1. activity
spring 2013
A P U B L I C A T I O N O F A C T
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3. [ CEO message ]
Spring Is a Time of Growth
The grass turns green, tulips emerge from the thawing ground, and plants and animals
of all kinds take advantage of the sun’s warm rays to transform raw energy into real growth.
In this spring issue of activity, we also want to focus on growth—the growth that has
occurred at ACT, but more importantly the growth we encourage in individuals and
organizations around the world.
Since 1959, our namesake assessment, the ACT® college readiness assessment, has grown
from a test offered at a handful of sites around the country to the most popular college
admissions test in the United States. In addition to reporting on what students have learned,
the ACT links more than half of America’s high school graduates to exciting opportunities
for personal and professional growth—and success.
Our middle school and early high school assessments, ACT Explore® and ACT Plan®,
each test more than 1.4 million students every year. What we have learned through them
over the past generation will form a sound foundation for ACT Aspire™, our next generation
of assessments.
Our college placement exam, ACT Compass®, is administered more than 6 million times
each year, and the ACT Career Credentialing program, powered by WorkKeys®, provides
important career information for employees and employers through its more than 2 million
tests each year.
Just as spring brings forth renewal, at ACT we remain committed to continuously revitalizing
our products across the K through Career continuum. To extend the “growth” metaphor just a
bit further, each year means planting new programs, nurturing them, and occasionally pruning
some older branches so our new shoots can take root and take off.
Spring is a season bursting with promise. In that spirit, I promise exciting times for you,
and for ACT, in the months and years ahead.
1WWW.ACT.ORG activity
5. [ contents ]
features
8 First ACT Certified Work Ready Community
10 Interest–Major Fit Score Index
14 ACT Global Assessment Certificate
16 Poster Contest Winners
17 ACT Career Club
20 Spotlight on ACT Clients
4
18
departments
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2 activity update
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4 ACT insights
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6 best practices
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12 international news
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18 success story
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8 6
10 15
6. Getting students on track for
college and career readiness
must start early in their academic
career, according to a new
ACT report.
“Waiting until high school to address academic
preparation gaps is too late for the majority of students
who have fallen behind,” said Chrys Dougherty,
ACT senior research scientist. “Moving the
achievement needle takes time. Our growth analysis
shows that students who are far off track, as defined in
the report, require more than four years to catch up.”
Dougherty is coauthor of the recently released
report, Catching Up to College and Career Readiness,
which builds on the findings of a 2008 ACT report, The
Forgotten Middle. Both reports show the importance
of effective academic preparation prior to high school.
In the new report, ACT researchers used longitudinal
state and ACT assessment data to study students who
were behind academically in grades four and eight.
Results showed that even if students have four years
to catch up between grades four and eight or grades
eight and twelve, only 10 percent or fewer catch up.
4 SPRING 2013activity
7. The highest performing schools can raise this as much
as 30 percent among advantaged student populations
and 20 percent in disadvantaged areas.
These results are consistent with the general view
that helping students catch up is difficult and time-
consuming, said Dougherty. The research underscores
the importance of an early start and places an
emphasis on prevention over remediation. Getting on a
path to college and career readiness is a process that
extends throughout a student’s educational
experience.
“It is imperative to strengthen early learning in
preschool and elementary school,” he said. “If we think
of accumulated academic learning as a deep reservoir
that takes time to fill, we should allow ourselves more
time to fill it. We should strengthen the early grades’
curriculum and improve educators’ capacity to teach
that curriculum.”
He said the report reinforces the need for and benefit
of longitudinal data systems, which can be used to
measure student growth from K through 12, conduct
predictive analysis to identify when students are at risk,
and evaluate school systems based on the success of
their graduates in postsecondary education and the
workforce. These systems can help educators and
policymakers focus on the long-term solutions
necessary to get students on a path to college and
career readiness starting in the early grades.
