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EdTech Veteran, Eric Wenck Joins ACT as Chief Technology Officer

ACT
August 13, 2025
Category: ACT Updates | Industry News | new hire | Press Release |

For Immediate Release: Iowa City, IA - ACT today announced that edtech veteran Eric Wenck has joined the assessment company as chief techno...

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Headshot of Eric Wenck

For Immediate Release:

Iowa City, IA - ACT today announced that edtech veteran Eric Wenck has joined the assessment company as chief technology officer.

“This leadership position is paramount to our continued growth and success and reflects our unwavering commitment to world-class experiences for learners, educators, team members, and ACT partners,” said ACT CEO Janet Godwin. “With 35 years in the information technology and education industries, I’m confident Eric is poised to lead ACT’s technology initiatives well into the future.”

Eric will lead a team of approximately 200 team members working with Product and Operations teams to deliver enhancements to current services, new products, and optimal internal systems to ensure the highest quality experiences for everyone engaged with ACT.

“Having built my career in the education and technology space, I’ve been able to combine my passions for mission-based work and business discipline,” Wenck said. “I can’t think of a better place than ACT to continue that work by developing technological innovations to help realize the company mission of leading the industry in best-in-class educational products and services. It’s truly a privilege to join ACT.”

In addition to its flagship college readiness test, ACT provides PreACT assessments, work-ready assessments that lead to recognized certification, and assessments for international students seeking to demonstrate their English-language skills and readiness for college in the United States and other countries.

The ACT is equally accepted at all major institutions of higher education in the United States, including Ivy League schools, and at more than 400 higher ed institutions outside of the U.S.

“Everyone at ACT recognizes that our systems provide critical points of connection between learners, educators, institutions of higher education, and future employers,” Wenck said. “I’m excited for the opportunity to help ensure those systems remain reliable and expandable to meet growing and changing needs.”

'Manage Your Time, Manage It Well'

ACT
August 12, 2025
Category: ACT Center for Impact and Learning | ACT Scholar | Guest Blog |

ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of...

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ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of Iowa and Kirkwood Community College, respectively. These institutions share ACT’s commitment to helping all learners achieve their college and career goals. Each ACT Scholar’s story reflects resilience, passion, and a vision for the future.

For ACT Scholar Konstantin Titarenko, college is both a family legacy and a personal opportunity. Inspired by his parents’ determination to earn their degrees after immigrating to the United States, Konstantin is pursuing his education at Kirkwood Community College while balancing work, classes, and leadership as co-chair of the school’s sustainability club.

With help from the ACT scholarship, he’s able to focus more on studying and building connections while worrying less about his finances.

Hear Konstantin’s advice for fellow students, the role his family’s example has played in his journey, and what the ACT scholarship has meant to him in the video.


ACT Announces Enhancements to English Learner Supports, Effective Fall 2025

ACT
August 06, 2025
Category: Accessibility | ACT Center for Impact and Learning | ACT Enhancements | ACT Test | Educator Resources | Inclusion | Press Release |

For Immediate Release: August 6, 2025 – [Iowa City, IA] – ACT is pleased to announce significant updates to its English Learner (EL) polici...

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ELL student on laptop with headphones
For Immediate Release:

August 6, 2025 – [Iowa City, IA] – ACT is pleased to announce significant updates to its English Learner (EL) policies to improve access to essential supports for EL students and simplify processes for educators. These changes, set to take effect in Fall 2025, reflect ACT's ongoing commitment to help all learners fulfill their potential.

The revised policies are designed to enhance clarity, accessibility, and inclusivity. EL supports will now be valid for two years, doubling the previous one-year approval period, which expired annually on July 31. By extending the validity, school officials can significantly reduce the administrative burden of submitting annual, individual reconsideration requests, enabling them to focus more time on EL student needs.

To further empower educators, certain EL supports can now be approved locally. Test instructions translated into a student’s native language and the use of an ACT-authorized word-to-word bilingual dictionary or glossary can now be approved at the local level. These refinements allow test accessibility coordinators more time to provide individualized attention to students requiring authorized accommodations. If EL students do not require extended time, an EL support request is no longer necessary in the Test Accessibility and Accommodations system.

“Our team listened to student and educator feedback and implemented these changes to level the playing field for English Learners, reduce barriers to access, and make it easier for educators to support them,” says Joy Durham-Carthen, Director of Accessibility and Accommodations.

In a major update to help students, ACT is now accepting additional EL screening proficiency measures. Alongside ACT-approved screeners, such as the WIDA Screener, ELPA21 Dynamic Screener, and LAS Links, various state-administered EL screener tools that assess all four language domains (listening, reading, speaking, and writing) are now eligible. State administrators interested in having their local EL screener evaluated for consideration by ACT can reach out to ACTaccom@act.org.

To further assist EL students across linguistic communities, ACT is excited to announce the addition of Ukrainian-translated test instructions for all ACT products.

New content and training videos have been added to the ACT website, offering streamlined guidance on submitting EL requests and understanding documentation requirements.

These updates are designed to provide EL students with a more accessible and supportive testing environment while reducing administrative workloads for school personnel. They reflect ACT’s commitment to continuously evolve its policies to meet the needs of all students and educators, ensuring a fair and accessible testing experience for all learners.

For additional details on these changes or for assistance, please visit the ACT website or contact ACT accommodations support at 319-337-1270.


About ACT

ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at https://www.act.org.

Go After What You Want

ACT
August 01, 2025
Category: ACT Center for Impact and Learning | ACT Scholar | Guest Blog |

ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of ...

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ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of Iowa and Kirkwood Community College, respectively. These institutions share ACT’s commitment to helping all learners achieve their college and career goals. Each ACT Scholar’s story reflects resilience, passion, and a vision for the future.

For ACT Scholar Aiden Feldman, college is a chance to follow his dreams and honor the encouragement he’s received from his biggest supporter — his mom. At Kirkwood Community College, he’s found a strong sense of belonging through supportive peers and welcoming faculty at the Linn Regional Center. With help from the ACT Scholar program, Aiden is embracing every opportunity college has to offer without the weight of financial stress.

Hear Aiden’s advice for other college students, what has motivated him to pursue college, and what the ACT scholarship has meant to his journey in the video below.

Take it Day by Day

ACT
July 10, 2025
Category: ACT Center for Impact and Learning | ACT Scholar | Guest Blog |

  ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of...

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ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of Iowa and Kirkwood Community College, respectively. These institutions share ACT’s commitment to helping all learners achieve their college and career goals. Each ACT Scholar’s story reflects resilience, passion, and a vision for the future.

For ACT Scholar Niaja William, college is more than a personal goal; it’s a way to honor her mother’s legacy and continue a shared path toward a career in education. At Kirkwood Community College, she’s found purpose beyond the basketball court with inspiring mentors and a passion for teaching. With the support of the ACT Scholar program, Niaja is embracing each day and building a future she’s proud of.

Hear Niaja’s advice for other college students, how she stays motivated, and what the ACT scholarship has meant to her journey in the video.


Inspiring Futures at North Platte High School: Our WhyApply Journey

ACT
July 08, 2025
Category: ACT Test | Guest Blog | school of excellence | WhyApply |

By Amie Albrecht, NPHS counselor, North Platte, Nebraska When I joined North Platte High School’s counseling team, I was struck by the immen...

