Incorporating the ACT into high-stakes accountability has not, by itself, produced instructional practices teaching more high-level skills¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Schools and teachers responded to the demanding, real-world-consequence ACT much as they do to low-level-skills tests: emphasizing testing skills, practicing test questions, and broad shallow content coverage. → Elaine Allensworth 2008

Evidence¶

Elaine Allensworth 2008¶

Elaine Allensworth, Macarena Correa, Steve Ponisciak. (2008). From High School to the Future: ACT Preparation–Too Much, Too Late. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/high-school-future-act-preparation-too-much-too-late

q2 · i? · associational · r2

The report's mixed-methods synthesis of surveys, interviews, and score analyses concludes the real-world stakes and unusual test structure accentuated known problems of high-stakes testing rather than raising instructional rigor.

"incorporating this test into high stakes accountability for schools has not led to instructional practices that teach more high-level skills."

Discussion¶

Related Claims¶

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• High school students report they learn best through interactive, hands-on projects, real-world applications, and discussions rather than lectures, note-taking, and worksheets — related
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