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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.

• 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.

 
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.

“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:

Community leaders, support skills-first workforce programs.

And to STARs reading this: your story matters. Your skills matter.

Dr. Martin Luther King Jr. said, “All labor that uplifts humanity has dignity and importance and should be undertaken with painstaking excellence.” STARs embody that excellence every day. It’s time we all recognized it.

To hear more inspiring stories from STARs across the country like Sheree’s, listen to the Paperless Pathways podcast on Apple and Spotify or watch us on YouTube.

"Each year, we are inspired by the dedication of schools across the country in helping students take the next step toward their postsecondary goals, and this year is no exception," ACT CEO Janet Godwin said. "These schools are making the college application process more accessible and less intimidating, ensuring that more students from all backgrounds have the opportunity to pursue higher education. We are honored to celebrate their commitment to student success.