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Amie Albrecht school counselor at North Platte high school in Nebraska

By Amie Albrecht, NPHS counselor, North Platte, Nebraska

When I joined North Platte High School’s counseling team, I was struck by the immense potential of our students and their endless possibilities beyond high school. This year, our team set out to create tangible moments for students to reflect on and plan for their futures. This led to hosting our very first WhyApply events.

With encouragement from our principal, Cory Spotanski, and the commitment of our counseling team — Sky Seery, Brett Julius, Nashea Meduna, Traci Foster, and me — we launched these events to inspire students and show them that their dreams are achievable.

“Minion Different Ways to Go”
The faculty and NPHS dressed up as minions


Coming up with a theme that resonates with students can be challenging, but we were determined to make our first WhyApply event exciting and memorable. One day, as “Despicable Me” played in the background at home, inspiration struck. With three kids who adore the little yellow characters, a fun idea was born: “[A] Minion Different Ways to Go.”

Our administration and counseling team dressed up in yellow overalls and goggles, costumes inspired by the popular animated characters. The lighthearted theme immediately grabbed students' attention, set a welcoming tone, and sparked questions about postsecondary options.

The seniors especially enjoyed it — the theme added an approachable feel to the event, which helped break the ice and get them thinking about their future paths in a fun way. Having such a visible theme that was embraced by not only the counselors, but the administration too, created a memorable experience that will help us grow events in the future.

A Community of Encouragement

Supporting students at North Platte High School means providing guidance for all postsecondary paths. While many students pursue college, we also emphasize and support the pursuit of trade schools, workforce opportunities, and military service.

We’re fortunate to have Traci Foster as our Career Counselor, who coordinates internships, Career Fairs, ASVAB testing, and meetings with military recruiters. This holistic approach ensures that students feel confident navigating their unique futures.

We believe that knowing our students individually — understanding their goals, challenges, and strengths — allows us to guide them toward opportunities that are truly meaningful.

Tracking Growth in Postsecondary Engagement

Though this was our first year hosting WhyApply events, the positive impact was already clear. More students than ever actively engaged in conversations about their next steps. We’re excited to track application rates in the coming years and witness this initiative evolve into a tradition.

Our ultimate goal is to ensure every student, whether they are college-bound, entering the workforce, or choosing an alternative path, feels supported in achieving their goals.

Overcoming Challenges

Like many districts, challenges around equity and access remain key areas we focus on. Many of our students may not have access to postsecondary information or opportunities at home, and some face financial and/or transportation barriers when it comes to testing.

We’ve taken steps to address these challenges by embedding ACT prep into our school day through the John Baylor Test Prep program and hosting the ACT on campus. We also provide credit recovery programs, summer school, and personalized graduation plans to ensure every student has a clear path forward.

As an official ACT test site, we’re also able to offer the exam in a familiar and comfortable environment, which helps students feel more confident when test day arrives.

Recognized as an American College Application Program School of Excellence

Being named an ACAC School of Excellence is a testament to our commitment to student success. It’s a meaningful acknowledgment that aligns perfectly with our broader vision of becoming a “Destination School District.”

Our team works hard every day to help students discover and pursue their own version of success, and this award is an encouraging validation of those efforts. This recognition not only motivates our team but showcases our ability to provide a supportive environment where students can thrive. It’s also helped us strengthen relationships with families who are seeking a school district that prioritizes opportunity and personalized support.

Building Strong Relationships

At the heart of our success is a commitment to getting to know our students individually. Relationships are the foundation of everything we do. By understanding our students’ goals, challenges, and strengths, we can guide them toward resources and opportunities that matter most.

Programs like our career and technical education offerings, dual credit courses, and college and career planning are rooted in these relationships. We’re deeply proud of what we’ve built together and excited to continue evolving to meet our students’ needs.

Our goal is to make sure every student not only earns a diploma but leaves our school with a plan for what comes next.

Looking Ahead

The reaction to our WhyApply events, though in the early stages, has been encouraging. We know that with even more outreach and effective advertising, participation will grow in the years ahead, and these events will become a tradition both students and faculty will look forward to.



Fostering Inclusion: What Makes It Challenging—and How We Can Do It

ACT
June 30, 2025
Category: ACT Center for Impact and Learning | Inclusion |

By Bernardo M. Ferdman, Ph.D., Principal, Ferdman Consulting Dr. Bernardo Ferdman, founder and principal of Ferdman Consulting, recently co...

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Dr. Bernardo Ferdman headshot

By Bernardo M. Ferdman, Ph.D., Principal, Ferdman Consulting

Dr. Bernardo Ferdman, founder and principal of Ferdman Consulting, recently conducted a webinar on inclusion as part of ACT’s Distinguished Lecture Series. He is a renowned expert in fostering inclusion within organizations. As one of its core principles, ACT is committed to fostering inclusion within our company as well as the education and workforce communities we serve. Here, Dr. Ferdman shares some of his thoughts from that lecture.

Inclusion is one of the most valued aspirations in today’s workplaces and one of the most misunderstood. It’s easy to say and hard to do.

When I ask people what inclusion means, I hear words like welcoming, belonging, respect, access, and acceptance. These are all central to inclusion. Yet, in practice, fostering real inclusion is far from simple. It’s complex, nuanced, and can even be uncomfortable.

In a recent talk for ACT’s Distinguished Speaker Series, I invited participants to explore what makes inclusion so challenging—and how we can work toward it more effectively in our organizations and daily interactions.

What is inclusion, really?

To understand inclusion, we must first distinguish it from related concepts.

Diversity is about the composition of a group or other collective, who is present across identities, backgrounds, and perspectives.

Equity is about fairness in access, treatment, processes, opportunities, and outcomes, especially as these intersect with systems and identities.

Inclusion goes deeper: it’s about making differences matter. It means creating environments where people can contribute fully and authentically—without hiding or suppressing valued parts of themselves (Ferdman, 2017; 2021). It’s not just about who’s in the room; it’s about how we relate, how we lead, and how we structure systems and culture so that everyone can thrive and contribute.

Inclusion requires us to work with—not despite—our differences. It’s about fostering mutual benefit, disrupting patterns of inequality, and supporting growth and participation at all levels and for all people. At its core, it’s about how we behave with each other and how we create what I call experiences of inclusion: the ability to feel safe, welcomed, and valued, and to do our best and be our full selves without having to hide what we value most about who we are.

Why is inclusion so challenging?

Inclusion appeals to many of us—but often collides with persistent tensions. These aren’t signs of failure; they’re built into the nature of inclusion itself. They are paradoxes we must learn to see and navigate (Ferdman, 2017).

These are three core paradoxes of inclusion I see repeatedly:
 
1. Belonging vs. Uniqueness: the tension between fitting in and standing out. Inclusion means being fully accepted and being different. But to belong, people often feel pressure to assimilate. Groups require some adaptation from members to function—but inclusion also calls us to create spaces where people can be fully themselves and fully part of the whole.
 
