The ACT: Biased, Inaccurate, and Misused
|What is the ACT?||
More than a million high school students take the ACT (formerly known as the American College Testing Program Assessment) each year. Like the SAT, the ACT is a standardized multiple-choice test meant to predict first-year college grades. While the SAT predominates on the East and West Coasts, the ACT is more common in the Midwest, Southwest, and Deep South.
The ACT consists of four individual tests: English, Math, Reading, and Science Reasoning. The score report for the "Enhanced ACT Assessment" includes a composite ranging from 1-36, a score for each individual test, and sub scores. There is also an optional "writing" test.
The ACT was developed as an alternative to the SAT, but is just a different test, not a better one. Like the SAT, the ACT has long-standing problems of bias, inaccuracy, coachability, and misuse. Because of these flaws, no test - neither the ACT nor SAT - should be required in the college admissions process.
|How is the ACT biased?||
Race, class and gender biases give White, affluent, and male test-takers an unfair edge.
ACT has performed few studies of score differences in its test, making it difficult to pinpoint the sources of the score gaps. Here are a few likely candidates:
Biased format: Research shows that a fast-paced, multiple-choice format favors males over females. Guessing, a risk males are more likely to take, is rewarded. Since multiple-choice items do not allow for shades of meaning they work against the most typical female thinking style.
Biased language: Idiomatic terms such as "ball and chain" (to indicate a married partner) and "straight from the horse's mouth" may not be familiar to many test-takers, particularly those whose first language isn't English, causing them to choose wrong answers.
|How accurate is the ACT?||
ACT scores do not predict college performance effectively
One study at Chicago State University confirmed this trend. For the vast majority of the university's graduates who scored in the middle range of the test as high school students, the ACT explained only 3.6% of the differences in cumulative college GPA. In fact, the exam over-predicted the performance of the class graduating in 1992, which had the highest average ACT score among the classes in the research study yet the poorest academic performance over four years at the university.
The ACT regularly underestimates the abilities of females, who earn higher grades than males in college, despite lower ACT scores. Recognizing the problem, the Massachusetts Institute of Technology routinely admits females with lower math scores because they find the women still perform as well as men.
The ACT also does a poor job of predicting the college performance for students of color. One study conducted at a medium-sized regional university in the Southeast showed that the ACT explained only 6.8% of the differences in first-semester college grades for African Americans, while for Whites the ACT predicted approximately 28% of the differences. High school grades predicted equally well for both groups, demonstrating that other measures of achievement are not as subject to differences across racial groups as are test scores.
|ACT scores are imprecise
The individual tests have large margins of error, according to data from ACT. The margin of error - the inconsistency in ACT scores inherent in the testing process - on each subject's 1-36 point scale is 1.55 points in English, 1.43 in Mathematics, 2.20 in Reading, and 1.75 in Science Reasoning. In other words, if a student were to retake the exam, there would be about a two-thirds chance that her score would be 1.55 points higher or lower on the English test than on a previous administration of the test. There is also a one-third chance the score difference would be even larger. The margins of error, while appearing to be small at 1.43 - 2.20, can actually have significant consequences for applicants when admissions offices or financial aid programs require minimum (or "cut-off") scores.
|Is the ACT coachable?||ACT itself sells coaching products. ACT insists that "for students who have not studied the content or grasped it... short term review is not likely to be of much benefit." While ACT acknowledges that familiarity and test-taking skills can affect a score, it also maintains that the descriptions and sample items included in the registration packet address them. If that claim is true, why is ACT selling coaching guides and software? Many commercial firms promote extensive lines of ACT test preparation materials, ranging from workbooks to classroom and on-line courses.|
|How is the ACT misused?||
Cut-off scores on the ACT unfairly deny education and scholarships.
|What's the alternative?||The weak predictive power of the ACT, its susceptibility to coaching, examples of test score misuse, and the negative impact test score use has on educational equity all lead to the same conclusion - test scores should be optional in college admissions. The nearly 400 colleges and universities that already admit substantial numbers of freshman applicants without regard to test scores have shown that class rank, high school grades, and rigor of classes taken are better tools for predicting college success than any standardized test. The SAT and SAT Subject Tests are often viewed as alternatives to the ACT, yet these exams have many of the same flaws and limitations as the ACT.|
| 2007 COLLEGE BOUND SENIORS AVERAGE ACT SCORES
Approximately 1.3 million test takers
|COMPOSITE SCORE||2006-2007 CHANGE|
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