In December, ACT, Inc. introduced a new version of the ACT, called the Core ACT. This update represents a significant shift towards efficiency, offering a streamlined test experience for students. Unlike what many anticipated, the Core ACT isn’t a revolutionary redesign of the test, but rather an adaptation designed to maintain the integrity of the original exam while adjusting its format. The changes made to the test were strategically thought out, aiming to improve the test-taking experience without losing the test’s validity in assessing a student’s readiness for college.
The introduction of the Core ACT came with the promise of a shorter test, which immediately sparked conversation among educators, test-takers, and prep companies alike. This alteration to the length is one of the most notable changes. While many students were once accustomed to the long, grueling duration of the ACT, the shortened test is a relief to many, offering a more focused and concise experience. By cutting down the number of sections and providing more time per question, the ACT aims to reduce fatigue while still accurately measuring a student’s academic capabilities. However, as we will explore later, the question of how these changes affect performance and overall validity remains open for debate, especially since the first significant administration of the test will take place in April.
Despite the brevity of the new test, ACT, Inc. has not completely overhauled the structure. The test still draws heavily from the original format, retaining its emphasis on assessing a student’s ability to read critically, analyze information, and apply reasoning in a variety of contexts. In essence, the Core ACT is still rooted in the key principles that have made the test an essential tool for college admissions. Yet, the updated test structure reflects a more modern understanding of test-taking fatigue and the evolving needs of today’s students. As we dive deeper into these changes, it becomes clear that while the Core ACT introduces new approaches, it still holds onto the elements that have defined its predecessor for years.
Shorter, More Focused Test Structure
One of the most significant changes in the Core ACT is the overall reduction in the test’s length. Traditionally, students have had to endure a long, intensive exam session that can last several hours, leaving many feeling mentally exhausted by the time they reach the final sections. With the updated format, the test has been shortened, giving students more time to focus on individual questions rather than rushing through sections to meet tight time constraints. The added time per question allows students to approach each problem with greater care, minimizing the stress associated with the old format’s time pressure.
Alongside this, the Science section has undergone a major transformation. Previously a core part of the ACT, the Science section has now become optional. This change is designed to allow students more flexibility, acknowledging that some students may not have a strong background in science or may feel more confident focusing on other areas of the test. While the removal of this mandatory section might seem like a significant departure from the traditional ACT, it aligns with the Core ACT’s overall goal of reducing unnecessary stress for students. The flexibility in taking the Science section, coupled with the reduction in time pressure, could help students focus on performing well in the sections where they excel.
Despite the shift in structure, the Core ACT still shares a significant amount of content with the previous version. This means that older prep materials, which are often seen as outdated or irrelevant when test formats change drastically, will still be of value for students preparing for the new exam. The Core ACT, unlike a completely new test, respects the body of knowledge students have accumulated over the years, ensuring continuity and minimizing the need for students to start from scratch in their preparation. However, the changes in the structure and format will still require students to adapt, and it remains to be seen how these adjustments will impact students’ test performance.
Changes in Section Structure and Content
The changes to the test are not just limited to the overall length and time allocated; there are also significant alterations in the structure of individual sections. The English section, for example, which has traditionally included five 15-question passages, has been altered to include a combination of shorter and longer passages with a reduced number of questions per passage. This change is designed to give students a broader range of question types, allowing them to demonstrate their reading comprehension and analytical skills in different contexts. By reducing the number of questions per passage, students will no longer feel overwhelmed by the sheer volume of material, and the variety in passage length could offer a more nuanced assessment of a student’s reading abilities.
Similarly, the Reading section has seen some adjustments. In the past, each passage was accompanied by 10 questions. The updated version reduces this to nine questions per passage. While this may not seem like a drastic change, it is indicative of the Core ACT’s approach to making the test more manageable without sacrificing its rigor. The alteration gives students a bit more breathing room to think critically about the material without feeling rushed. These adjustments to the Reading section suggest that the Core ACT is focused on testing a student’s ability to analyze texts more thoughtfully and deeply, rather than simply answering as many questions as possible in a limited amount of time.