2. Stability vs. Flexibility: holding and questioning the line. Organizations need clear norms and boundaries. Yet those must evolve as people and contexts change. Inclusion requires both: honoring what defines us while making space for evolution and transformation. And we must also define the norms of inclusion itself, because it doesn’t mean anything goes.
 
3. Comfort vs. Discomfort: balancing safety and stretch. Inclusion often involves comfort and psychological safety. But real inclusion also demands courage and vulnerability: hearing dissent, addressing bias, and leaning into growth—even when it feels uncomfortable, as it is likely to do in a diverse group or organization.

These are not either-or dilemmas. Trying to “solve” them by choosing one side usually intensifies the tension. Instead, we need to acknowledge, hold, and manage them with intention and care.

So, what can we do?

Fostering inclusion is everyone’s responsibility. Here are a few ways to act with intention while navigating these tensions:

Build relationships across differences
  • Greet people genuinely. Learn names and stories. Help others feel seen.
  • Listen with curiosity as an ally — not a critic. Ask to understand. Don’t rush to respond, defend, or dismiss.
Practice self-awareness
  • Notice when you feel defensive or unsure — and lean in. Discomfort often signals growth.
  • Check your impact. Recognize that while intentions matter, how your actions land matters more. Be open to feedback and willing to adjust.
Engage across difference
  • Invite new voices. Encourage dissent. Seek out and consider multiple perspectives.
  • Share information openly, along with your intent and thought process.
Think collectively
  • Think “we,” not just “I.” Inclusion isn’t just about individual actions—it’s about creating shared norms of respect, trust, and belonging.
Inclusion isn’t a destination; it’s a practice. It’s how we show up, lead, listen, and adapt. And it’s work that never ends because our organizations and communities are always evolving.

When we choose to do the work of inclusion—imperfectly, persistently, and together—we create the conditions where everyone has a voice, a place, and a chance to thrive.


About the author: Bernardo Ferdman, Ph.D., Principal of Ferdman Consulting and Distinguished Professor Emeritus at Alliant International University is a globally recognized leadership and organization development consultant, thought leader, and executive coach with 40 years of experience helping organizations transform diversity into a strategic advantage and inclusion into a tangible, lived experience. He is passionate about creating inclusive environments where everyone can thrive and accomplish goals effectively, productively, and authentically.



How Is Smartphone Use in Classrooms Related to ACT Math and Science Performance for Students?

ACT
June 24, 2025
Category: ACT research | ACT Test |

By: Jeff Schiel, ACT lead research scientist In today’s classrooms, the buzz of a smartphone notification isn’t just a distraction — it migh...

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A group of students distracted by smartphones in class

By: Jeff Schiel, ACT lead research scientist

In today’s classrooms, the buzz of a smartphone notification isn’t just a distraction — it might be detrimental to high school students’ performance on the ACT test.

New ACT research investigated the relationship between classroom smartphone distractions and a student’s performance on the ACT math and science tests. These findings come amid a flurry of state-wide smartphone bans across the country, with many policymakers hoping to boost academic performance and student engagement in classrooms. In fact, half of all states are considering an outright ban or other smartphone regulation in schools.

Students distracted by smartphones performed worse on the ACT math section

So, how exactly are classroom smartphone distractions related to students’ subsequent performance on the ACT math test? ACT’s recent study found that the average ACT math score of students who reported they were almost always distracted by their phones in math classes (20.3) was 2.5 points lower than the average score of students who were never or almost never distracted by their phones (22.8).

Our research found similar results for students who were distracted by their peers’ smartphone use. The average ACT math score of students who reported they were almost always distracted by other students’ smartphones in math classes (20.5) was 2.3 points lower than the average score of students who were never or almost never distracted by other students’ smartphones (22.8).

Anxiety also plays a role in math performance

Smartphones aren’t the only factor linked to lower scores. ACT’s research also found a strong connection between math learning anxiety and ACT math performance.

Our research revealed a significant difference between students with relatively low anxiety about learning math and those with relatively high anxiety. Students with high anxiety had an average ACT math score of 19.2, while students with low anxiety had an average score of 24.6 — a difference of more than 5 points

The impact extends beyond math

These patterns held true for science performance, as well. As the frequency of distractions in science classes increased, ACT science scores typically decreased. The average ACT science score of students who reported that they were never or almost never distracted by their own smartphones in science classes (23.6) was higher than that of students who reported that they were almost always distracted (21.6).

Similar results were observed when examining students’ anxiety about learning science. Students with relatively low science learning anxiety had an average ACT science score of 25.2, which was significantly higher than that of students with relatively high anxiety (22.0).

It’s important to acknowledge that classroom culture matters

These findings underscore an important truth: Learning environments can shape students’ individual success and academic outcomes.

At ACT, we know that preparing students for success goes beyond academics. It includes equipping students with the lifelong skills and strategies they need to navigate challenges, build resilience, and thrive in and out of the classroom. That includes:
  • Reducing distractions with realistic and enforceable classroom technology policies — approaches rooted in student engagement that foster meaningful relationships with education and technology.
  • Supporting mental health with services and curricula that help students manage self-esteem and well-being and building rapport with peers and educators, so students feel safer and more comfortable about their learning anxiety.
  • Promoting digital responsibility and teaching students to maximize tech-free times and finding a balance in and out of the classroom.
Promising models and data already exist

In a recent study conducted by ACT, essential skills like sustaining effort, getting along with others, maintaining composure, keeping an open mind, and social connection were shown to have a consistent and positive association with students’ academic and career success.

Interested in learning more? Explore ACT’s latest research: “How ACT Math Performance Is Related to Classroom Smartphone Distractions and Math Anxiety.”

Keep Students Learning: 10 Strategies to Beat the Summer Slide

ACT
June 17, 2025
Category: ACT Test | Educator Resources | PreACT | STEM | test prep |

Summer is a time for fun and relaxation — but it can also lead to the “summer slide,” a loss of academic progress made during the school yea...

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Beat the summer slide picture of a diverse group of students enjoying the outside

Summer is a time for fun and relaxation — but it can also lead to the “summer slide,” a loss of academic progress made during the school year. While students deserve a break, staying completely disengaged from learning can make returning to school in the fall more challenging. The good news is students can still have a fun summer while making learning an engaging and flexible part of everyday life.

Here are 10 creative ways to keep learners active all summer long:

1. Read daily – Set a goal of 20-30 minutes or 20-30 pages a day. Let students choose books that interest them—graphic novels, mysteries, biographies, or fantasy—to keep it fun and engaging. Starting a family book club can even spark great conversations with teens.

2. Engage with educational tools and games – Online learning tools can make learning interactive and enjoyable, covering subjects from math to languages to reading. Using the quizMe feature on ACT.org will help students maintain their academic skills and prepare for the ACT in a fun, engaging way.

3. Start a summer journal - Writing regularly helps maintain literacy skills. Students can write about their day and summer adventures or create short stories or poems.

4. Take a hike – Getting out in nature is good for the body and mind. There are plenty of opportunities to learn about plants, insects, animals, ecosystems, and the environment while enjoying the great outdoors.

5. Explore STEM activities - Simple science experiments, coding challenges, or building projects (like LEGO® or DIY craft kits) can sharpen critical thinking and creativity skills.

