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

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

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

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 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

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

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.

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