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Download full textAllen, Jeff; Mattern, Krista; Camara, Wayne – ACT, Inc., 2020
This brief presents a method for predicting the impact of school closures on average ACT® test scores. The purpose is to illustrate a methodology and major conditions that should be considered in predicting aggregate ACT scores when school closes prematurely and learning and testing are disrupted. Across three scenarios examined herein, the impact…
Descriptors: Predictor Variables, Outcomes of Education, School Closing, College Entrance Examinations
Kuo, Yi-Lung; Casillas, Alex; Allen, Jeff – ACT, Inc., 2019
This study investigated the moderating roles of motivation, social engagement, and self-regulation in predicting academic achievement in grades 11-12 for 3,281 7th-9th graders. Standardized assessments of college readiness (ACT® Explore and the ACT® test) and student self-report measures of social emotional learning factors (ACT® Engage® Grades…
Descriptors: College Entrance Examinations, Student Motivation, Self Control, Predictor Variables
Wai, Jonathan; Allen, Jeff – ACT, Inc., 2018
Many academically-advanced youth take the ACT® test in 7th grade for academic talent searches and again in 11th or 12th grade for college admissions. We leveraged this sample of 460,033 students, taking an exploratory analytic approach to examine trends in academic growth from 1996 to 2016. We examined potential predictors of academic growth,…
Descriptors: Achievement Gains, Academic Achievement, Secondary School Students, Academically Gifted
Direct linkWai, Jonathan; Allen, Jeff – Gifted Child Quarterly, 2019
We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors included sociodemographics, interests, high school (HS) characteristics, HS coursework and GPA, and extracurriculars, which explained 25% of the…
Descriptors: Talent Development, Predictor Variables, Achievement Gains, Secondary School Students