6. Practice math in real life - Involve students in cooking (measuring ingredients), budgeting (planning a trip), or shopping (calculating discounts) to apply math in everyday situations.

7. Take educational field trips - Museums, zoos, aquariums, and historical sites offer hands-on learning experiences that are both fun and educational.

8. Set learning goals - Create a summer learning plan with small, achievable goals — like finishing a book series, hitting a target ACT score with practice tests, or learning 50 new vocabulary words.

9. Attend or work at a summer camp - Look for camps with academic enrichment, STEM focus, or creative arts. These camps often blend learning with social interaction and fun.

10. Encourage curiosity and questions - Foster a mindset of exploration. Let students research topics they’re curious about, whether it’s space, nature, how things work, or what colleges they want to apply to and visit.

Summer is a time to relax, unwind, and have fun, but weaving in a bit of learning can help students ease back into school with more confidence.




ACT Partners with the National Test Prep Association to Launch “ACT Affiliate Tutor Program” on ACT.org

ACT
June 16, 2025
Category: ACT Test | Educator Resources | test prep |

FOR IMMEDIATE RELEASE: IOWA CITY, Iowa - ACT is excited to announce a partnership with the National Test Prep Association through the ACT A...

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NTPA logo

FOR IMMEDIATE RELEASE:


IOWA CITY, Iowa - ACT is excited to announce a partnership with the National Test Prep Association through the ACT Affiliate Tutor Program to provide a trusted platform for learners and tutors to connect. The new ACT Affiliate Tutor Program helps ensure that learners and their families have easy access to effective support as they prepare for the ACT test and beyond.

“Tutors do so much more than just help students prepare for the ACT test,” says Andy Taylor, vice president of sales administration at ACT. “They help students build confidence, target areas to focus on, offer support, and create individualized study plans. This partnership with NTPA strengthens our support for students at every stage of their educational journey.”

Michael Jordan, president of NTPA and founder of Michael Jordan College Prep, says, “As an official partner of ACT, we are collaborating closely to provide enhanced accessibility and quality in ACT preparation, ensuring students and families have trusted, ethical support to reach their academic and collegiate goals. We hold our tutors to the highest standards in the industry and require them to use the most up-to-date materials and latest test prep methods.”

This program is only available to tutors who are NTPA members. For more information on strategic partnerships with ACT, contact andrew.taylor@act.org.

With partners like NTPA, ACT continues its commitment to delivering high-quality assessments while building meaningful support systems for learners on their pathways to postsecondary success. Preparing for the ACT test teaches students more than just test material; it helps students learn the value of practicing and instills good study skills and discipline, giving them the confidence they need to succeed in future endeavors.


About ACT
ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at https://www.act.org.

About NTPA
The National Test Prep Association is made up of members in the test prep industry who must adhere to a strict code of ethics set forth by the organization. Their mission is to foster collaboration among test prep providers, share best practices and effective use of materials, and to advocate for the appropriate administration and use of standardized tests for admissions and assessment purposes.

Contact: ACT Strategic Communications; publicrelations@act.org

It Means the World to Me

ACT
June 10, 2025
Category: ACT Center for Impact and Learning | ACT Scholar | Guest Blog |

ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of ...

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ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of Iowa and Kirkwood Community College, respectively. These institutions share ACT’s commitment to helping all learners achieve their college and career goals. Each ACT Scholar’s story reflects resilience, passion, and a vision for the future.

For Karter Mason, college has become a path to new possibilities, a chance to build a better future and pursue opportunities his parents didn’t have. As a student at Kirkwood Community College, Karter has found confidence and connection in the classroom, discovering joy in writing, learning, and receiving meaningful feedback from supportive professors. Thanks to the ACT scholarship, he can focus on his goals without the added burden of financial stress, allowing him to navigate school, work, and life with more balance and resilience.


Breaking Barriers and Building Futures: Stories of Resilience, Strength, and Community

ACT
June 04, 2025
Category: ACT Center for Impact and Learning | ACT Scholar |

Higher education holds the promise of opportunity, transformation, and success, but for many students, especially those who are first-genera...

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Three african american community membersHigher education holds the promise of opportunity, transformation, and success, but for many students, especially those who are first-generation college students, the road to higher education is fraught with unique challenges. ACT spoke with three inspiring individuals whose stories of resilience offer unique insights into how support systems like Greek organizations, college readiness tools and programs, mentors, and community members can help students overcome socioeconomic challenges and achieve their college dreams.

Gregory Damas is a graduate of Villanova, where he received a B.A. in business and real estate. He is also a member of Alpha Phi Alpha fraternity. He plans to pursue either an MBA or CMA in the near future.

Dr. Angel Oliver received her degree in interdisciplinary studies from Prairie View A&M University. She is a first-generation doctoral candidate and a member of Sigma Gamma Rho sorority.

Courtney Mathis received a B.S. in sociology from Texas A&M and is a member of Delta Sigma Theta sorority. She is currently pursuing an Ed.D. in higher education leadership and administration from Clark Atlanta University.

Who has motivated or inspired you in your college-going journey?

Damas: My greatest motivators have always been my family and my community. My parents, who immigrated from Haiti in search of better opportunities, instilled in me a deep respect for education and the importance of perseverance. Their emotional and physical sacrifices to make me a first-generation college student continue to inspire me daily. I’ve also drawn strength from the support of my broader community—church parishioners, neighbors, teachers, and school staff—whose constant encouragement often came at just the right moments, especially when I doubted myself.

Oliver: Throughout my college journey, I have been deeply inspired by the women in my life—my mother, who worked in healthcare for over 30 years, and my grandmother, who always emphasized the importance of education despite the limited opportunities she faced. Their resilience and determination laid the foundation for my journey. Additionally, the support of mentors in both formal and informal capacities has been crucial in shaping my path and understanding that success in higher education is not just about academics but also about perseverance, community, and staying grounded in one’s values.

Mathis: I’ve been deeply inspired by the resilience of my peers and the students I’ve worked with in financial aid. Watching them persist through adversity has fueled my commitment to this work. Additionally, the powerful women of Delta Sigma Theta Sorority, Incorporated, as well as Black women educators and mentors, have shown me the strength, grace, and leadership needed to succeed in spaces not always designed for us.

What resources, such as scholarships, mentorship programs, or college prep materials, did you receive during your pursuit of higher education? Did any of those resources stand out?

Oliver: As a first-generation college student, I received scholarships, mentorship from faculty, and support from various programs designed to help students from marginalized backgrounds succeed. One program that stood out to me was a mentorship initiative specifically for Black students, which helped me navigate the complexities of college life and kept me motivated during challenging times. The scholarships I received, especially those aimed at first-generation students, were also pivotal in alleviating the financial burden that often comes with pursuing higher education.

Damas: I took a proactive approach to finding resources and made the most of everything I discovered. My high school college counselors were instrumental in breaking down the process in a way that made sense to me, and their ACT workshops were incredibly helpful. I applied to several scholarships and universities, and was fortunate to receive seven scholarships—including one from a Philadelphia alumni chapter of Alpha Phi Alpha Fraternity, Inc. I used free online platforms to do daily ACT practice and borrowed an ACT prep book from the library to supplement my studying.