“The finding that students who are far behind rarely
catch up in a few years may not be surprising, but
its implications should not be overlooked,” he said.
“We need to use longitudinal student data to provide
information on how much growth is attainable over
specific time periods and to analyze the effects of
different types of interventions.
“This report confirms the critical importance of
strengthening curriculum, instruction, assessment,
and intervention in the early grades and continuing
through middle and high school to prepare students
for long-term success,” Dougherty added.
5WWW.ACT.ORG activity
< The earlier students are on track for college and career readiness, the better, says
a new report from ACT.
www.act.org/research/policymakers/reports/readinessmatters.html
WHAT YOU CAN DO
ACT researchers offer the following suggestions to
educators and policymakers in taking a long-term
approach to preparing students for college and careers:
• Efforts to close academic preparation gaps should
begin as early as possible, be more intensive, and
take as long as necessary. Even if starting early does
not reduce the amount of time it takes to help
students close the gap, starting earlier gives them
more time to do it. Early monitoring of multiple
indicators of student readiness and progress is
essential to ensure that needed interventions begin
soon enough.
• School systems should emphasize approaches likely
to have a broad positive effect on the entire student
population when sustained over multiple years. For
example, educators can provide all students with a
content- and vocabulary-rich curriculum beginning in
the early years. Such a curriculum is the basis for
preparing students long-term for college and careers.
• School systems should also evaluate programs for
middle and high school students based on the
programs’ effectiveness with students at different
levels of academic preparation. A program that works
well for one group of students may be less effective
with a group that is farther behind and vice versa.
• Policy and practice should be informed by data on
the success of real students in actual schools.
RELATED REPORT RELEASED
A recently released ACT research report, Readiness
Matters, confirms the importance of benchmark
attainment on college success. The goal is not simply
getting more students to go to college, but getting them
prepared to succeed that matters most and, as Catching
Up to College and Career Readiness clearly shows, that
must start much earlier to be successful.
[ ACT insights ]
8. Though it’s been open only
three and a half years, George
Westinghouse College Prep
(GWCP) has already received
the highest rating awarded by
Chicago Public Schools for
student academic growth
and performance.
Located in Chicago’s East Garfield Park community,
GWCP is considered a Level 1 selective high school
based, in part, on scores from the Prairie State
Achievement Examination (PSAE), which is
administered to eleventh-grade students, as well as
scores on ACT Explore and ACT Plan. The Illinois
State Board of Education’s PSAE includes the ACT
and two ACT WorkKeys assessments, Applied
Mathematics and Reading for Information.
6 SPRING 2013activity
George Westinghouse College Prep is
the first Chicago Public High School
with dual enrollment options for
students—“Selective Enrollment” or
“College to Careers.” Both are based on
academic standing and an enrollment
entrance exam. Of the approximately
7,000 students who applied for
admission into the two programs in
2012–2013, GWCP accepted 300.
9. 7WWW.ACT.ORG activity
“Through the hard work of our students, families,
and staff, GWCP is solidifying its place as one of
the top schools in the district and the nation,” said
Principal Janice Jackson. “Our academic gains have
outpaced those of any new school in the district.”
GWCP serves 1,115 students in grades nine through
twelve who come from nearly 300 public and private
schools throughout Chicago. The majority of students
are African American or Hispanic, and approximately
80 percent receive low-cost or free lunches.
“We have been able to attract some of the brightest
students from all over the city despite some of the
challenges of our location,” said Jackson. “It speaks
to the quality of our instructional program that some
parents, though wary of the area, are still willing to
send their kids here because they’ve seen how much
progress we’ve made in our short tenure.”
Jackson attributes much of the school’s academic
success to a rigorous curriculum that is aligned to
ACT College Readiness Standards and College
Readiness Benchmarks. Teachers design their
curriculum around the College Readiness Standards
and collaborate to deliver a high quality education
program. Students are required to take four years of
college prep courses, including English, mathematics,
science, social studies, and world language, and
can also select from a variety of electives.
