The ACT’s Makeover Is Overdue and Might Be Coming Soon

The ACT has long been a staple of the American college admissions landscape. For decades, students across the nation have prepared to take this standardized exam, hoping their scores will open doors to higher education. Yet, despite its longstanding prominence, the ACT increasingly faces scrutiny about its relevance, fairness, and ability to measure the skills most essential for today’s learners. This exam, once seen as a reliable gauge of academic readiness, is now criticized for being out of step with modern educational values and inequities in access.

This article explores why the ACT needs a comprehensive makeover. We will examine the historical context of the test, the shifting priorities in education, issues of equity and access, the rise of test-optional policies, and technological shortcomings. These factors collectively underscore the urgent need for reform and set the stage for the coming transformation of the ACT.

The Origins and Purpose of the ACT

Understanding why the ACT requires change begins with a look at its origins. Created in 1959 as a competitor to the SAT, the ACT was designed to assess high school students’ readiness for college in a straightforward manner. Unlike the SAT, which initially leaned heavily on verbal reasoning and vocabulary, the ACT aimed to evaluate a broader set of academic skills, including English, mathematics, reading comprehension, and science reasoning.

The test was built on the premise that these four areas were critical indicators of whether a student could succeed in college-level coursework. For many years, the ACT was embraced by colleges and students alike for its clarity and directness. The test’s relatively predictable structure and focus on knowledge areas aligned well with traditional high school curricula, which made it easier for students to prepare.

However, this original purpose, while appropriate for its time, now faces serious questions about how well it aligns with the skills and competencies demanded by today’s rapidly evolving world.

Shifting Educational Priorities and the Skills Gap

Education has evolved significantly since the mid-20th century. Today, there is far greater emphasis on developing students’ critical thinking, problem-solving abilities, creativity, collaboration, and digital literacy. These skills, often referred to as “21st-century skills,” are viewed as essential for success not only in college but in the modern workforce and society at large.

The traditional ACT, with its focus on grammar rules, formulaic math problems, and interpreting scientific data from passages, largely remains a multiple-choice, speed-based test. This format tends to reward rote memorization and quick recall over deeper comprehension, analytical reasoning, or the ability to synthesize information from multiple sources.

Critics argue that the ACT does not adequately assess higher-order thinking skills. For example, the test’s science section measures interpretation of graphs and data, but rarely engages students in evaluating scientific methodology or designing experiments. Similarly, the English section focuses heavily on grammar and usage conventions, which, while important, do not fully capture a student’s ability to write persuasively or communicate complex ideas effectively.

This misalignment creates a gap between what the ACT measures and what educational institutions increasingly value. As schools and employers seek graduates who can think critically and adapt to new challenges, the ACT risks becoming less relevant as a predictor of future success.

Equity and Access Concerns

Perhaps the most compelling reason for an ACT makeover stems from persistent concerns about equity and access. Studies have consistently shown that students from wealthier families tend to score higher on standardized tests like the ACT. This advantage is partly due to better-quality schools, access to experienced tutors, test prep courses, and more stable home environments conducive to studying.

Conversely, students from lower-income backgrounds, those with disabilities, and English language learners often face barriers that the ACT does not adequately accommodate. The rigid timing of the test, its multiple-choice format, and cultural biases embedded in some questions can disadvantage these groups.

For instance, timed tests can disproportionately affect students with anxiety disorders or processing difficulties, who may require extended time or alternative formats to demonstrate their true abilities. While the ACT does offer accommodations, critics say these are often difficult to obtain or inconsistent across states and testing centers.

Moreover, the cultural context of certain questions sometimes reflects assumptions that favor particular socioeconomic or racial groups. This subtle bias can impact scores, reinforcing achievement gaps rather than leveling the playing field.

The result is a test that, instead of serving as an objective measurement of potential, can exacerbate systemic inequities. Many educators and policymakers argue that standardized tests like the ACT contribute to the cycle of privilege and exclusion rather than breaking it.

The Growing Trend of Test-Optional Policies

The ACT’s challenges are further compounded by a seismic shift in college admissions philosophy. In recent years, a growing number of colleges and universities have adopted test-optional policies, allowing applicants to decide whether to submit ACT or SAT scores.

This trend accelerated during the COVID-19 pandemic, when test centers closed and many students could not take standardized tests safely. As admissions offices reconsidered the weight of these scores, many institutions acknowledged that test results did not necessarily predict college success better than other measures like high school GPA or extracurricular involvement.

The rising popularity of test-optional admissions sends a clear message: the ACT and similar exams are no longer the gatekeepers they once were. This shift challenges the ACT to redefine its role. If students no longer need to submit scores, the ACT must offer new value propositions—whether through more nuanced assessments, enhanced fairness, or by aligning more closely with modern educational priorities.