What barriers have you encountered in accessing higher education, and how can these be addressed?

Oliver: As a first-generation student, one of the most significant barriers I faced was the lack of a roadmap for navigating higher education. I had to figure out the system largely on my own, which made it difficult to take full advantage of resources like academic advising, internships, and networking opportunities. I believe this can be addressed by offering more targeted support for first-generation students, such as mentorship programs, preparatory workshops, and resources that directly speak to their unique needs.

Mathis: Being a first-generation college student, one of the biggest challenges I faced was navigating financial aid and understanding the systems of higher education. These barriers can be addressed through expanded access to financial literacy education, increased outreach in underrepresented communities, and institutional investment in culturally responsive advising and mentoring.

What advice can you offer to other Black or African American students who hope to pursue a college degree?

Mathis: Own your brilliance. You are more than capable, and you deserve a seat at every table. Seek out communities and organizations that affirm your identity and values. Don’t let fear or financial concerns deter you—there are resources, scholarships, and people willing to help you along the way. Be bold, ask questions, and never stop advocating for yourself.

Damas: Apply, apply, apply. When one door closes, keep knocking on others. I applied to several scholarships, colleges, and universities, and while I faced a lot of rejections, all it took was one “yes” to change my life. If your first ACT score isn’t what you hoped, don’t be discouraged. Carve out consistent time to study and try again. Most importantly, be kind to yourself. The road to college can be tough enough—you don’t need to be your own biggest critic.

What are your hopes for educational advancement for Black/African American students like yourself?

Damas: Currently, the percentage of Black adults over the age of 25 with a bachelor’s degree lags behind the national average. I hope to see that number not only meet but exceed the national average in the future. Higher education opens doors to resources, networks, and knowledge that can be life-changing. My vision is for Black students to have the luxury of choice when it comes to college—choosing a school that fits their goals and aspirations rather than being limited by financial constraints or lack of access.

Mathis: I hope to see more representation in leadership roles, more funding for minority-serving institutions, and more targeted policies that support retention and graduation for Black students. My goal is to help create a more just and equitable education system where Black students don’t just survive but thrive.

What role did the ACT play in your journey to college?

Damas: The ACT was a better fit for me than the SAT. I took it three times and saw improvement each time. I appreciated being able to use a calculator on the math section and liked the inclusion of a science section. My strongest area was English, with Math close behind. Back when I took the ACT in 2015–2016, the SAT penalized wrong answers, while the ACT did not—which made me more comfortable with taking calculated risks on the ACT.

Oliver: The ACT played an instrumental role in my journey by providing a standardized benchmark for my college applications. It helped me open doors to institutions I may not have initially considered, and it reinforced my belief in my academic abilities. The ACT provided an objective way for colleges to assess my preparedness and, in turn, allowed me to secure scholarships that helped mitigate some of the financial barriers I faced.

The stories of Gregory Damas, Dr. Angel Oliver, and Courtney Mathis serve as powerful reminders of both the promise and the challenges of higher education. Through resilience, determination, and community, they’ve turned barriers into opportunities with the hope that others will follow in their footsteps. Explore how ACT helps support students on their education journey.

Why We Do This Work: A Decade of College Access at Philip Barbour High

ACT
June 02, 2025
Category: ACT Center for Impact and Learning | Educator Resources | Guest Blog |

By: Kim Burnett, school counselor, Philip Barbour High School,  2024 School of Excellence Winner Over ten years ago, we began participating ...

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By: Kim Burnett, school counselor, Philip Barbour High School, 
2024 School of Excellence Winner

Over ten years ago, we began participating in college application events at Philip Barbour High School because our students needed more: more access, information, and support. Located in rural Barbour County, West Virginia, our community is small. We’re one of the few counties in the state without a Walmart. Many of our students would be the first in their families to attend college, and their families often don’t have the experience to guide them through applications, visits, or financial aid.

Back then, most college applications weren’t even online. Transportation was (and still is) a hurdle for many of our families, so we made a decision. If our students couldn’t get to the colleges, we’d bring the colleges to them.

We started hosting our College Application Day events with a clear mission: to give students access to as many postsecondary options as possible in a setting that was welcoming and fun. One of the best early decisions came from our former counselor, Jan Woodard, who insisted that any postsecondary institution participating must allow students to apply for free during the event. That single requirement helped eliminate a major barrier and made the event more inclusive for every student.

Over the years, our strategy has grown. We begin by teaching juniors and seniors about the college-going process, financial aid, and state assistance like the Promise Scholarship and WV Invests grant. In October, we host our annual College Application Event, which students rotate through, and reps stay into the evening so parents can attend. We offer a FAFSA Night in the winter with help from outside experts, and we celebrate students in May with Decision Day. Throughout the spring, we continue nudging students to finish applications, apply for scholarships, and finalize plans.

We’ve seen meaningful results. In 2023, 56% of our graduates reported plans to attend college or technical school, and 51% actually did, according to data from the West Virginia Higher Education Policy Commission. For the class of 2025, 45 out of 80 students surveyed plan to attend college, a technical program, or join the military. We’ll know more come fall, but what we’re already seeing is that this group is more confident and prepared than ever before.

In 2024, we added some Halloween flair to our “Future Ready” College Application event. Students and reps dressed up and handed out goodies, and even the Fred Eberle Technical Center’s cosmetology students gave free haircuts to community members. It was fun, yes, but it was also deeply impactful. One student told me, “I thought I had things figured out, but there are more options than I realized.” That’s exactly why we keep doing this.

But we couldn’t do it without our dedicated team. Principal Brandon Antion dreams up the big ideas, CIS Site Coordinator Paula Daniels handles communications and designs materials with our business students, and I manage logistics and follow-ups. Every year, we return to this work for one simple reason: it’s what’s best for our students.

Being named an ACAC School of Excellence is an honor, and while not everyone in the community may fully understand what that title means, we know it represents years of consistent, caring effort to help our students believe in themselves and their futures. And that’s something worth celebrating.

If You Want To Succeed, You Put Your Best Foot Forward

ACT
May 29, 2025
Category: ACT Center for Impact and Learning | ACT Scholar | Guest Blog |

ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of I...

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ACT established the ACT Scholars program to nurture the academic talent of graduate and community college students at the University of Iowa and Kirkwood Community College, respectively. These two institutions share ACT's passion for helping all students achieve their college and career ambitions.
ACT has invited these scholars to share their stories to commemorate their journeys from application to graduation.

For Jennifer Bui, college represents more than just a new chapter; it's a chance to grow, connect, and confidently pursue her goals. A student at Kirkwood Community College, Jennifer is grateful for the support of her parents, teachers, and the welcoming Kirkwood community. She's learning to navigate change, build independence, and make the most of her college experience — both in and out of the classroom.

Hear Jennifer's story and what drives her in the video.


ACT Announces Strategic Partnership with MasteryPrep to Unveil New, Reimagined Test Prep Platform for Schools and Districts

ACT
May 28, 2025
Category: ACT Test | Industry News | Press Release |

FOR IMMEDIATE RELEASE ACT Online Prep, Powered by MasteryPrep, includes expanded access, more flexibility, and enhanced performance insights...

