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影响来自全州学校日ACT考试的兴起

文化传媒2025-04-08ACT Research向***

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Statewide school-day ACT testing programs have significantly expanded participation among all students, including those from low-income households and traditionally underserved populations, providing a more inclusive picture of college readiness. Since 2001, 23 states have implemented such programs, with participation rates rising by an average of 28 percentage points in the first year. Key insights from these programs include:

Increased college readiness demonstration: When school-day testing is implemented, the number of students meeting ACT College Readiness Benchmarks increases by an average of 29 percent, with particularly significant gains for students from low-income (44 percent) and underrepresented racial/ethnic groups (47 percent). This demonstrates that many students who would not otherwise take the ACT can demonstrate college readiness when given the opportunity.
Improved data for educators and policymakers: School-day testing provides educators with actionable insights to guide intervention at the student and school levels, while policymakers benefit from robust data for national comparisons. The ACT's College Readiness Benchmarks, based on a clear, research-backed standard, help students and educators understand achievement in a national context.
Continued need to bolster academic and workforce readiness: In the ACT graduating class of 2024, 43 percent of students did not meet any of ACT’s four College Readiness Benchmarks, highlighting the ongoing importance of improving academic and workforce readiness for all secondary students. Higher education institutions also need to prepare for students arriving without typical academic preparation.
Shifts in postsecondary plans: Many students who report no planned postsecondary education change their plans, with 26 percent of those who reported no education or training plans after high school still enrolling in college. School-day testing allows students the flexibility to explore and adjust their postsecondary options.
Benefits of completing core curriculum: Students who have completed a core curriculum of four years of English and three years each of math, science, and social studies score significantly higher on the ACT, with a Composite score 2.6 points higher than those who have not. This underscores the importance of core curriculum completion for college readiness.

Overall, statewide school-day ACT programs have transformed the understanding and addressing of postsecondary readiness on a national scale, opening doors for students who might otherwise be excluded and providing a more accurate and holistic view of student preparedness. These programs represent a critical step toward a future where every student has the chance to demonstrate their potential and succeed.

ACT State & Federal PolicyIssue Brief the ACT to all students—the ACT is now part of thestatewide assessmentprogram in twenty-threestates. Analyzing studentperformance on thecurriculum-based ACT nowprovides insights into theacademic preparation ofallstudents, not just thoseplanning to attend college. program, but as shown inTable 1, the participationrate in these states rose anaverage of 28 percentagepoints in the first year ofuniversal junior testing.Over time, the proportionof students who take theACT as part of the school-day testing program hasgrown. In the ACT 2024graduating class, 78percent of studentsparticipated in at least oneschool-day ACTadministration. Impacts from theRise of StatewideSchool-Day ACTTesting James Riddlesperger For decades, the ACT®testhas been a critical pathwayfor students todemonstrate collegereadiness, offering a bridgeto higher education andcareer success. Similarly,student performance onthe ACT has providedcritical insights toeducators, policymakers,and the public about thecollege readiness of thenation’s high schoolgraduates. This brief explores how thegrowth of school-daytesting has changed theoverall population ofannual ACT testers to bemore representative of allstudents; it also highlightskey insights from school-day testing programsnationwide. When states, districts, or schoolsimplement school-day testing,more students from low-incomehouseholds and more studentsfrom traditionally underservedpopulations are able toparticipate, resulting in a moreinclusive picture of students’college readiness. Since 2001, when Illinoisintroduced a statewideschool-day ACT testingprogram as an innovativeway to “bring credibility tothe state’s studentassessment program,”states, districts, andschools have been able todevelop insights into thecollege readiness of theirstudents and use theseinsights to improve theirstudents’ education.1Overthe last twenty-five years,more and more states haveseen the value of offering Statewide School-Day ACT ProgramsCreate a MoreRepresentativeTesting Population Statewide school-day ACTprograms ensure that thetest-taking populationmirrors the demographicsof the student body. ACTresearch has shown thatwhen states, districts, orschools implement school-day testing, more studentsfrom low-incomehouseholds and more Since 2001, twenty-threestates have enacted astatewide school-day ACTtesting program for alljuniors in the state. Inmany of these states,significant numbers ofstudents were taking theACT before theimplementation of the students from traditionallyunderserved populationsare able to participate,resulting in a moreinclusive picture ofstudents’ college readiness(Figure 1),2which not onlyprovides these studentswith opportunities theymay not otherwise havehad but also provideseducators andpolicymakers with betterdata that they can use totarget interventions andresources. When states, districts, orschools implement aschool-day ACT program,they can access a muchclearer picture of thecollege readiness of alltheir students—not justthose who believe they are“college material” andchoose to take the ACT.Figure 1 demonstrates thatthe students who chooseto take the ACT onweekend test dates maynot represent all highschool students. Incontrast, a statewideschool-day ACT programrepresents an increase inopportunity anddemonstratedpreparedness for all groupsof students. school-day testing providessignificantly more studentswith the opportunity todemonstrate collegereadiness. Schools see anaverage increase of 29percent in the number of of students to participateinstead of only self-selected students withcollege plans, average ACTscores tend to decrease.However, the moreimportant fact is that Unsurprisingly, whenschool-day testing isimplemented, allowing abroader and moreacademically diverse group significant for studentswho come from low-income households (44percent) orunderrepresentedracial/ethnic groups (47percent), emphasizing theimportance of expandingthe opportunity to take theACT.3 ACT College ReadinessBenchmarks that are metwhen school-day testing isimplemented,demonstrating that manystudents who would nototherwise take the ACT areable to demonstratecollege readiness on theassessment when given •Students haveincreased access andopportunities becausebarriers like cost andtransportation to thetesting site areremoved. •Educators can use datato make informedcurriculum decisions,implementintervention strategies,and advise students. Why StatesImplement StatewideSchool-Day ACTPrograms Significantly morestudents demonstratecollege readiness whenschool-day testing isimplemented, with thetypical school seeingan increase of 29percent in the numberof College ReadinessBenchmarks met. •Students save time andmoney by earning testscores that allow themto bypass remedialcollege coursework. Foremost among thereasons that statesimplement statewideschool-day ACT programsis because of theopportunities and benefitsprovided to all students.These include thefollowing:

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