“What’s unique about GWCP is that we have a
large minority and low-income population, and yet
our students are meeting and exceeding college
readiness standards and benchmarks,” she said.
“It’s not enough that our students meet the
benchmarks. They are already doing that when they
take the entrance exams. Instead, we are constantly
looking at whether our curriculum is sufficiently
preparing students for future success.”
GWPC educators track academic growth from
student scores on ACT assessments: ninth graders
take ACT Explore, tenth graders take ACT Plan, and
eleventh graders take the ACT. More than 90 percent
of GWCP’s freshmen and sophomores are on track
to graduate on time. In spring 2012, juniors took
the ACT for the first time, averaging an ACT
Composite score of 20, which is on par with state
and national averages.
“With our students meeting and exceeding growth
rates on standardized tests, we can honestly say that
a student is better off attending GWCP than a
comparable school,” said Jackson.
www.cps.edu/performance/pages/performance.aspx
“We are consistently demonstrating substantial growth in student
achievement.” Janice Jackson, George Westinghouse College Prep
[ best practices ]
< Though it’s only a few years old, George Westinghouse College Prep is already
exceeding student growth expectations. Principal Janice Jackson (standing) is a
graduate of the University of Illinois at Chicago Urban Leadership doctoral program.
SCAN THIS
Get the Scoop
More on GWCP’s
academic progress.
ABOUT CHICAGO
PUBLIC SCHOOL RATINGS
The Chicago Public Schools (CPS) Performance,
Remediation, and Probation Policy gives points to
schools for various levels of performance and progress
on a wide range of metrics and assigns a performance
level (1, 2, or 3) based on the number of points earned.
George Westinghouse College Prep (GWCP) earned a
Level 1 rating, in part, because its student growth is
“above average” compared to similar schools in the
district, and its student performance is “about average”
compared to schools nationally.
In addition, CPS rated the school’s culture and climate
as “well organized for improvement,” suggesting it is
set up for success. Results are based on student and
teacher responses to a survey. GWCP rated strong to
very strong in the areas of involved families, supportive
environment, ambitious instruction, effective leaders,
collaborative teachers, and safety. GWCP was the only
Chicago public high school rated strong or very strong
on every indicator.
10. Despite a catastrophic tornado
that swept through its largest
city nearly two years ago,
Jasper County, Missouri, has
grown its workforce to become
the first county participating in the
national ACT Certified Work Ready
Communities (CWRC) initiative
to meet 100 percent of ACT’s
criteria goals.
In May 2011, a tornado devastated Joplin in Jasper
County, causing approximately $6 billion in damages,
killing 158 people, and injuring more than 1,000.
It destroyed almost 7,000 homes and damaged
another 850. Since then, Joplin has been rebuilding
its economy.
The national CWRC effort, led by ACT, provides
a framework for states to strengthen economic
development using a community-based approach
grounded in certifying counties as “work ready.”
States award this certification when counties reach
established goals, including individuals in the
workforce who have earned the ACT National
Career Readiness Certificate (NCRC) and businesses
that recognize, prefer, or recommend the NCRC
credential. States may add other criteria to their
particular initiatives.
“Jasper County residents in the emerging,
transitioning, and current workforce have proven
they have the skills employers are looking for,” said
Debra Lyons, ACT vice president for community
and economic development. “The community has
really come together to understand and improve the
skill levels of the entire workforce. Jasper County
clearly has a plan for meeting the needs of business
and industry, and they have the workforce data to
back it up.”
8 SPRING 2013activity
Tornado Recovery Leads to
ACT Certified Work Ready
Success for County in Missouri
11. Jasen Jones, executive director of the Southwest
Missouri Workforce Investment Board (WIB), which
serves Jasper County and six additional counties,
credits Jasper’s accomplishment to the relationship
between the county’s educators, chambers of
commerce, nonprofit organizations, and employers.
