Approximately 6,000 Students Took Online Version of the ACT in Recent Weeks

Iowa City, Iowa —ACT officially launched the online version of the ACT® test for its state and district testing program this past month. Approximately 6,000 high school students across the United States took the ACT on a computer at national test centers and in high school classrooms over the past few weeks, earning college-reportable scores.

“The administration of the online ACT went smoothly,” said Jon Erickson, ACT president. “We are very excited about the results and the continued growth and development of our online ACT program. ACT’s goal is to increase student access to higher education, and we believe technology will be a valuable tool in helping us to reach this goal.”

It was the second time that ACT has administered the test in an online format with college-reportable scores. Approximately 4,000 students took the online version a year ago in a pilot administration.

“We learned a great deal from last year’s successful pilot, and we applied those lessons to help fine tune the online experience for examinees,” said Erickson. ”This is part of ACT’s efforts to continuously improve our programs on a measured, gradual basis to avoid radical changes for students.”

The content of the online exam was the same as that of the paper-and-pencil version, and students’ scores will mean the same in terms of level of achievement for this administration.

“We aren’t changing the curriculum-based content of the ACT test,” said Erickson. “We’re simply providing another way to take the exam, employing the advanced technology that most students are accustomed to using on a daily basis.”

The online ACT will initially be offered on an optional basis only to high schools that administer the exam to all students as part of their districtwide or statewide assessment programs. It will not be offered on the ACT national, Saturday morning test dates at this time. Delivery of the online ACT for statewide and districtwide testing will be expanded next spring.

Featured

  • Designing the Bridge Between Inclusivity and Independence in K–12 Schools

    Fostering independence is fundamental to learning and development for K–12 students. It offers many proven benefits, such as enhanced confidence, problem-solving, decision-making, and social skills. However, this foundational objective loses its impact if it’s not accessible and adaptable to all students. Inclusivity plays a critical role in cultivating independence and healthy autonomy for students, fostering positive student learning outcomes by uniting pedagogy with the physical learning environment.

  • Rethinking K-12 Schools as a Continuous Learning Experience

    Most students move through three or more separate facilities during their K-12 journey, yet the built environments they encounter at each stage have traditionally been designed in isolation, with little continuity in spatial language, learning philosophy, or physical resources. Each new school is a reset with different layouts, learning models, expectations, and ways of moving through a building. The next generation of school design is making the case that the first day of kindergarten and the last day of high school can and should feel connected through common support systems and infrastructure in the physical environment.

  • Minnesota District Converts Middle School into Community Hub

    White Bear Lake Area Schools in White Bear Lake, Minn., recently announced the end of a major renovation project that converted a former middle school into a new centralized district and community hub, according to a news release.

  • ed tech conference calendar

    Upcoming Awards, Events & Webinars