ACT (test)

ACT (test)
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Name	ACT
Acronym	ACT
Type	Standardized test
Administered by	ACT, Inc.
Established	1959
Purpose	College admissions, scholarship eligibility
Regions	United States, international testing sites
Website	(omitted)

ACT (test) The ACT is a standardized college admissions examination developed to assess academic readiness for undergraduate study in the United States. It complements other admissions measures and is offered by ACT, Inc., with test centers across the United States, Canada, China, India, and other countries; it is used by institutions such as the University of California, Massachusetts Institute of Technology, Ivy League, State University of New York, and University of Texas systems.

History

The ACT was created in 1959 by University of Iowa professor E.F. Lindquist and organizations including the University of Iowa and was developed against contemporaneous alternatives like the Scholastic Aptitude Test and the Graduate Record Examination. Early adopters included regional institutions such as Iowa State University and University of Michigan. Over decades, the ACT has been influenced by policy debates involving the U.S. Department of Education, state legislatures such as those in Texas and Colorado, and initiatives by foundations like the Gates Foundation. Revisions in the 1980s and 2000s involved consultation with stakeholders including the College Board and accreditation bodies such as the Higher Learning Commission. In the 2010s, the ACT responded to shifts prompted by decisions from systems like the University of California and national trends exemplified by the Common Core State Standards Initiative.

Test format and content

The ACT is composed of multiple-choice sections—English, Mathematics, Reading, and Science—with an optional Writing (essay) section. The English section covers rhetorical skills and usage with item types comparable to those referenced by curricular standards adopted in districts like Los Angeles Unified School District and states such as Florida. The Mathematics section tests algebra, geometry, and trigonometry topics reflected in coursework at institutions like Brown University and Princeton University preparatory curricula. The Reading section contains passages aligned with texts found in collections like the Library of Congress and anthologies used at schools such as Phillips Exeter Academy. The Science section emphasizes interpretation, analysis, and evaluation of data similar to methods taught in programs at the National Science Foundation-funded research high schools. The optional Writing section asks examinees to respond to a prompt requiring argumentation in styles taught at liberal arts colleges including Swarthmore College and Amherst College. Test administration logistics involve proctors and protocols influenced by standards from organizations such as the Educational Testing Service and legal frameworks including rulings from the U.S. Supreme Court affecting disability accommodations.

Scoring and interpretation

Each of the four multiple-choice sections is scored on a 1–36 scale; the composite score is the integer average of these section scores, also 1–36. The optional Writing section receives a separate score with holistic rubrics developed in consultation with educators from institutions like Harvard University, Yale University, and Stanford University. Scores are interpreted by admissions offices at universities including University of North Carolina at Chapel Hill and University of Florida for selection and merit-aid decisions, and by scholarship organizations such as the National Merit Scholarship Corporation-style programs and state scholarship boards in Georgia and Indiana. Score concordance studies have been performed comparing results with examinations such as the SAT and placement tests used by community college systems like the California Community Colleges.

Preparation and accommodations

Preparation pathways include classroom instruction tied to curricula used in districts such as Chicago Public Schools and test-prep offerings from companies like Kaplan, Inc., Princeton Review, and nonprofit programs run by organizations exemplified by the Posse Foundation. Many high schools, including magnet programs at Stuyvesant High School and Bronx High School of Science, integrate ACT-style practice into coursework. Accommodations for documented disabilities follow guidelines influenced by statutes such as the Americans with Disabilities Act and decisions from federal agencies like the U.S. Department of Education Office for Civil Rights, with provisions for extended time, alternative formats, and assistive technologies similar to accommodations applied in standardized assessments administered by the College Board.

Usage and impact on admissions

The ACT functions as a gatekeeping metric in admissions processes at public and private institutions including Ohio State University, University of Minnesota, Duke University, and Columbia University. Several state systems, for instance in Colorado and Oklahoma, have implemented statewide policies requiring or sponsoring ACT testing in partnership with departments such as the Colorado Department of Higher Education. The test’s role has been affected by test-optional movements embraced by universities such as Bowdoin College, George Washington University, and many campuses within the University of California system, and by scholarship criteria from entities like the National Science Foundation and state scholarship commissions. Research on predictive validity involves scholars at universities including University of Chicago, University of Pennsylvania, and University of Michigan and has informed institutional practices regarding holistic review and pipeline programs such as those run by TEACH initiatives and minority-serving institutions like Howard University.

Category:Standardized tests in the United States