This report summarizes some of the evidence supporting interpretations of scores from the enhanced ACT, focusing on reliability, concurrent validity, predictive validity, and score comparability. The authors argue that the evidence presented in this report supports the interpretation of scores from the enhanced ACT as measures of high school academic achievement and college readiness. In turn, those interpretations support the use of scores from the enhanced ACT for informing college admissions decisions, awarding college scholarships, placing students into programs and courses, identifying students in need of academic support, and measuring academic achievement at the school and district level for accountability systems. Because section test scores from the enhanced ACT are linked to section test scores from the legacy ACT using equipercentile equating methods, the enhanced ACT supports continued interpretations of ACT section scores that were established from the legacy ACT, including interpretations of the ACT College Readiness Benchmarks.