“This Work Ready designation can truly help a
community transform its economy and gain a
competitive advantage in expanding existing
businesses and attracting new businesses and
jobs,” said Jones.
He envisions establishing Work Ready corridors
along a broad swath of southwest Missouri and
extending into neighboring states where the NCRC
credential is also recognized. Currently, 87 employers
in Jasper County have announced their support for
the ACT NCRC credential as an element of hiring.
Able Manufacturing & Assembly is one of those
Joplin-area companies. Susan Adams, director of
human resources at Able and a member of the area
WIB, said the Work Ready Community status gives
her region the opportunity to stand out above other
communities. “If a business, small or large, is thinking
of relocating or expanding, they can be confident that
Jasper County has a certified workforce that is ready,
willing, and able to go to work.”
As the first pilot state to go public with its initiative last
autumn, Missouri has an additional 13 counties that are
on track to becoming fully certified within two years. The
number of businesses supporting the initiative and the
ACT NCRC in Missouri has grown to more than 500.
Julie Gibson, director, Missouri Division of Workforce
Development, says she’s pleased that the counties
applying for Work Ready status include both urban
areas such as Kansas City and rural communities.
“The CWRC initiative has become a great benefit
for economic development in Missouri,” said Gibson.
“It’s bringing education, workforce, economic
development, and business around a table to really
talk about each community’s workforce.”
9WWW.ACT.ORG activity
www.workreadycommunities.org
WHAT IS THE ACT CWRC INITIATIVE?
A voluntary effort to align workforce and education to
meet the economic needs of the state and local
communities, the ACT Certified Work Ready
Communities initiative began in January 2012 with
Missouri as one of the first participating states. Oregon
and South Carolina also have multiple counties actively
engaged in attaining ACT Certified Work Ready
Community status. Other states have since joined the
movement, and additional states will be named soon.
More than 3,000 Jasper County
residents have earned the ACT NCRC
credential since 2006.
< Missouri Governor Jay Nixon (third from left) spoke at a recent event in Joplin,
Missouri, to celebrate Jasper County’s attainment as the first ACT Certified Work
Ready Community in the nation. Joining him were (from left) Rob O’Brian, Joplin
Area Chamber of Commerce; Fred McConnel, ACT; Jasen Jones, Southwest
Missouri Workforce Investment Board; Susan Adams, Able Manufacturing
& Assembly; Marsha Wallace, Empire District Electric Company; and
Ray Tubaugh, Arvest Bank.
“For Jasper County to become the very first ACT Certified Work
Ready Community in the nation is another testament to this
community’s resilience and its commitment to rebuilding its
economy stronger and smarter than ever before.” Missouri Governor Jay Nixon
13. College admission and enrollment
officers can now better predict
a student’s fit to a specific major
using ACT’s new Interest-Major
Fit Score index.
As a major enhancement to the ACT score report
that is sent to colleges, ACT has added five predictive
modeling data fields to the report layout. The five
added fields comprise four behavioral indexes and
the Major Fit score:
1. Mobility Index—predicts how likely a student is
to enroll at an out-of-state college or university
2. Institution Type Index—predicts how likely a
student is to enroll at a private college or university
3. Selectivity Index—predicts the selectivity of the
institution at which a student is likely to enroll
4. Institution Size Index—predicts the size of the
institution at which a student is most likely to enroll
5. Interest-Major Fit Score—measures the strength
of the relationship between a student’s ACT
Interest Inventory scores and the profile of the
student’s interests in a given major
Adding the five new data fields puts meaningful data
in front of all two-year and four-year institutions.
“We are excited to offer admission and enrollment
professionals information that highlights ACT research
and the insights that can be gleaned from our student-
level data,” said Mike Hovland, ACT principal consultant.
The insights from these predictive models empower
institutions with critical information that helps them
focus student recruitment activities on those students
who are most likely to enroll and graduate. “Reliable
insights and predictions are always a starting point,”
he said.