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FOR IMMEDIATE RELEASE
ACT Online Prep, Powered by MasteryPrep, includes expanded access, more flexibility, and enhanced performance insights

IOWA CITY, Iowa — Today, ACT announced a strategic partnership with MasteryPrep to transform in-classroom test preparation and expand access to high-quality, standards-aligned tools for educators. Built on a commitment to providing innovation and personalized support at an affordable price point for schools and districts, the collaboration includes debuting a new and improved, industry-leading platform for test preparation called ACT Online Prep, Powered by MasteryPrep.

“Our strategic partnership with MasteryPrep is strengthened by a shared ambition to improve outcomes for all learners,” said ACT CEO Janet Godwin. “With the launch of this high-quality online platform, we are continuing to transform college and career readiness for hundreds of thousands of students and offer scalable implementation to meet school-, district-, and statewide needs for end-of-course exams.”

ACT Online Prep, Powered by MasteryPrep, is an affordable, premium option for schools and districts to provide a range of standards-aligned tools and resources, including diagnostic and full-length practice tests and detailed reports with skills metrics, student performance insights, and data-driven recommendations.

Features of ACT Online Prep, Powered by MasteryPrep, include:
  • Updated for the Enhanced ACT Test: Students experience practice and prep fully aligned to the enhanced ACT — including shorter reading passages, more time per question, and rebalanced reporting categories — ensuring targeted readiness for the most current exam format.
  • Alignment to Standards: Courses, videos, reporting, and personalized learning paths align to the ACT College and Career Readiness Standards, as well as several state standards.
  • 40 Hours of Online Course Material: Interactive microvideos and contextual learning paths simulate a conversation rather than a lecture and enables students to improve their mastery of critical skills.
  • Daily Bell Ringers: Five-minute classroom warm-up exercises that reinforce the essential skills measured on the ACT test. Students bolster their college readiness skills and engage with targeted practice to prepare for test day. A scaffolded learning approach builds student confidence and competence. Each subject includes easy-to-follow explanations for every question, and teachers can share questions on their screen of choice.
  • New Platform Reporting Tools: The newly reimagined reporting tools in the MasteryPrep platform make tracking student progress easier, more intuitive, and more powerful than ever. Learn more about the enhanced reporting capabilities on MasteryPrep’s website.
As a leader in the test prep market, MasteryPrep already works with over 2,500 schools and school districts to provide meaningful, measurable academic support that can help improve student performance on standardized assessments without teaching to the test.

“MasteryPrep shares the ACT mission and commitment to empowering students and educators,” said MasteryPrep CEO Craig Gehring. “MasteryPrep’s comprehensive test prep solutions and expanded capabilities in this new platform will allow us to accelerate our mission and boost student achievement.”

Since the 2021-22 school year, MasteryPrep has served as an official licensee of ACT and has included official test questions in its products and solutions. To learn more about the strategic partnership, please visit: https://www.act.org/content/act/en/products-and-services/act-online-prep-schools.html.

For more information about MasteryPrep, visit https://www.masteryprep.com/partnerships/act-online-prep-partnership

About ACT
ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at https://www.act.org.

About MasteryPrep
MasteryPrep provides districts and schools of all sizes with a suite of test-prep programs and services that help improve student achievement on the SAT®, ACT®, TSIA2, EOC exams, and ACT WorkKeys® Assessments. Its end-to-end programs and services, which can be implemented throughout the school year in alignment with state standards, include official ACT test questions and enable educators to level the playing field in standardized testing.

Contact: ACT Strategic Communications; publicrelations@act.org

ACT Wraps Up Successful FY25 State Organizations Regional Summit Circuit; New Professional Learning Community Coming Soon

ACT
May 16, 2025

Educators and workforce leaders across the country turned out in force for ACT’s FY2025 Regional Summits, and they made one thing clear: pro...

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Crowded room of a state organization regional event with a presenterEducators and workforce leaders across the country turned out in force for ACT’s FY2025 Regional Summits, and they made one thing clear: professional development is at the top of their list.

That’s why ACT is evolving; in the coming weeks, the State Organizations network will become the ACT Professional Learning Community. The PLC is a free, membership-based network crafted to bring together K-12, higher education, and workforce leaders who are passionate about student success in college and career.

Your free membership gives you access to upcoming FY26 regional conferences as well as discounts, resources and professional development opportunities.

Why attendees loved these events, why they will come back, and why you don’t want to miss upcoming regional events

ACT hosted six well-attended ACT FY25 regional conferences throughout the country, and the feedback was overwhelmingly positive.

“After I attend each ACT state organization event, I walk away both enlightened and energized from learning from the presenters and the other people attending the conference. I am thankful for the ability to learn new ideas from both the presenters and attendees who are working to improve outcomes and opportunities for students by increasing ACT scores.” 
            -Allison Castle | Director of Counseling Services, Harnett County Schools | North Carolina 

Overall, 86% felt the event was valuable as a professional experience, and 90% were satisfied with the entire event. “My favorite part about my work at ACT is the time I spend engaging with educators at our regional events. Working closely with our partners who impact the lives of learners is always inspiring, I love to hear from presenters who have built their own professional learning communities, all with the mission of helping individuals reach their goals, whether that is attending college or moving directly to the workforce.” says Bobby Rush, director of customer experience.

Register now for the ACT Summit in July

You won’t want to miss out on engaging in the innovative discussions covering a plethora of timely topics across interconnected fields as you network with K-12, Higher Ed, and Workforce experts from around the country at the ACT Summit 2025: Connecting K-12, Higher Ed, and Workforce - July 15-17, 2025, Nashville, Tennessee. Find out more information and register here.

Other FY26 ACT regional events to watch for include:
  • December 9, 2025 - Arizona ACT Conference, Arizona State University, Tempe, Arizona
  • January 13, 2026 – Smoky Mountains ACT Summit, University of Tennessee, Knoxville, Tennessee
  • January 22-23, 2026 – Southeast ACT Summit, Bryant Conference Center, Tuscaloosa, Alabama
  • February 11, 2026 – Midwest ACT summit, Tulsa Tech Conference Center, Owasso, Oklahoma
Check out our webpage for more regional events to come. We look forward to seeing you!

ACT Celebrates Global Accessibility Awareness Day

ACT
May 15, 2025
Category: Accessibility | ACT Center for Impact and Learning | ACT Test |

This year’s Global Accessibility Awareness Day, celebrated on May 15, 2025, highlights the experiences of more than 1.3 billion people world...

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Accessibility infographic showing universal symbols for various disabilities
This year’s Global Accessibility Awareness Day, celebrated on May 15, 2025, highlights the experiences of more than 1.3 billion people worldwide - including one in six students - living with a disability. Despite its size and growing recognition, this community still faces a gap between the need for accessibility and the availability of truly inclusive solutions.

ACT’s longstanding commitment to accessibility

 “ACT has a long history of providing supports for learners with disabilities. Well before the enactment of the Americans with Disabilities Act, ACT led the industry in accommodations such as extended time, braille, large print, pre-recorded audio, and one-on-one testing,” says Susan Hirsch, Program Director of Accessibility.

