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For ACT Scholar Komi Segbedgi, college is more than an education, it’s a chance to honor his parents’ sacrifices and pursue opportunities they never had. At Kirkwood Community College, Komi has found a community where diversity enriches his experience and expands his perspective. With support from the ACT Scholar program, he’s been able to shift from balancing full-time work and full-time study to focusing more deeply on his academic goals.

Hear Komi’s advice for other students, the challenges he’s overcome, and what receiving the ACT scholarship has meant to his journey in the video.

FOR IMMEDIATE RELEASE

Research shows a notable gender gap in how students view AI’s impact on education and careers.

IOWA CITY, IA — Male students, on average, are noticeably more optimistic in their views toward artificial intelligence (AI) compared to their female peers, according to new research from ACT. The report, released today, highlights a notable gender gap in high school students’ perspectives on AI, including its trustworthiness, potential impact on jobs, and its role in society.

The research shows that, in addition to having more optimistic views, male students were also more likely than female students to agree that knowing how to use AI would help prepare them for a college major, give them an advantage when applying to college, and be important in their planned college majors.

“We found that students viewed some aspects of AI, such as its potential effect on their lives, more favorably than others, and that AI can be related to a student’s choice of college major,” said Jeff Schiel, a lead research scientist at ACT and author of the report. The study also found that students’ attitudes toward AI are positively related to the amount of AI training they receive in high school.

The research and report are based on a survey of students who registered for the ACT in December 2024. In the survey, some students shared examples of how AI has changed their future academic and career plans.

“I used to be very interested in computer science, but the emergence of AI has made me think that the need for humans in computer science will be obsolete in the future,” wrote one high schooler, who is an aspiring health sciences and technology major.

Another student shared that, “With the advancement of AI, I wanted even more to go into medicine to see how artificial intelligence can help the overall well-being of the people.”

Other students, however, were less optimistic about how AI impacts their future job prospects.

“I originally was interested in graphic design. But after seeing the abundance of AI-generated art and how companies have been taking advantage of it, I fear the job will not be as dependable financially and will not be seen as valuable to others,” replied one student who initially was an aspiring arts major.

Key Findings:

• Training in AI: As the amount of high school training in how to use AI increased, students’ views toward AI grew more positive.
• College Majors and AI: Students planning to study art-related majors in college tended to be more concerned about AI taking away jobs compared to those planning computer science, math, engineering, health sciences, and technology majors.
• College Preparation: Overall, 60% of students agreed that knowing how to use AI would help prepare them for a college major or degree program.

About the Report
The report is based on responses to an online survey administered to a random sample of 81,689 high school students from Grades 9-12 who registered for the December 2024 national ACT test. A total of 3,816 students responded to the survey. Read the full report to learn more about student perspectives on AI.


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

• Nearly 97% of college students agreed that essential skills are crucial for workforce readiness.
• However, 28% admitted they felt unprepared to enter the workforce, often pointing to gaps in leadership, resilience, and hands-on experience.
• Interestingly, many students supported the idea of college coursework or programs explicitly focused on essential skill development.

Current challenges in essential skill development

While essential skills have gained traction in K-12 education, their integration into higher education has lagged. Programs focusing on grit, teamwork, curiosity, and other crucial attributes are widely adopted in primary and secondary schools, often as part of essential skills standards. However, there’s less standardization and fewer resources for essential skill initiatives at the college level.

This gap can leave students underprepared for the demanding transition from high school to college or from college to the workforce. Our research identified several reasons for this disparity:

1. Lack of formal programming: While some colleges offer optional workshops or first-year courses on life skills, these initiatives often lack consistency or scale.
2. Limited awareness: Both students and faculty may underestimate the importance of essential skills development, focusing solely on academic performance.
3. Structural barriers: Implementing new curricula in higher education is often complicated by constrained budgets, competing priorities, and institutional resistance to change.

The case for essential skill curricula in higher education

Our findings make a compelling case for bridging these gaps through structured, well-designed essential skill programs in colleges. Here’s what the data suggests:

1. Boosting preparedness: Students who participated in essential skills interventions during K-12 education exhibited better stress management, improved academic performance, and higher levels of civic engagement. Extending such programming into college could enhance workforce readiness and personal resilience.
2. Student interest: Both high school and college students expressed strong support for college-level programs. For example, nearly 85% of college students agreed that essential skills should be taught in college. Furthermore, over 70% said they would enroll in a course specifically designed to improve these traits.
3. Scalable models: We highlighted examples of effective implementation in higher education settings, such as digital badges signifying skill mastery, residential programs fostering leadership, and first-year seminars integrating essential skill lessons. These scalable approaches showcase the adaptability of such programs for diverse campus environments.

What’s next: A call to action

It’s clear that essential skills aren’t just nice to have – they’re vital for thriving in today’s educational and professional landscapes. However, capitalizing on their benefits requires a shift in institutional priorities. Educators, administrators, and policymakers must work together to integrate essential skills into the core of college education. Possible steps include:

• Developing credit-bearing courses: By offering essential skills courses as core or elective subjects, colleges can encourage broader student participation.
• Integrating skills into existing curricula: Essential skills content can complement existing coursework, such as embedding teamwork exercises into group projects or introducing lessons on grit in capstone seminars. The ACT WorkKeys Essential Skills Curriculum offers a framework to help educators seamlessly implement these skills into their coursework.
• Leveraging digital tools: Badges, modules, and online certifications can make skill-building more flexible and accessible for students.
• Building in faculty professional development: Successful implementation will require training and supporting instructors in recognizing and fostering essential skills among their students.

Students also play a role by advocating for programs that support their holistic development. Essential skills affect everything from their academic performance to their career trajectory. By investing in these areas, institutions can better prepare learners to lead, create, and inspire in an increasingly interconnected, competitive world.

The bottom line

The road to success demands more than just technical knowledge or degrees. Grit helps students persevere through challenges. Teamwork drives collaboration in diverse environments. Resilience allows individuals to bounce back stronger, while curiosity and leadership enable innovative thinking and influence.

The evidence is clear, and the demand is growing. Essential skills not only improve educational outcomes but also prepare students to face the real-world challenges of adulthood. It’s time for colleges to rise to the occasion. Prioritizing the integration of essential skills into higher education is not just a step forward; it’s an investment in the leaders of tomorrow.

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.

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.

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.

 
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.

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.

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

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.

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!