The Science section, which has undergone the most noticeable change, still remains a significant area of focus. In its new form, the Science section includes fewer questions per passage but introduces a new type of question. These questions require students to apply their scientific reasoning skills beyond the material provided, asking them to draw conclusions or analyze data in a way that tests their deeper understanding of scientific concepts. While the Science section is now optional, students who choose to take it will still encounter the same level of difficulty and complexity that has historically been a hallmark of the ACT.
Overall, the changes to the sections are designed to strike a balance between testing a student’s core skills and making the test experience more manageable. The revised structure acknowledges the evolving needs of today’s students, who often face increasing levels of academic pressure. By making the test more varied and less burdensome, the Core ACT aims to keep students engaged and motivated, without compromising the quality of the assessment.
The Future of the Core ACT: Will It Live Up to Expectations?
While the Core ACT is positioned as an evolution of the traditional exam, its long-term success will only become clear once it is administered on a wider scale. The first large-scale administration of the Core ACT will take place in April, providing crucial data that will determine how well the test performs in real-world conditions. The validity of the new format will depend on several factors, including how well students adjust to the changes, how effectively the new test assesses college readiness, and how the score distribution compares to previous years.
One of the key questions surrounding the Core ACT is how the changes will impact scoring. With the introduction of more time per question and a shortened overall test duration, there is speculation that these adjustments could lead to higher scores. However, it remains to be seen how raw scores will translate into scaled scores and whether the test’s validity will hold up under scrutiny. While the shorter format may help alleviate test fatigue and improve focus, the real question is whether these changes will result in a more accurate reflection of a student’s abilities.
Additionally, it’s important to consider the potential effects on test preparation. Students who have spent months or even years preparing for the traditional ACT may need to adjust their strategies for the new format. Test prep companies will likely need to update their materials to align with the changes in section structure and timing. This could lead to a period of uncertainty as students and educators adjust to the new test format and adapt their study habits accordingly.
While the changes introduced by the Core ACT are certainly noteworthy, it is essential to recognize that the test is still grounded in the same core principles that have defined the ACT for years. As students prepare for the Core ACT, they can rest assured that, although the test may look different, the underlying assessment remains largely the same. However, the impact of these changes on students’ scores, prep strategies, and overall college admissions landscape will be better understood after the test has been administered more broadly.
As the April administration approaches, we will likely see a clearer picture of how the Core ACT fares in practice. For now, students and educators alike must stay tuned and be prepared to adapt to a test that promises to be both familiar and new at the same time.
Scoring the Core ACT: A Shift in Raw and Scaled Scores
With any significant change to a standardized test, the topic of scoring is one of the most crucial aspects that students, educators, and colleges eagerly anticipate. The redesigned Core ACT has raised questions about how the scoring system will be affected by the changes in test length, structure, and content. While the specifics are still evolving, the central concern remains how raw scores, derived from the number of correct answers, will translate into scaled scores.
One of the primary differences in the Core ACT is the shorter length of the test. With fewer questions in each section and no experimental items, students are given more time to answer each question. On the surface, this could lead to higher raw scores simply because the students have more time to work through each problem. However, this change could have ripple effects on the scaled score distribution, especially at the higher end of the spectrum. High-achieving students, who traditionally scored near the top of the scale, may now find it more challenging to achieve the same scaled score that they did under the previous version of the ACT. As more time is given per question, students may naturally perform better, but this increased performance could shift the bell curve, making it harder to achieve the same level of distinction.
This shift raises important questions about how these new scores will be perceived by colleges and universities. If the scoring distribution at the top end is compressed, will colleges still use the same benchmarks for admissions? Furthermore, the test’s validity will be tested when comparing the performance of high-achieving students under the new format versus the old. While the raw score improvements may seem like a positive development, the real impact will be seen in how these raw scores are recalibrated into scaled scores. The real challenge for both test-takers and college admissions committees will be adjusting to this shift in scoring while maintaining a fair and consistent measure of academic ability.
ACT Linking Study: Validity and Comparability of Scores
When a new version of a test is introduced, one of the most important aspects to consider is its validity — how well the test measures what it is supposed to measure. In the case of the Core ACT, ACT, Inc. took steps to ensure that the new test format would be as comparable to the traditional ACT as possible. This was done through a comprehensive “linking study” conducted in the summer of 2024, involving more than 7,600 students. The goal of this study was to compare the traditional ACT with the Core ACT and assess whether the new format would result in significant changes to test scores.