Declining relevance in admissions could lead to fewer test-takers, shrinking the ACT’s market share and influence. This looming possibility makes reform not just advisable but essential for the test’s survival.

Limitations in Technology and Test Format

While the ACT has made some strides in adopting computer-based testing, it has largely retained a traditional test structure. The test remains predominantly multiple-choice, timed, and administered in a relatively inflexible way.

This contrasts with innovations in assessment technology that allow for adaptive testing, where the difficulty of questions changes in real time depending on the student’s performance. Adaptive testing can provide a more personalized and precise measure of ability, reducing student stress and improving the accuracy of scores.

Moreover, modern technology enables interactive question types—such as simulations, drag-and-drop exercises, and multimedia components—that better reflect real-world tasks and engage different learning styles. The ACT’s current format, by comparison, feels static and disconnected from these possibilities.

There is also a growing demand for immediate or rapid scoring, digital feedback, and integration with other educational data systems. The ACT’s slower turnaround and limited digital integration place it at a disadvantage in a digital-first education ecosystem.

The Psychological Toll on Students

Beyond technical critiques, the ACT has also been criticized for its psychological impact on students. The pressure to perform well on a high-stakes, timed exam can induce anxiety, stress, and a sense of inadequacy.

The test culture surrounding the ACT often fuels intense competition and an industry of expensive prep courses that not all students can afford. This dynamic increases inequity and can negatively affect students’ well-being.

Reimagining the ACT could mean not only improving the test itself but also reshaping the narrative around standardized testing to reduce stress and create a more supportive environment.

Summary: The Case for Change Is Clear

Taken together, these factors present a compelling case for the ACT’s makeover:

• The test no longer fully reflects the skills needed for modern college and career success.
  
  
• Equity gaps reveal systemic disadvantages embedded in the test’s design and administration.
  
  
• The rise of test-optional policies signals waning reliance on standardized scores.
  
  
• Technological advances provide new, more engaging, and accurate testing options.
  
  
• The psychological burden on students calls for a less stressful and more inclusive approach.

In short, the ACT faces mounting pressure to reinvent itself or risk becoming obsolete.

The ACT’s need for transformation is widely acknowledged among educators, policymakers, and testing organizations. Reform efforts are underway, exploring how the exam can better measure critical thinking, be more accessible, incorporate new technologies, and align with contemporary values around equity and student well-being.

In the next article, we will dive deeper into the forces driving these changes: who is advocating for reform, what innovations are on the horizon, and how social movements are reshaping the conversation around standardized testing. The ACT’s future depends on its ability to adapt to these powerful currents, potentially emerging as a more relevant and equitable tool for assessing college readiness.

The ACT Makeover: Who’s Driving Change and What Innovations Are Coming?

As the pressure for standardized testing reform mounts, the ACT is at a crossroads. The first part of this series detailed the myriad reasons why the ACT needs a makeover—from misalignment with modern skills to equity concerns and the rise of test-optional admissions policies. Now, the spotlight shifts to the forces actively driving this transformation.

This article explores who is advocating for change, the innovations on the horizon, and the broader societal and technological influences shaping the ACT’s future. Understanding these dynamics is critical for grasping how the ACT could evolve into a more relevant, equitable, and effective assessment tool.

Education Advocates and Policymakers Pushing for Reform

The call for an ACT overhaul is not coming from a single source but rather a coalition of stakeholders invested in improving educational assessment.

1. Educators and School Leaders

Teachers, principals, and school district officials have voiced concerns for years about the ACT’s capacity to reflect the diverse learning needs of their students. Many educators feel constrained by the test’s narrow focus and question the fairness of using a single exam score to make high-stakes decisions about college admissions.

Educators are increasingly advocating for assessments that provide richer information about students’ strengths, challenges, and potential. These calls emphasize formative assessments that support learning growth over summative tests that merely rank students.

2. Higher Education Institutions

Universities and colleges, particularly those that have embraced test-optional policies, are crucial drivers of change. Admissions officers argue for tools that better capture holistic student profiles—academic achievement, extracurricular involvement, leadership, creativity, and grit.

Some institutions are collaborating with testing agencies to develop or pilot alternative assessments that incorporate critical thinking, problem-solving, and written communication.

3. Policymakers and Government Agencies

State and federal education agencies are also influential. Policymakers recognize the need to promote equity and inclusion in education, which includes scrutinizing the role of standardized testing. Some states have passed legislation limiting the use of standardized tests or encouraging innovations in assessment.

