ACT Newsroom & Blog

By Steve Tapp, CEO of ACT

As I reflect on my first few months at ACT, one thing has come into sharp focus: leading this organization is a privilege. Every conversation — whether with ACT team members, educators, state leaders, or partners across the country — reminds me why this work matters and why our mission continues to stand the test of time.

And there’s something else I’ve come to see just as clearly: We are more prepared than ever for what comes next.

For 65 years, ACT has been an engine for opportunity—a place where innovation meets purpose, where research creates real impact, and where every learner has a chance to show what they know and what they can achieve. That commitment isn’t just part of our history; it is the foundation for the future. And right now, we are building on that foundation with renewed clarity, energy, and momentum.
An unwavering mission

ACT has never followed a trend. Our founder charted a new path in college assessments, focusing on what students learned — not where they came from. That same spirit of innovation has shaped everything ACT has done since: school-day testing, online testing, pop-up centers during the pandemic, work-ready tools, and, most recently, our enhanced ACT, informed by direct feedback from students and educators.

That is ACT at its best—mission-driven, student-centered, and unafraid to adapt.

I am embracing that spirit now more than ever. Students are navigating increasingly complex and evolving pathways. States are seeking clearer, more complete measures of readiness. Higher ed needs reliable data that supports students’ success. Employers need job-ready talent. And families want to know their children have real choices and real opportunities.

At ACT, we are not just responding to these needs. We are leading the way.

The future belongs to the prepared

After more than 30 years in the assessment industry, I understand how critical it is to evolve from a position of strength. And ACT is strong. Our foundation of rigorous research, the modernization of our assessments, and our readiness solutions across college and career pathways are driving us forward.

Just as important, our people are driving us forward. Having served on ACT’s Board and now as CEO, I’ve seen firsthand the expertise, compassion, and relentless focus on learners that define this organization.

We are equally grateful to our partners —states, districts, educators, higher education, employers, and families—who trust us to deliver accurate, meaningful insights for millions of learners. That trust sharpens our focus and strengthens our resolve.

Together, we are delivering solutions that are connected, predictive, and aligned to real-world needs. This isn’t a vision for the future — it’s work that is already underway and accelerating because we know assessments change lives.

Our priorities moving forward

As we step into this next chapter, ACT is focusing on three foundational priorities:

1. Supporting readiness across every pathway

College and career readiness are related but distinct, and students deserve to have clarity about both to determine the best path for success after high school. ACT is the only organization delivering trusted, research-driven insights across the full spectrum of academic and workforce skills. This dual-pathway approach is essential to expanding opportunities.

Our recent research shows how states, like Louisiana and Kansas, can evaluate readiness for both college and workforce opportunities. This insight helps educators refine instruction, supports students in earning meaningful credentials, and provides employers with clear signals of job readiness.

In short, ACT is ready to help states more fully understand and recognize post-high school readiness — across all pathways.

2. Expanding test access by eliminating barriers for learners

Access to testing is central to our mission. We offer school-day testing, flexible paper and online delivery options, and work-ready solutions to meet all learners where they are.

Additionally, ACT’s Center for Impact and Learning further advances this mission through the ACT Fee Waiver Program, scholarships, and the American College Application campaign — all of which expand opportunity and access for students who might otherwise lack them.

3. Strengthening and deepening partnerships

Collaboration fuels progress. Listening to our partners keeps us grounded and ensures we’re building solutions that serve real needs.

Their insights help us grow not just quickly, but purposefully. Their trust holds us accountable for the mission we’ve carried out for 65 years.

A future built together

I am genuinely optimistic about where we are headed. Not because the work is simple—it isn’t — but because we are anchored by a mission that has endured and strengthened through every challenge. We are connecting education and workforce in ways that matter deeply to students, institutions, and employers. We are evolving thoughtfully while staying true to who we are.

We are not just prepared for the future; we are helping shape it.

As I continue meeting with our team, customers, and partners, I’m energized by what we can build together. ACT is entering this next chapter with purpose, momentum, and unity, and I look forward to meeting each of you exactly where you need us to be.