The findings from the linking study have shown that while there are slight differences in the raw score distributions between the two versions of the test, the scaled score distributions are nearly identical. This means that, despite the changes in the test format and structure, the Core ACT’s scaled scores align closely with the scores of the traditional ACT. This is significant because it suggests that the new test, even with fewer questions and an optional Science section, still measures the same academic abilities that have historically been assessed by the ACT. The consistency of the scaled scores indicates that, although the test may feel different to students, it is still maintaining the same level of rigor in its assessments.
What this finding highlights is the careful thought that went into maintaining the Core ACT’s alignment with the traditional version. While students may experience the test differently due to the changes in format, the underlying academic concepts are still being assessed in a similar way. This ensures that students who take the Core ACT are not unfairly penalized or advantaged by the changes, and that the test’s results can still be compared across different administrations. Colleges and universities can, therefore, expect that the scores of students taking the Core ACT will be comparable to those who took the traditional version, making the new format just as reliable for admissions decisions.
Science Section: Optional But Still Significant
The introduction of the Core ACT comes with a notable change: the Science section has become optional. In the traditional ACT, the Science section was a mandatory part of the exam, testing students’ ability to analyze scientific data, draw conclusions, and understand scientific concepts. However, in the new Core ACT format, students have the flexibility to decide whether or not they want to take the Science section.
While this may seem like a major departure from the traditional test, the results from the linking study indicate that omitting the Science section will have a minimal impact on a student’s composite score. The findings showed that skipping the Science section would likely result in a change of no more than a single point on the overall composite score. This means that students who choose to skip the Science section will not be at a significant disadvantage when it comes to their final score. This offers students the opportunity to tailor the test to their strengths, potentially allowing them to focus on sections where they feel more confident.
However, for students who decide to take the Science section, the format remains largely the same as it has been in the past. The new structure includes a slightly modified version of the Science section, with fewer questions per passage but the addition of an extra passage. Despite these changes, the level of difficulty remains consistent with what students would expect from the Science section of the traditional ACT. The inclusion of the optional Science section, while providing flexibility, still ensures that students who opt to take it will face a rigorous assessment of their scientific reasoning and analytical skills.
The ability to opt out of the Science section also brings up interesting questions about how colleges and universities will interpret the absence of this section on a student’s score report. Will admissions officers view the omission of the Science section as a sign of weakness, or will they understand it as a matter of preference or strategy? This could lead to a shift in how students approach the exam, with some choosing to skip the Science section while others may opt to take it in order to demonstrate their scientific literacy. Regardless of how it is perceived, the optional Science section provides students with the freedom to customize their test-taking experience in a way that best reflects their academic strengths.
Reliability of the Core ACT: Maintaining Accuracy in Assessing Academic Ability
Reliability is a crucial factor in the success of any standardized test. It refers to the ability of the test to consistently measure what it is designed to assess, and its capacity to produce stable and reproducible results. In the case of the Core ACT, ACT, Inc. has ensured that the test remains reliable, even with the changes made to its format and structure. Although the Core ACT is not as reliable as the traditional version, research has shown that it still meets the necessary standards for accurately assessing a student’s academic abilities.
ACT, Inc. conducted a confirmatory factor analysis to assess the reliability of the Core ACT, comparing it to the traditional ACT in terms of its ability to measure key academic concepts. The analysis confirmed that, despite the changes, the Core ACT continues to assess the same core subjects — English, math, reading, and science — with a similar level of rigor. The results showed that the Core ACT still effectively measures a student’s academic knowledge and reasoning skills, making it a reliable tool for college admissions.
While the test is not as reliable as the traditional ACT, this does not mean that it is unreliable. The differences in reliability are minimal, and the Core ACT continues to serve its purpose of measuring a student’s preparedness for college-level work. For students, this means that while the test may be shorter and slightly different in structure, the Core ACT is still a dependable measure of their academic abilities. Colleges and universities can continue to trust the test as a means of evaluating applicants’ readiness for higher education, ensuring that students are still being assessed fairly and consistently.