Today, ACT continues to lead through its Accessibility Policy and Procedures, public Accessibility Statement, and Accommodations Policy focusing on inclusive design and fair access to assessments.

A timeline of progress:
  • 2020: The first online ACT National Test was created to be the first fully interactive standardized test that could be taken by students who use screen readers.
  • 2021: ACT’s accommodations eligibility policy was aligned with federal special education laws to remove process barriers, resulting in easier access to accommodations for students who have IEPs and 504 Plans and their school staff.
  • 2022: ACT updated its translation policy, allowing item translation for the first time to provide accommodation for Deaf ASL speakers with a reading impairment and cannot hear audio read-aloud accommodations.
  • 2023: ACT’s design of test items began to fully incorporate principles of Universal Design for Learning and Universal Design for Assessment, making ACT assessments accessible to all students from the early phases of item design.
  • 2024: The ACT National online was launched in a new platform for everyone, building accessibility into this iteration from the beginning.
  • 2025: ACT continues to explore new ways to deliver universally designed products more efficiently and is carefully considering using artificial intelligence and automation.
Want to make a difference? Start here:
In the coming year, ACT will continue to improve accessibility across all communications and services and identify ways to empower learners to demonstrate their proficiency confidently and accurately, with as much autonomy as possible.

For more information about accommodations and supports available to students taking the ACT, please visit ACT Test Accommodations and English Learner Supports. To find free online practice tests in alternate formats for all assessments, please visit Practice Tests for Examinees Using Accommodations.



ACT Recognizes Some of the Nation’s Brightest Students with the PreACT Rising Stars Program

ACT
May 14, 2025
Category: PreACT | Press Release |

Program honors 7th-9th graders who reach top scores  on the preparatory exam FOR IMMEDIATE RELEASE May 14, 2025 [IOWA CITY, IA] – More than ...

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Graphic of the three levels of Rising Star awards
Program honors 7th-9th graders who reach top scores on the preparatory exam

FOR IMMEDIATE RELEASE
May 14, 2025

[IOWA CITY, IA] – More than 100,000 7th-9th grade students from across the country have earned national recognition for their achievements on the PreACT 8/9.

The PreACT Rising Stars program, in its inaugural year, honors students who score in the top half of all U.S. students who take the PreACT 8/9 assessment. That exam provides a preview of the ACT experience, along with a highly reliable prediction of how students might perform on the ACT. The information is critical in helping schools adjust learning plans and demonstrating to students that college could be within reach should they decide to pursue that path.

“More than anything, we want to support conversations between students and their families, educators, and guidance counselors about what’s next after high school, so students feel more secure about their postsecondary options,” said ACT CEO Janet Godwin. “Students who take the PreACT also have the opportunity to share their information with colleges and scholarship agencies, which can increase their chances for early college recruitment and financial support.”

The PreACT Rise Stars program recognizes students at three levels:
  • Distinguished Scholars Award, recognizing students who score in the top 5% of test takers.
  • Rising Scholars Award, celebrating students who score in the top 6-15% of test takers.
  • Early Scholars Award, honoring students who score in the top 16-50% of test takers.
Overall, 105,154 students from 1704 schools in 978 districts earned the recognition. Those students will be alerted by their school via email. Distinguished Scholars Award winners will receive a gold medal and certificate; Rising Scholars Award winners will receive a silver medal and certificate; and Early Scholars Award winners will receive a certificate.

An interactive tool on the PreACT Rising Stars site allows schools and districts to see the cumulative number of winners in each category.

“We created the PreACT 8/9 assessment—and the Rising Stars program—to help identify areas of academic strength and opportunity,” said Adrienne Dieball, ACT’s senior vice president of measurement research and development. “This assessment provides a starting point to postsecondary pathways, helping educators, students, and parents get a better understanding of a student’s college and career readiness earlier in their academic career.”

For more information on the PreACT Rising Stars program, visit https://www.act.org/content/act/en/products-and-services/preact/rising-stars-awards.html. For more information on PreACT assessments, visit https://www.act.org/content/act/en/products-and-services/preact.html.

About ACT

ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at www.act.org.  

Contact: publicrelations@act.org

Leadership and Brotherhood: Terrell Woodard Jr.'s Path to Success

ACT
May 08, 2025
Category: ACT Center for Impact and Learning | Guest Blog |

For many students, taking the ACT is more than just a test — it’s an opportunity to strengthen skills, build resilience, and prepare for th...

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For many students, taking the ACT is more than just a test — it’s an opportunity to strengthen skills, build resilience, and prepare for the challenges of college. Terrell L. Woodard, Jr., a senior at Northwestern State University and an accomplished student leader, knows this firsthand. By taking the ACT multiple times, he improved his score and developed the perseverance and preparation habits that have shaped his college journey. Now, as a proud member of Alpha Phi Alpha fraternity, Terrell continues to embody those values, using leadership and brotherhood to uplift others. In this interview with ACT, he shares his experiences, insights, and advice for students pursuing higher education.

What are your academic and professional aspirations?

I am currently a fourth-year student majoring in biology with a concentration in biomedical sciences.

Currently, I am the 96th student body president, Mr. Northwestern State University, co-founder of the Black Male Alliance, and a member of a plethora of honor societies, including Alpha Lambda Delta First Year Honor Society, Blue Key National Honor Society, and Order of Omega Greek Honor Society.

Academically, I aspire to continue my education by getting a master’s and doctorate in pharmacology. Professionally, I aspire to become a pharmaceutical or medical technology salesman.

Who has motivated or inspired you in your college-going journey?

Although it might sound cliche, from the beginning to now, my mom has constantly been a motivating force behind my success, both academically and extrajudicially. Through every trial and tribulation that I have faced during my time in college, she has always been there to help steer me back in the right direction, and for that, I am forever grateful!

In addition to my mom, I would say that my friends and my fraternity brothers have been not only motivators throughout my collegiate journey but they have also been a source of inspiration to urge me to continue to press forward. I can say that I have surrounded myself with the best support system that a college student could ever ask for. We constantly challenge each other to be the best versions of ourselves, and I am so proud to see how far we’ve come!

What resources, such as scholarships, mentorship programs, or college prep materials, did you receive during your pursuit of higher education? What did you find most helpful?

Prior to pursuing higher education, I applied myself both academically and in extracurriculars in high school. From being President of the Beta Club to running varsity track, I made sure that I stayed involved throughout my time at DTSMA. With this, I also made sure to remain diligent in finishing my academic studies strong and graduated with a 4.1 GPA.

With my academic standing, I received the full amount of TOPS assistance that could be allocated to me. I was also blessed to receive a scholarship from Northwestern State University that covered almost all of my tuition. With the help of two foundation scholarships (Patrick F. Taylor Foundation and JonCade Clemons Memorial Scholarship Fund) that I received, I officially had my college completely covered. I have not had to come out of pocket for any expenses during my time at school. I also received the Genevieve Mack Book Stipend Scholarship from the Nu Epsilon Zeta Chapter of Zeta Phi Beta Sorority, Incorporated in Lafayette, LA. I am so grateful that these opportunities have allowed me to make it all the way through college debt-free!

What barriers have you faced in accessing higher education, and how can these be addressed?