Federal education initiatives increasingly prioritize closing achievement gaps and expanding access to college, pushing standardized tests like the ACT to rethink their frameworks.

4. Advocacy Organizations and Think Tanks

Nonprofit groups focused on education equity, student well-being, and college access have been vocal critics of the ACT’s current design. Organizations like FairTest and The Education Trust argue that standardized tests perpetuate inequality and should be reimagined to be more culturally responsive and less burdensome.

These groups also help amplify student voices and research that highlight testing disparities, helping to create momentum for reform.

The Role of the ACT Organization Itself

The ACT, Inc., as the organization behind the exam, is aware of these challenges and has begun to respond.

1. Initiatives Toward Innovation

The company has launched pilot programs to explore computer-adaptive testing, which adjusts question difficulty in real time based on student responses. This approach promises more precise measurement, reduces test anxiety by tailoring difficulty, and shortens testing time.

ACT has also invested in research to better understand how their exam predicts college success and is exploring ways to incorporate more open-ended questions and writing assessments to capture a broader range of skills.

2. Commitment to Equity

The ACT organization states a commitment to improving equity by expanding accommodations, reviewing test content to remove cultural biases, and partnering with schools to support underrepresented students.

Efforts are underway to make test fees more affordable and provide free online prep resources to level the playing field.

Technological Innovations Shaping the Future ACT

Technology is revolutionizing how educational assessments can be designed and delivered, and the ACT is poised to benefit from these advancements.

1. Computer-Adaptive Testing

Adaptive testing customizes the difficulty of questions to a student’s ability level. If a student answers a question correctly, the next one becomes harder; if answered incorrectly, the test adjusts to easier questions. This creates a tailored testing experience that can more accurately identify skill levels.

Adaptive testing reduces unnecessary questions, shortens test time, and can lower stress since students are neither overwhelmed nor bored by question difficulty. The ACT’s adoption of this technology could modernize the test format and improve score validity.

2. Interactive and Multimodal Question Types

Future versions of the ACT may include simulations, drag-and-drop items, video or audio stimuli, and performance tasks. These formats engage students in ways that multiple-choice tests cannot, allowing for richer assessment of problem-solving, creativity, and communication skills.

For example, a science question might ask a student to manipulate virtual lab equipment or interpret a real-time simulation, more closely mimicking real-world scenarios.

3. Artificial Intelligence and Automated Scoring

AI-powered scoring of essays and open-ended responses can provide fast, consistent, and nuanced feedback. Automated scoring reduces reliance on multiple-choice questions alone and can evaluate writing style, argument structure, and use of evidence.

Such technology could help the ACT capture deeper cognitive skills without sacrificing scalability or increasing costs dramatically.

4. Online Testing and Flexibility

The COVID-19 pandemic accelerated the shift toward remote and online testing. The ACT is developing secure online delivery platforms that allow students to take exams from home or local testing centers with flexible scheduling.

This flexibility can improve access for students in rural or underserved areas, reduce travel costs, and accommodate diverse student needs.

Social Movements and Changing Cultural Attitudes

The transformation of the ACT is not happening in isolation but is part of a broader social and cultural movement reevaluating standardized testing’s role in education.

1. Test-Optional Movement

The test-optional movement, gaining momentum over the past decade, challenges the primacy of standardized tests in admissions. Its core argument is that high school performance, personal qualities, and contextual factors often predict college success better than a single test score.

This shift reflects growing awareness of the limitations and biases inherent in traditional exams, and it has pressured testing organizations to innovate or risk irrelevance.

2. Calls for Racial and Economic Equity

The nationwide reckoning on racial and economic justice has spotlighted education disparities and systemic barriers. Critics argue that tests like the ACT perpetuate these inequities, favoring privileged groups.

Social justice advocates demand that standardized testing be reformed or replaced with assessments that account for diverse backgrounds and experiences, dismantling entrenched privilege.

3. Emphasis on Holistic Admissions

There is increasing consensus that admissions decisions should be holistic, considering the whole student rather than a narrow academic snapshot. This perspective encourages the development of new assessments that complement GPA and extracurricular achievements.

The ACT faces pressure to evolve from a gatekeeping tool to a part of a multifaceted evaluation system.

Early Examples of Alternative Assessments

Several initiatives and pilot programs illustrate the kinds of innovations the ACT might embrace in its makeover.

1. Competency-Based Assessments

Some schools and districts have adopted competency-based assessments focusing on mastery of specific skills and knowledge rather than time-limited tests. These assessments often use portfolios, projects, and performance tasks.

Integrating elements of competency assessment into the ACT could shift it from a one-time exam to a more holistic measure of student learning.