As with any new test format, it will take time to fully understand how the Core ACT performs in the long run. However, based on the results from the linking study and reliability analysis, it is clear that the Core ACT is a valid and reliable assessment tool. While there may be minor adjustments and further refinements over time, the Core ACT remains a robust measure of a student’s academic ability, offering a fair and accurate reflection of their readiness for college. As more students take the test and more data becomes available, we will gain a clearer picture of how well the new format stands up to the challenges of standardized testing.
Transitioning to a Digital Platform: The ACT’s Big Leap Forward
For the first time in its history, the ACT is transitioning to a digital platform, signaling a major shift in the way the test is administered. This move to digital testing represents a significant step forward for the ACT, aligning it with trends in standardized testing across the globe. As digital assessments become more commonplace, ACT, Inc. hopes to enhance the testing experience, making it more efficient and accessible for students. However, this transition comes with its own set of challenges and concerns, particularly regarding the user experience, technical reliability, and the learning curve associated with using a new digital platform.
One of the biggest changes accompanying the digital format is the partnership between ACT, Inc. and Pearson to use their TestNav platform. TestNav has been in use for international ACT test-takers since 2019, and its track record has been generally reliable. Despite this, there are concerns about how well it will perform on a larger scale and how smoothly it will handle the volume of students taking the ACT in a digital format. Many students and educators are unfamiliar with this new digital experience, and while TestNav is expected to offer a reliable testing environment, it lacks some of the features and sophistication found in other platforms used for digital testing, such as College Board’s Bluebook interface, which is used for the SAT. These differences raise questions about whether TestNav will be able to deliver the user-friendly and intuitive interface that students are used to in physical test-taking scenarios.
In transitioning to this digital platform, ACT, Inc. hopes to streamline the testing process and enhance accessibility. However, these changes also prompt a reevaluation of the traditional testing environment. Will the shift to a digital platform improve the test-taking experience or will it introduce new barriers that students must overcome? The answers to these questions will likely depend on how well the TestNav platform performs under real-world conditions and how students adapt to the new format. As the first fully digital ACT administrations take place, both students and test administrators will need to navigate this uncharted territory, learning the ins and outs of the system and addressing any issues that may arise along the way.
Usability Concerns: Technical Challenges and Platform Limitations
As with any major technological shift, the move to a digital ACT platform has generated significant concerns about usability and potential technical challenges. While TestNav is a reliable platform used in international ACT testing, it does not come without limitations. One of the most prominent issues with the platform is its reliance on a constant, stable internet connection. The digital ACT is hosted on the ACT Gateway platform, which requires students to be connected to the internet throughout the duration of the test. While this may seem like a minor technical requirement, it introduces a number of challenges that could disrupt the test-taking experience.
The need for a reliable internet connection is particularly important during peak testing periods, when network congestion can be a major concern. Slow or unstable connections can cause significant disruptions, potentially affecting a student’s ability to complete the test on time. Unlike College Board’s Bluebook interface, which has built-in offline capabilities to mitigate internet issues, ACT Gateway is heavily dependent on a stable internet connection. This could create a situation where students with slower internet speeds or unreliable connections may struggle to keep up with the pace of the exam, putting them at a disadvantage compared to their peers.
Additionally, TestNav lacks some of the advanced features that students have come to expect from digital platforms. For example, it does not allow students to annotate on-screen text or provide an overview of the test sections, limiting the flexibility that other digital testing platforms might offer. These features, which are available in platforms like Bluebook, can enhance the test-taking experience by allowing students to interact with the material in more meaningful ways, such as by marking up text or reviewing a summary of the sections. Without these features, TestNav may feel less intuitive and user-friendly, particularly for students who are accustomed to the benefits of digital testing interfaces with more interactive elements.
While the digital ACT is a step forward in terms of modernization, these limitations underscore the importance of addressing usability concerns before the test becomes the norm. To ensure a smooth testing experience, ACT, Inc. must work closely with Pearson to refine the platform, adding features that enhance usability and provide students with the tools they need to perform at their best. At the same time, test centers and administrators must be prepared to handle the technical challenges that may arise during the testing process, ensuring that students have access to the necessary resources to complete the exam without encountering undue disruptions.