“What do you want to be when you grow up?” It’s a question almost every child has been asked and one they usually ponder more seriously as they reach high school and approach graduation. Some students have a clear idea about what they want to do, whether that be heading to college or the workforce, while others are more unsure about what path they want to take, or, more specifically, are ready to take.

The term ‘readiness’ is used frequently in both education and workforce conversations as students inch toward graduation and contemplate transitioning to the next chapter of their lives. When it comes to choices, there have always been multiple pathways a student could take after high school: university, community college, workforce with or without training, and the military, but assessments have historically favored, almost exclusively, the four-year college path.

However, that philosophy is evolving due to a variety of factors and changes in the higher ed landscape. More than ever, students have access to data and support that indicate these other pathways are just as viable and potentially lucrative as the traditional college one, and the resources to help them measure and build the skillsets needed to pursue those opportunities.

What does ‘readiness’ mean?

The term ‘student readiness’ generally refers to how well a K-12 student is equipped for college or the workforce, focusing on vital academic and professional skills. While the K-12 curriculum includes several embedded accountability systems, some of the most widely used tools by higher education admissions officers and employers are scores from assessments like the ACT test for college readiness and the ACT WorkKeys National Career Readiness Certificate for workplace readiness.

According to the latest ACT research, performance on the ACT closely aligns with WorkKeys NCRC results. However, students are distributed across different readiness groups: about 31% were both college and career ready, 34% were only career ready, 2% were only college ready, and 33% were not ready for either pathway. College readiness was determined by earning at least a score of 20 on the ACT as defined in the ACT College Readiness Benchmarks, while career readiness was defined as earning a Silver-level or higher ACT WorkKeys NCRC. These findings demonstrate that each assessment offers distinct insights into future success.

With room to improve in each category, schools and districts can use these insights to adjust curriculum and instruction strategies to help students prepare for their postsecondary journey.

There is more than one type of readiness

It’s also important to acknowledge the emotional and preparation readiness factor that is often overlooked; do students feel ready to tackle college or the workplace, and what do they need to do to get there?

In another ACT study, three-quarters of students thought that their chosen paths – whether a degree or a credential – would lead to more specific job options, however a majority of those students also reported that they needed support and guidance to achieve their goals.

Additionally, a recent study by YouScience ٰ showed that 70% of high school graduates surveyed reported lacking strong confidence in their post-graduation plans.

The WorkKeys Essential Skills assessment enables students to identify their strengths in areas such as integrity, work ethic, collaboration, resilience, leadership, and creativity, thereby fostering confidence in pursuing their aspirations. Additionally, this assessment provides colleges and employers with a means to evaluate essential skills that are not typically addressed by standard academic assessments.

The culture shift

Evolving economic and education trends have more students considering nontraditional postsecondary options. By encouraging the use of both the ACT test and the WorkKeys NCRC, ACT supports both colleges and employers with validated, correlative data points and resources that provide a much clearer picture of student college and career readiness and predictors of success.

“It’s time for a new conversation—one that asks what postsecondary readiness really means today,” says Catherine Hofmann, ACT senior vice president of government and public relations. “That conversation should expand beyond the traditional college pathway to include the full range of options available to students: technical programs, trades, military service, apprenticeships, and yes, four-year degrees.”

The college test and the career test come together

Instead of siloing the ACT test for college and the WorkKeys NCRC for career, many states are administering both assessments to students. Doing so allows them to provide a more complete view of college and career readiness and, more importantly, to understand which category students fall into.

Louisiana, for example, has incorporated both the ACT and WorkKeys assessments into its school accountability model, offering districts credit when students score at least a 20 on the ACT and achieve a Gold-level or higher on the WorkKeys NCRC. ACT is actively working with other states to showcase the value of using both tests in tandem and identifying ways to support their needs.

This encourages students to explore a multitude of pathways forward, gauge their readiness with these assessments, and make more informed decisions about future plans. Colleges and employers can use this data to help predict applicant success rates or where they may need some extra support.

The bottom line

By using ACT’s multiple measurement tools, including the ACT test and the WorkKeys NCRC, educators, colleges, parents, and employers have access to more comprehensive data on what readiness really looks like for individual students. These insights help guide students toward the postsecondary path that best aligns with their strengths and goals, whether that leads to a four-year degree, a skilled trade, military service, or another meaningful opportunity.