2. Skills-Based and Career Readiness Tests

Tests designed to measure career and technical skills, digital literacy, and social-emotional competencies offer models for expanding the ACT’s scope. Such tests evaluate practical, real-world abilities that are increasingly valued by employers and educators.

3. Holistic Testing Platforms

Innovative platforms combine multiple assessment modes, including multiple-choice, essays, interviews, and peer evaluations. These platforms provide richer, multi-dimensional data about students.

ACT’s exploration of such platforms could transform how student readiness is evaluated.

Challenges to Reform

Despite clear momentum, reforming the ACT faces significant hurdles.

1. Standardization and Fairness

Any new test format must maintain rigorous standards for fairness, reliability, and validity. Introducing open-ended or adaptive items requires careful calibration and extensive research to ensure scores remain comparable across populations.

2. Implementation Complexity

Rolling out new technology and formats on a national scale is logistically challenging. It requires training, infrastructure upgrades, and stakeholder buy-in from schools, colleges, and students.

3. Cost and Accessibility

Innovations can increase costs, which may be passed on to students unless subsidies or funding mechanisms are established. Ensuring equitable access to technology for all test-takers is also critical.

4. Resistance to Change

Some educators, parents, and institutions remain attached to traditional testing models. Concerns about disrupting admissions processes or losing benchmarking consistency can slow reform adoption.

What the Future Holds

The ACT’s future will likely be a hybrid of tradition and innovation—a test that retains core elements valued by institutions while embracing new technologies and equity-driven designs.

Possible features of the future ACT might include:

• Adaptive, computer-delivered testing tailored to student ability.
  
  
• Greater use of open-ended, interactive, and real-world tasks.
  
  
• Enhanced accommodations and cultural responsiveness.
  
  
• Integration with other data points for holistic admissions.
  
  
• Flexible administration, including online and in-person options.

As the ACT evolves, it has the opportunity to become a more accurate, fair, and meaningful measure of student potential—one that helps rather than hinders access to higher education.

The ACT makeover is not just about changing a test; it is about reimagining how we assess student learning and potential in a complex, diverse, and rapidly changing world. The forces driving this change are numerous and powerful, from educators and policymakers to technological innovators and social movements.

In the final article of this series, we will explore what this transformation means for students, families, and educators on the ground. How will test preparation change? What new opportunities and challenges will arise? And how can the ACT ensure that its new form serves as a tool for equity, opportunity, and success for all?

The ACT Makeover: What It Means for Students, Families, and Educators

The ACT’s impending transformation is more than a procedural update; it is a paradigm shift with far-reaching implications for everyone involved in the educational journey. As the test evolves to meet demands for fairness, relevance, and accessibility, students, families, and educators alike must adapt to a changing landscape of assessment.

This final installment of the series examines how the ACT makeover will impact test preparation, college admissions, teaching practices, and equity in education. It also considers what the changes might mean for the future of standardized testing in America.

Impact on Students: New Challenges and Opportunities

Students are at the heart of this transformation, and the evolving ACT will affect their experiences in several key ways.

A More Personalized Testing Experience

The introduction of computer-adaptive testing means students will face a test tailored to their individual skill level. This could reduce the anxiety many feel when confronted with questions that are too difficult or too easy.

A personalized test experience can also better highlight students’ true abilities, potentially leading to more accurate scores that reflect their potential.

Broader Skill Assessment

Future ACT formats may include more open-ended questions, essays, and performance tasks. This shift encourages students to demonstrate higher-order thinking, creativity, and problem-solving—skills that traditional multiple-choice tests cannot fully capture.

While this may increase the complexity of preparation, it offers students the chance to showcase a wider range of talents and reduce overreliance on memorization or test-taking tricks.

Greater Access and Flexibility

With online testing options, students from remote or underserved areas may gain easier access to the exam without the burden of travel. Flexible scheduling can also accommodate diverse needs, such as students balancing work or family responsibilities.

However, ensuring all students have equitable access to necessary technology will be essential to prevent new disparities.

Changes in Test Preparation

The ACT makeover will reshape how students prepare for the test. Traditional test prep—focused on drilling multiple-choice strategies and content review—may no longer suffice.

Students will need to develop critical thinking, writing, and real-world problem-solving skills. Preparation materials and courses will need to evolve accordingly, possibly incorporating interactive tools, practice simulations, and AI-driven feedback.

This shift might level the playing field, as success will rely more on authentic skills than test coaching or expensive prep courses.

Implications for Families: Navigating a New Testing Landscape

Families will play a crucial role in helping students adapt to the ACT makeover, but they will also face new challenges and opportunities.

