In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct being assessed (Thorndike et al., 1991). Some of these…

This report provides information about the performance of Florida's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

The scores of students with disabilities who took the ACT Assessment at least twice, and at least once under extended-time guidelines, were studied. The investigation identified three groups of students. The first group was composed of 3,410 students who tested at least twice under extended-time guidelines. The second group of 3,439 students…