ACT has conducted multiple research studies providing evidence supporting the ACT Composite score as an accurate and valuable measure of academic preparedness for college. ACT’s newest research examines how effectively ACT Composite scores can predict college outcomes, including first-year college GPA (FYGPA) and degree completion, for students who take the test with accommodations — pulling back the curtain on an area of academic preparedness that requires in-depth research to better understand the academic achievement and needs of students who require accommodations.

Students with disabilities face many barriers in their education. Empirical research has shown that these barriers, whether a lack of access to a proper diagnosis, appropriate accommodation support, and/or a rigorous academic curriculum, can all significantly impact their college preparedness and success. Students with disabilities graduate high school, enroll in college, and graduate college at lower rates than students without disabilities. By understanding how ACT Composite scores and high school GPA (HSGPA) can predict success in college, we can better support and prepare students with disabilities for success.

As the data show, students who scored higher on the ACT test — whether they tested with or without accommodations ¾ were more likely to earn a bachelor’s degree in four years. For example, at an ACT Composite score of 12, students who tested with or without accommodation had approximately a 0.05–0.06 probability of earning a bachelor’s degree in four years. At an ACT Composite score of 30, students who tested with accommodation had approximately a 0.48 probability of earning a bachelor’s degree in four years, and students who tested without accommodation had approximately a 0.61 probability of earning a bachelor’s degree in four years.

Similarly, the graph above shows the probability of a student earning a bachelor’s degree in four years, predicted by both their ACT Composite scores and HSGPA. Across the outcomes studied, as students’ ACT Composite score increases, so does their predicted FYGPA and their likelihood of earning their associate’s degree or transferring from a two-year institution to a four-year institution, further validating the ACT test’s success in accurately predicting college readiness.

Consistent with previous research without a focus on accommodation, this data also confirmed that using HSGPA and the ACT Composite score together provides a more accurate and complete picture of student readiness compared to just one factor alone. This data further underscores the importance of admission personnel analyzing multiple measures of student success to get a more complete picture of a student’s achievement rather than only focusing on HSGPA.

Across all outcomes, our data showed that both the ACT Composite score and HSGPA were statistically significant in predicting academic preparedness and/or degree completion. However, prior research by ACT has demonstrated that HSGPA is becoming a less reliable metric for FYGPA compared to the ACT Composite score. Our recent research shows that the same may be particularly true for students who take the ACT with accommodations. Our study found that the correlation between ACT Composite scores and FYGPA was higher than between HSGPA and FYGPA for students who took the ACT test with accommodations.

As an organization, ACT is fiercely committed to helping all students succeed after high school, no matter what postsecondary pathway they pursue. This research is just one step in better understanding how measures like HSGPA and the ACT Composite score predict achievement for students with disabilities, serving as a reminder to colleges and institutions that when analyzed together, the two measures can paint a more comprehensive picture of student success.

To ensure every learner has the opportunity to demonstrate their full potential, the ACT Test offers several different types of accommodation for students, including timing (e.g., extra time), presentation (e.g., large print), response mode (e.g., speech-to-text), and/or setting (e.g., small group). If you are a student or educator looking to request accommodations, find out how to submit a request online.

Want to learn more? Explore ACT’s latest research on how accommodations impact college success and browse our library of studies on accessibility and accommodations.