Understanding New Formats and Requirements

Parents and guardians will need clear, accessible information about how the new ACT works and what it measures. This understanding is vital to support students in preparing effectively and managing expectations.

Communication from schools and testing organizations will be essential in guiding families through transitions and addressing concerns.

Managing Costs and Access

Efforts by the ACT organization to provide free or low-cost preparation resources could ease financial burdens for many families. However, families without reliable internet or devices may still face obstacles with online testing.

Ensuring equitable access will require coordinated efforts among schools, communities, and policymakers to provide necessary technology and support.

Supporting Holistic Student Development

As the ACT moves toward measuring broader skills, families will have greater incentive to nurture critical thinking, creativity, and communication from an early age. Encouraging diverse learning experiences beyond test preparation will become even more important.

Families may also benefit from engaging with schools and counselors to understand how new test scores fit into holistic admissions processes.

Effects on Educators and Schools: Shifting Roles and Responsibilities

Educators and schools will encounter both opportunities and challenges as the ACT transforms.

Aligning Curriculum with New Skills

Schools may need to adjust curricula to better prepare students for a test that assesses higher-order thinking, writing, and real-world problem solving. This alignment encourages deeper learning rather than surface memorization.

Professional development will be essential to equip teachers with strategies for fostering these skills and integrating assessment preparation organically into instruction.

New Assessment Literacy

Educators will need to understand the new ACT’s design and score interpretations to effectively advise students and families. Assessment literacy will be critical for counselors and advisors guiding students through college admissions.

Schools will also have to adapt internal benchmarks and progress monitoring to align with changes in standardized testing.

Embracing Technology and Equity Initiatives

As testing moves online, schools will face the task of ensuring all students have access to reliable devices and internet. Partnerships with districts and communities will be vital to bridge digital divides.

Educators will also play a role in advocating for equitable policies around accommodations, fee waivers, and support for underrepresented students.

The Changing Role of College Admissions

The ACT makeover coincides with a broader evolution in college admissions practices.

Moving Beyond Test Scores

As more colleges adopt test-optional or test-flexible policies, ACT scores may become just one part of a more holistic review process. The new ACT’s expanded skill measurement could complement other data points such as high school GPA, essays, recommendations, and portfolios.

Admissions officers may increasingly use ACT data to identify specific strengths or growth areas rather than relying solely on composite scores.

Potential for New Partnerships

The ACT organization may collaborate more closely with higher education institutions to tailor assessments to admission criteria and workforce needs. This collaboration could lead to customized testing modules or integrated admissions platforms.

Equity and Access: Will the Makeover Deliver?

The ultimate measure of the ACT makeover’s success will be its impact on educational equity.

Addressing Historical Disparities

If the new ACT succeeds in reducing cultural biases, improving accommodations, and increasing accessibility, it could narrow achievement gaps and democratize opportunity.

However, this requires ongoing vigilance to identify and eliminate structural barriers, from test design to technology access.

Avoiding New Inequities

There is a risk that technological innovations could exacerbate disparities if not accompanied by robust support systems. Students lacking digital literacy or home internet may struggle with online testing formats.

Policymakers and educators must prioritize resources to ensure no student is left behind.

Preparing for the Future: What Stakeholders Can Do

The ACT makeover demands proactive engagement from all involved in education.

For Students

• Develop critical thinking, writing, and problem-solving skills alongside content knowledge.
  
  
• Seek diverse learning experiences that build creativity and communication.
  
  
• Utilize available preparation resources, especially those that simulate new test formats.

For Families

• Stay informed about testing changes and support students emotionally and logistically.
  
  
• Advocate for equitable access to technology and resources.
  
  
• Encourage broad skill development beyond traditional test prep.

For Educators and Schools

• Align teaching practices with deeper learning and assessment readiness.
  
  
• Build assessment literacy to guide students and families.
  
  
• Partner with communities to close technology and resource gaps.

For Policymakers and Advocates

• Monitor implementation to ensure equity goals are met.
  
  
• Support funding for technology access and accommodations.
  
  
• Encourage transparency and stakeholder input throughout reform.

Conclusion: 

The ACT makeover represents a pivotal moment in the history of standardized testing. Driven by demands for fairness, relevance, and technological innovation, the test is poised to evolve into a tool that better serves the needs of today’s diverse student population.

This transformation will challenge students, families, educators, and institutions to rethink assessment, preparation, and admissions. But it also offers the promise of a more equitable, meaningful, and accurate measure of student potential—one that embraces complexity and fosters opportunity.

As this new chapter unfolds, continued collaboration, research, and commitment to equity will be essential to realizing the full benefits of the ACT makeover.