Technical Requirements and Infrastructure: The Need for Proper Setup
Another key issue that has emerged with the shift to digital testing is the need for proper technical infrastructure at test centers. While ACT, Inc. has outlined the technical requirements needed to run ACT Gateway successfully, test centers will be responsible for ensuring that they meet these standards. The test will require specific hardware, software, and network capabilities, and if these requirements are not met, test-takers could face significant disruptions during the exam. The setup of the testing environment becomes crucial to ensuring that the digital transition is as seamless as possible.
One of the primary concerns is ensuring that test centers have the appropriate internet bandwidth to handle the demands of digital testing. During peak testing times, network congestion could cause slowdowns or even outages, leading to delays or interruptions for students. Since the ACT relies on a continuous internet connection to administer the test, any issues with the network could have serious implications for test performance. Test centers must be equipped to handle large volumes of data traffic and ensure that students have access to a reliable connection throughout the test. This will require substantial investment in infrastructure and support systems, which could pose challenges for some centers.
In addition to network reliability, test centers will need to ensure that their computers and devices meet the necessary specifications to run the TestNav platform smoothly. This includes having up-to-date operating systems and the proper configurations to ensure compatibility with the digital testing platform. If these technical requirements are not met, students could face delays or even be unable to take the test altogether. Ensuring that all test centers are adequately prepared for the digital ACT will be crucial in minimizing disruptions and ensuring a fair and equitable testing experience for all students.
Moreover, with the shift to a digital platform, test centers will also need to train staff members to handle the technical aspects of the test. This includes understanding how to troubleshoot issues with the TestNav platform, managing test-taker devices, and addressing any network-related problems that may arise. Test center staff will play a crucial role in ensuring that the transition to digital testing runs smoothly, and their ability to manage technical issues effectively will be a key factor in determining the success of the new platform.
The Digital ACT Rollout: Uneven Availability Across the Nation
The introduction of the digital ACT has brought both excitement and concern to the educational community. As the new test format rolls out, one of the most pressing questions is whether all students will have access to the digital version. The promise of a more modern, efficient testing experience has been met with enthusiasm, but the reality is that the availability of the digital ACT is still limited. While some regions are experiencing a smooth transition with many test centers offering the digital format, other areas are facing significant challenges in accessing the new platform.
In cities like Atlanta, Chicago, New York, and Houston, students will find a wide array of test centers offering the digital ACT this spring. These metropolitan areas, with their large populations and well-established testing infrastructure, have been quick to adopt the digital format. However, for students living in smaller cities or more remote areas, access to the digital test may be much more difficult to secure. Students in places like Los Angeles, Washington D.C., Seattle, and Boston, for example, may find it challenging to locate a nearby test center that offers the digital ACT. This uneven availability highlights the logistical difficulties that arise when trying to transition a nationwide standardized test from a paper format to a digital one.
ACT, Inc. has acknowledged these challenges and emphasized that the availability of digital test centers will increase as the rollout continues. They expect the number of digital test centers to grow substantially by the summer months. However, the reality of this shift remains in question. For many students, the transition from paper to digital testing is not as simple as just turning on a new platform. The infrastructure needed to support digital testing—reliable internet connections, compatible devices, and well-trained test administrators—requires significant investment and time to implement. As a result, students in certain regions may face delays in gaining access to the digital version of the test, and some may be forced to wait for future test dates or travel long distances to take the exam.
These disparities in availability not only affect the convenience of test-taking but also raise questions about fairness and accessibility. In an ideal world, all students would have equal access to the same testing opportunities, regardless of where they live. However, the digital rollout of the ACT is proving to be far from uniform, and many students are finding that access to the new testing format is a privilege that is not equally distributed. This uneven distribution of digital test centers will require continued attention from ACT, Inc. to ensure that students across the country are not left behind as the transition unfolds.
Logistical Challenges: The Struggles of Accessing Digital Test Centers
While the digital ACT promises to streamline the testing process for students, the current rollout has revealed a number of logistical challenges that students will need to navigate. For those living in areas where digital test centers are not yet available, securing a spot on the test day may require careful planning and flexibility. Students in such areas may find themselves faced with long wait times or the need to travel significant distances to reach a test center that offers the digital version of the exam. These logistical challenges can add considerable stress to an already stressful process, as students are forced to consider travel arrangements, accommodations, and the possibility of rescheduling their test.
