Teacher Education

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ACT National Curriculum Survey^®2005–2006
This study points to a gap between what high schools are teaching students in their core college preparatory courses and what colleges want incoming students to know.

Benefits of a High School Core Curriculum (PDF; 199KB, 14 pages)
In this research brief, we describe the benefits of taking the ACT-recommended core curriculum, and of taking specific high school courses. The brief is divided into two parts: benefits for academic achievement and college and workforce training readiness, and benefits for college success.
ACT Issue Brief, 2006

Developing the STEM Education Pipeline (PDF; 107KB, 8 pages)
This report makes recommendations for strengthening science, technology, engineering, and mathematics education in middle schools and high schools.
ACT Report, 2006

Career Planning: Students Need Help Starting Early and Staying Focused (PDF; 121KB, 3 pages)
ACT followed students' academic achievement and career development from 8th grade to high school graduation to determine: when do students begin thinking about their career interests, whether their academic achievement and career interests are related, and if students' career interests are consistent with their college major and career choices.
ACT Issue Brief, 2005

College Readiness Begins in Middle School (PDF; 487KB, 33 pages)
Schools can play a key role in guiding early preparation for postsecondary education through fostering academic preparation and achievement, supporting parent involvement, providing college and career planning information, and helping students through the many steps in postsecondary planning.
ACT Policy Report, 2005

The Sensitivity of the ACT to Instruction (PDF; 121KB, 3 pages)
Taking specific course sequences in high school has a direct effect on students' ACT^® scores, and thus on their preparedness for college-level coursework.
ACT Issue Brief, 2005

Using PLAN to Identify Student Readiness for Advanced Courses in High School (PDF; 87KB, 2 pages)
Administering PLAN^® to 10th-grade students not only provides them with the opportunity to assess their progress toward their education and career goals, but also allows schools and school districts to determine which of their students stand to benefit the most from taking IB, AP, dual enrollment, and other rigorous coursework.
ACT Issue Brief, 2005

What Are ACT's College Readiness Benchmarks? (PDF; 103KB, 3 pages)
ACT's College Readiness Benchmarks are the minimum ACT test scores required for students to have a high probability of success in credit-bearing college courses—English Composition, social sciences courses, Algebra, or Biology.
ACT Issue Brief, 2005

What Kind of Test Preparation Is Best? (PDF; 127KB, 3 pages)
As long as students are ready and motivated to learn and the courses cover the proper material, simply taking the right core courses in high school can increase ACT Composite scores more than does any one of the most beneficial short-term test preparation activities.
ACT Issue Brief, 2005

Schools Involving Parents in Early Postsecondary Planning (PDF; 576KB, 36 pages)
Studies show that parents, particularly those who did not attend college, often do not have the necessary tools, information, and resources to assist their children with college planning.
ACT Policy Report, 2004

Helping Teacher Assistants Meet "Highly Qualified" Standards
An Oregon school district used the WorkKeys^® Proficiency Certificate for Teacher Assistants to verify teacher assistants in the district's schools met the "highly qualified" standards mandated in the federal No Child Left Behind (NCLB) Act.
WorkKeys Case Study, Fall 2003

Interpreting ACT Assessment Scores
There are two primary ways to interpret ACT scores: compare an individual's score to all other ACT-tested students, and describe specific academic skills and knowledge that a student has likely acquired given her or his score range.
ACT Research Brief, 2002

Improving Performance on the ACT Assessment
This brief offers several suggestions—for counselors, students, and parents—about what students can do, academically and otherwise, to improve their performance on the ACT.
ACT Research Brief, 2001