy and the 50th anniversary of this award by exploring ACT’s new brief here. And nominate the next awardee on AERA’s website here


ACT Reenters Egyptian Market Following Accreditation by Ministry of Education

All Egyptian universities will accept ACT scores for admissions  IOWA CITY, Iowa—For the next five years, Egypt’s students will be able to s...

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All Egyptian universities will accept ACT scores for admissions 

IOWA CITY, Iowa—For the next five years, Egypt’s students will be able to submit ACT scores as they apply to college following accreditation by the Minister of Education. The accreditation means that the ACT will be administered and used in Egypt as equivalent to the Egyptian National Exam.

“We are delighted with the relationship we’ve been able to build with the Ministry of Education, and look forward to continuing to work together to serve the students of Egypt,” said Andy Taylor, ACT vice president of Market Segments and Product Management. “There is extraordinary—and growing—demand for the ACT in Egypt, and our collaboration with the Minister demonstrates ACT’s commitment to serving international markets and helping them prepare students for success.”

Students in the region will have more choice and greater flexibility in testing and more opportunities to demonstrate their college readiness. Universities in Egypt now accept scores on the ACT test and the ACT International Subject Tests for admission, and international high schools in Egypt administer the ACT test and the ACT International Subject Tests to students for graduation purposes.

By selecting ACT, students can sit for all the exams they need from one provider, and be confident in the validity of their scores. Students who may wish to study at a U.S. university and would need the score for admissions, merit scholarships, and course placement can also take the ACT in Egypt and submit their scores to colleges and universities abroad. 

More than 50,000 students in Egypt have taken the ACT since 2020.

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About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Grounded in more than 60 years of research, ACT is a trusted leader in college and career readiness solutions. Each year, ACT serves millions of students, job seekers, schools, government agencies, and employers in the U.S. and around the world with learning resources, assessments, research, and credentials designed to help them succeed from elementary school through career. Visit us at www.act.org.

Contact: ACT Media Relations; publicrelations@act.org


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