In addition to the challenges of finding an available test center, students may also face difficulties with timing. While the digital ACT is expected to become more widely available in the coming months, students in areas with limited access may have to wait for later test dates to take the digital version. This could result in delays in receiving scores and impact students’ ability to meet application deadlines for college admissions. For some, the added uncertainty and wait time could create unnecessary anxiety, making it more difficult for them to plan their college applications and future academic path.
The issue of traveling to distant test centers also raises concerns about equity. Students who live in areas without digital test centers may face additional financial burdens related to travel costs, which could put the digital ACT out of reach for lower-income students. The inability to access the digital version of the test without incurring extra costs creates a barrier that is not present for students in urban centers where digital testing is more readily available. This situation creates an uneven playing field, where students who are already disadvantaged by factors such as location or socioeconomic status are further burdened by the logistical challenges of accessing the digital ACT.
These logistical issues are not unique to the ACT. Similar challenges have been observed with the rollout of digital tests in other sectors, particularly in areas where infrastructure and resources are less robust. As the digital ACT continues to expand, it will be essential for ACT, Inc. to address these logistical barriers, ensuring that all students have fair access to the test regardless of where they live or their financial situation.
Planning Ahead: Preparing for the Digital ACT
As the digital ACT continues to be rolled out, students must carefully consider how to best prepare for the test. With the introduction of the digital format, there are new factors to take into account when planning a testing strategy. For one, students will need to stay informed about the availability of digital test centers in their area. As the rollout progresses, the number of test centers offering the digital format will grow, but until then, students must be proactive in researching testing options and securing a spot as early as possible.
Students should also be aware of the technical requirements needed to take the digital ACT. The ACT Gateway platform, used for the digital test, has specific hardware and software requirements, and students will need to ensure that their devices are compatible with the platform. This may include checking that their operating system is up to date and that they have access to a reliable internet connection. Some students may not have access to the necessary technology at home, so it will be important for them to find alternatives, such as using test centers’ devices or borrowing equipment from friends or family.
In addition to the technical preparations, students must also account for the potential changes in the testing experience itself. While the digital format promises to be more efficient, it may take some time for students to get used to the new testing environment. The digital ACT requires students to become familiar with the TestNav platform, which, although reliable, is not as advanced as some other digital testing platforms. Students will need to practice navigating the platform and becoming comfortable with the tools it offers. This includes familiarizing themselves with features such as the navigation bar, time tracking, and question review systems, as well as understanding how to manage their time effectively during the test.
The introduction of digital testing also raises questions about scoring. The digital ACT may affect how scores are calculated and how quickly they are released. While the scoring process will remain similar to that of the paper-based test, students should be prepared for the possibility of delays or unexpected changes in the way scores are communicated. This uncertainty makes it even more important for students to plan ahead and ensure they are fully prepared for the test. By staying informed about the digital ACT’s technical requirements, availability, and potential challenges, students can approach the test with greater confidence and avoid last-minute stress.
Conclusion
While the digital ACT represents a significant step forward in terms of modernization, its true impact on accessibility remains to be seen. The current rollout, with its uneven availability and logistical challenges, highlights the complexities involved in transitioning a nationwide standardized test to a digital format. For many students, the digital ACT is still out of reach, particularly those who live in areas with limited access to digital test centers or who cannot afford the additional costs associated with travel.
ACT, Inc. has promised to address these issues in the coming months, with plans to increase the number of digital test centers as more schools and institutions adopt the necessary infrastructure. However, it will take time for these changes to fully materialize, and students in underserved areas may still face difficulties accessing the digital version of the test for the foreseeable future. The hope is that, over time, the transition to digital testing will be completed in a way that benefits all students, regardless of their location or background. In the meantime, students must remain adaptable and stay informed about the ongoing rollout of the digital ACT, ensuring they are ready to navigate the challenges that come with this new format.
Ultimately, the goal of the digital ACT is to provide a more efficient and accessible testing experience. However, the uneven rollout and the logistical hurdles faced by many students suggest that more work needs to be done to ensure the test is truly accessible to all. By addressing these challenges head-on and making the necessary adjustments, ACT, Inc. can ensure that the digital ACT lives up to its potential and becomes a valuable tool for students across the country.