While attending both David Thibodaux and Northwestern State, I can gladly say that there has never been an instance in which I felt like I wasn’t given the opportunity to access higher education. This, however, is something that I know is a reality for a lot of students across the country. I’d say that the best way for this to be addressed is for those who do have access to higher education to continue to advocate on behalf of those who may not have access to it. Sometimes, one of the only ways for you to get into the room is for someone who is already in the room to speak on your behalf, and I believe that we should work harder to connect with those in need!

What advice can you offer to other Black/African American students who are hoping to pursue a college degree?

I would say that if you are even thinking about getting a college degree, just go for it. Being a college graduate holds so much power in your pursuit of a career. A degree broadens the range of opportunities that are available to you. There are so many ways that a college degree can be used. Even if you are the first person in your family to pursue a degree in higher education, just know that there are resources available to help you succeed in your pursuit. I believe that everyone is fully capable of being a college graduate. Whether you pursue an associate's degree from a community college or a bachelor's from a college or university, there are programs that will meet the needs of all prospective students!

Why is it important for people to be aware of and understand Black/African American heritage?

It is important to be aware of and understand Black/African American heritage because it highlights the trials and tribulations that have shaped not just black communities but the entire nation. This history has provided the context of our present-day and is key in making advancements for our communities. As we learn more information about our history, we will be better equipped to combat ignorance and dismantle racism by creating spaces of empathy and awareness of systemic injustices.

As we work towards continuing to educate the future of the Black/African American community, we need to know that the recognition of our heritage isn't just about the past; it's about recognizing the direct impact that the past has on society today.

What are your hopes for educational advancement for Black/African American students like yourself?

To continue education advancement for Black/African American students, I hope that we are still afforded the same opportunities that all students can receive on campuses. I hope for a future where Black/African American students have equal access to high-quality education without systemic barriers holding them back. More scholarships, mentorship programs, and resources should be available to support students from underrepresented backgrounds. I want to see a curriculum that fully acknowledges Black history and contributions, not just during Black History Month but throughout the whole year. Across the board, college should feel like a place where we belong, not where we have to constantly prove ourselves or fight for recognition. Ultimately, I hope for an education system that empowers Black students to thrive, innovate, and be leaders in whatever fields they choose to pursue.

What role did the ACT play in your journey to college?

As a student who took the ACT multiple times in hopes of getting a higher score each time, I would have to say the ACT taught me that with proper preparation and determination, you can achieve anything. I took the ACT earlier in high school and didn’t do my best, but after going through the proper steps to strengthen the areas I was weak, I was able to do much better! Going through this before college taught me that just because you don’t achieve your goals the first time, you are more than able to put in the work and try again. Whether I knew it or not, this laid the foundation for my collegiate experience!

What advice would you give students when it comes to choosing a test to demonstrate their skills for higher education?

I would say to definitely do your research on which test fits the needs of your academic testing style. If you see that the configuration of one test is more in tune with the types of tests you’re successful at, then go for that test. Also, do some research on the potential colleges and universities you might want to attend because there might be a particular test that they typically prefer for applications.

On a personal note, my high school only offered the PreACT and ACT tests, so I was only exposed to anything that was related to ACT. In all the times that I took the ACT, I never had any complaints about the format and conditions in which I took it! With that being said, both tests present students with the opportunity to showcase their academic skills, and if you decide to go with either test, you will be well-equipped to transition to college!

Support Youth Apprenticeships with ACT's Apprenticeship Toolkit & WorkKeys

ACT
May 07, 2025
Category: Industry News | Workforce | Youth Apprenticeship Week |

As the school year comes to a close, many students are choosing to enter the workforce after high school graduation.  This is a great time t...

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test
As the school year comes to a close, many students are choosing to enter the workforce after high school graduation. This is a great time to highlight how registered apprenticeship programs empower students and young adults while also delivering a talented and career-ready workforce to businesses around the country.

Employers, community colleges, high school educators, and ACT WorkKeys partners all play a vital role in fostering connections that lead to stronger communities and brighter futures for postsecondary students who don’t choose a higher education path.

One critical way to enhance youth apprenticeships is by leveraging the tools and resources offered by ACT. The ACTWorkKeys National Career Readiness Certificate and the free ApprenticeshipToolkit are instrumental in helping businesses and educators identify, develop, and prepare skilled students for meaningful career opportunities.

The ACT Apprenticeship Toolkit drives success

The ACT Apprenticeship Toolkit is designed to help launch, streamline, and optimize apprenticeship programs. It provides a step-by-step guide tailored for businesses, community leaders, and educators to build effective apprenticeship pathways. Some core benefits of the toolkit include:

  • Tools to identify target skills: The WorkKeys Estimator and WorkKeys Job Profiling solutions provide employers and institutions valuable intel to establish skill benchmarks.
  • Measurable targets to set a framework: Applying the ‘Good,’ ‘Better,’ ‘Best’ framework across all aspects of an apprenticeship helps to improve overall outcomes.
  • Customizable benchmarks: Benchmarks aid educators and employers during the evaluation and selection process.

ACT WorkKeys levels up apprenticeship programs

Behind every successful apprenticeship program is a clear alignment of skills requirements. ACT WorkKeys helps ensure that alignment through a system of job skills assessments that help match candidates to the jobs for which they’re most qualified. Employers can use WorkKeys to:

  • Identify baseline skills critical for specific apprenticeship roles.
  • Gauge a candidate’s readiness with standardized assessments.
  • Certify apprentices with WorkKeys NCRC, showcasing their competencies to potential employers.

The result? Stronger matches between organizations and apprentices that lead to higher completion rates, increased productivity, and long-term employment satisfaction.

Communities and companies are leading the way

States and companies using WorkKeys and striving to become ACT Work Ready Communities provide inspiring examples of how ACT resources can elevate apprenticeship initiatives. These communities focus on preparing their workforce with foundational skills to meet regional economic needs. With ACT WorkKeys and NCRCs, they’re building a pipeline of job-ready candidates.

For instance:

Textron Aviation, Wichita, Kansas: Textron Aviation recently opened a $40 million Career & Learning Center at its East Wichita campus, where candidates take ACT WorkKeys assessments to assess their skill sets as part of the onboarding process.
Texarkana Chamber of Commerce, Texarkana, Arkansas: The Texarkana Chamber of Commerce recently partnered with local schools and businesses to increase awareness of the NCRC and its benefits. It’s working toward becoming a certified ACT Work Ready Community. 

These efforts demonstrate how ACT’s tools and resources aren’t just beneficial for individuals but transform entire communities by creating stronger, more prepared workforces.

How to get started

If you’re an employer, educator, or ACT WorkKeys partner, there’s no better time than now to explore how ACT can support your apprenticeship initiatives. A great starting point is by:

  • Downloading the free ACT Apprenticeship Toolkit to access actionable steps and best practices.
  • Incorporating ACT WorkKeys into your apprenticeship assessments and planning.
  • Connecting with an ACT Work-Ready Community near you to learn about their proven strategies.
The ACT Apprenticeship Toolkit and ACT WorkKeys solutions help ensure students and businesses have the resources they need to thrive and will create a stronger and more vibrant workforce for the future.

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