ACT Newsroom & Blog

By Joann Moore, Senior Research Scientist

In September 2017, ACT began offering testing supports (accommodations) to English learners (ELs) in the U.S. taking the ACT^®, including:

    · extended time, not to exceed time and a half;

    · approved word-to-word bilingual dictionary (no definitions);

    · test directions in the native language (currently 18 languages); and

    · testing in a familiar environment/small group.

The supports are intended to improve access and equity for ELs whose lack of English proficiency might interfere with their ability to demonstrate their knowledge and skills as assessed by the ACT. The supports were selected based on a review of research indicating that they can provide a benefit to ELs and are unlikely to change the construct being measured (for example, if a reading test was read aloud to examinees, it would no longer be measuring reading but would instead be measuring listening skills). The supports were also reviewed by internal content experts at ACT as well as a Blue-Ribbon Panel of external researchers and experts in assessing English learners, educational measurement, state and federal policy, higher education, and civil rights.

Students are able to indicate the need for supports when they register to take the ACT. School officials provide documentation to ACT and supports are approved for eligible students. Students are eligible if they are not proficient in English and are enrolled in school in the U.S., U.S. territories, or Puerto Rico. Additional information for educators about how to request the supports and other resources for educators can be found in the links below.

What We Have Learned So Far
In order to better understand the effects of these supports, we’ve produced two recent research papers providing our first look into the performance of ELs taking the ACT with testing supports. English Learners who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors (Moore, 2021) examines performance, demographics, and high school experiences of ELs taking the ACT with and without testing supports. Score Gains and Validity Evidence for English Learners Testing with Supports on the ACT (Moore, Li, & Lu, 2021) examines score gains, relationships with high school grades, and the validity and reliability of scores for ELs taking the ACT with and without supports.

ELs are a vastly diverse group of students, differing with respect to their native language, culture, educational experiences (both in English and in their native language), levels of proficiency in English and in their native language, age or grade level in which they entered the U.S., and many other factors. ELs are also continuously improving their English skills, and as they become proficient, they move out of the EL category. New ELs are also continuously being identified and assigned EL status as they enter U.S. schools. All of these factors make ELs a challenging population to study. It is impossible to make general statements that apply to all ELs. The findings from our recent studies show general trends across the population of ELs who take the ACT with or without testing supports as compared to their English-proficient peers who take the ACT without supports.

Findings from these recent studies have highlighted some wins as well as some challenges in educating and assessing ELs. In terms of wins, we found that the testing supports did indeed have a benefit for students using them. Score gains were higher for ELs who first tested without supports and retested with supports than for ELs testing twice without supports and non-ELs testing twice without supports, particularly in reading. The figure below shows score gains by subject area and group. We also found that the ACT scores of ELs who retested with supports were more closely aligned to their high school GPA (i.e., higher correlations), suggesting that offering supports to these students result in scores that more accurately reflect their learning.

Recommendations

• ELs face unique challenges in attaining college and career readiness while also working toward English proficiency. Educators and policymakers should provide resources to ensure that these students have the same college and career opportunities as their non-EL peers. These resources might include family outreach, home-language advising, personalized tutoring, additional college advising, connection with dedicated nonprofits or creation of specialized state and district offices that specifically serve English Learners, and other resources for addressing ELs’ individual needs.
• While ELs may face additional challenges, educators must maintain high expectations and ensure that ELs have equal access to rigorous academic content and instruction (with additional supports as appropriate).
• Counselors, teachers, and community organizations should work together to ensure that ELs and their families are aware of available supports and can request and access appropriate supports as well as other available resources.
• Policies, resources, and organizations serving ELs vary from state to state, and educators, students, and parents benefit from having access to relevant information. ¡Colorín Colorado! is a national organization dedicated to providing parents and educators of ELs with a plethora of information and resources, including state-specific information as well as resources for parents in multiple languages.
• The U.S. Department of Education as well as states, districts, and schools should conduct additional research and analyses to better understand and then address performance gaps for all students, particularly those learning English.

Two-thirds of 2019-2020 college freshmen reported experiencing academic challenges and three-quarters had academic concerns due to learning online during the pandemic

IOWA CITY, Iowa—While learning online during the novel coronavirus pandemic, two-thirds of 2019-2020 college freshmen had academic issues with online learning, one-third reported frequent troubles with an unreliable computer, and 21 percent of students reported having unpredictable or no access to the internet, according to a report released today by ACT, the nonprofit organization that administers the ACT college readiness exam. Students from low-income families and first-generation college students were most likely to report academic challenges related to learning online.

In response to the coronavirus outbreak, 98 percent of the surveyed students reported transitioning to online learning, and this rapid shift to online learning exacerbated students’ negative feelings. More than half of students had never taken a college course online before the pandemic, and the vast majority of first-year college students experienced challenges in their coursework while learning online during the pandemic. Most students were concerned that online learning during the pandemic would negatively affect their academic success next year.

“The first year of college is often a stressful time for college students, as the transition from high school to college brings new circumstances and expectations,” said ACT CEO Janet Godwin. “The past academic year was perhaps the most challenging year in the lives of American college students, particularly students from low-income families and first-generation college students, who were more likely to have limited access to technology and the internet compared to their counterparts. Ending the digital divide must be a national priority if we are serious about giving every college-bound student a fair shot at earning a degree.”

Learning online for a year required students to have access to a computer and have a stable internet connection. One-third of freshmen did not have access to a computer or reported frequent troubles with an unreliable computer, while three-quarters reported their internet connection as being only okay or completely unpredictable. A majority of these students came from low-income families or were first-generation college students, confirming the ongoing digital divide in American education.

“We found that access to technological and learning resources were related to perceived academic challenges and concerns. First-year college students who had access to technological and learning resources were more likely to rate their coursework as easy, and less likely to report short-term and long-term academic concerns compared to students who did not have access to these technological resources, which in turn were associated with a higher level of certainty about enrolling in the same institution next year.” said Dr. Joyce Z. Schnieders, a research scientist who co-led the survey for ACT. “Increasing access to technological and learning resources could help first-year college students, who come from underserved populations, navigate through the new mode of learning during and after the pandemic.”

It is very likely that many postsecondary institutions will continue some form of online learning in fall 2021 even as campuses reopen. The top ways that institutions could support and improve online learning for incoming first-year college students are:

• address the inequities in access to technology and the internet;
• close the gap in learning resources;
• promote online learning preparatory programs;
• advance (or advocate for) student outreach; and 
• support professional development for instructors.

ACT researchers interviewed 1,164 first-year college students about their experiences with online learning during the pandemic for the report, First-Year College Students’ Online Learning Experiences During the Pandemic.

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About ACT 

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as a national leader in college and career readiness, providing high-quality assessments grounded in over 60 years of research. ACT offers a uniquely integrated set of solutions designed to provide personalized insights that help individuals succeed from elementary school through career. Visit us online at www.act.org/ 

Contact 

James Elias

jelias@hagersharp.com

(202) 355-4417