ACT research shows that the indexes are highly
accurate because students provide data to ACT
directly related to their likely choice of college,
said Hovland, who has conducted webinars and
informational sessions on predictive modeling. He is
particularly enthusiastic about the Interest-Major Fit
Score because of its applications for both student
recruitment and retention and because it pulls data
from the ACT Interest Inventory.
The Major-Fit score shows the strength of the
relationship between a student’s profile of interests
and the profile of interests of students in a given major.
The profile of interests data is generated from the
ACT Interest Inventory and the ACT World-of-Work
Map regions that students are placed into as a result
of their interests. Interest-major fit benefits both
students and the colleges they attend because
students in “good fit” majors are more likely to stay in
college, stay in their major, and finish college sooner.
The ACT score reports sent to colleges and
universities contain more than 250 fields of cognitive
and noncognitive data, which can help colleges target
and recruit the students who best fit their culture.
Colleges can use the data to assess how interested
a student is in their institution and whether a student
is a good match.
Adding these five new indexes to the ACT score
report culminates more than 10 years of work to
develop the indexes and make them available to
as many institutions as possible.
“The new indexes are just another way we at ACT
are using our expertise to provide powerful insights
that can lead to students realizing their full potential,”
said Hovland.
Jim Sconing, ACT assistant vice president, research,
developed the first two behavioral indexes in 2001.
The selectivity and size indexes were added several
years later, and the four behavioral indexes were
added in 2010. The Interest-Major Fit Score was
developed in 2012.
“From the beginning, our goal has been to expand
the model based on student trends and patterns to
provide as much in-depth insight into student
intentions as we can,” said Sconing.
11WWW.ACT.ORG activity
< New indexes on the ACT score report help colleges predict students’ fit to
specific majors.
14. 12 SPRING 2013activity
Navitas, an international education
organization, is expanding access
to the ACT in the United Kingdom
in response to growing interest
among British students to study
in the United States and other
countries.
Navitas administers the ACT at testing centers
in London and is establishing additional centers in
other cities throughout the United Kingdom. British
students can take the ACT on five international test
dates each year.
“We are proud to partner with Navitas to offer
greater access to the ACT to help British students
prepare for study in the United States and other
countries,” said LaMar Bunts, ACT vice president,
international programs.
[ international news ]
15. Peter Krikstolaitis, head, Navitas Workforce Solutions-
Europe, said, “We are pleased to offer the ACT college
entrance exam to the growing number of UK students
wishing to advance their education abroad.”
British students have several reasons for wanting
to attend universities in other countries, said Lauren
Welch, director, advising and marketing, US-UK
Fulbright Commission.
“Rising tuition fees and limited places at UK
universities in recent years have left many students
searching for viable alternatives,” she said.
While British students are interested in studying in
many different countries, the United States remains
their top choice by far, said Welch. A total of 9,186
UK students pursued undergraduate study at
American universities in the 2011–12 academic year,
up from 8,947 students (2.7 percent) in the 2010–11
academic year.
According to a Fulbright Commission survey, other
reasons British students cite for wanting to study in
the United States include:
• Wider choice of universities that offer
undergraduate degrees
• Opportunity to experience American campus life
and learn about a new culture
• Flexibility to explore academic interests through
a liberal arts curriculum
• Greater access to funding options, including
scholarships
Meanwhile, American universities are stepping up
their recruitment efforts in the UK. In autumn 2012,
a record 165 American universities exhibited at
Fulbright’s USA College Day Fair in London, marking
an 80 percent increase in universities exhibiting at the
annual event over the past three years. Similarly,
student attendance at the fair has more than doubled
over the past three years.
“American universities are eager to reach British
students,” said Welch. “We see representatives from
all types of universities, including many newcomers.
American universities are staying longer, planning
longer recruitment trips, and tacking on school visits
around the country.”
13WWW.ACT.ORG activity
[ international news ]
www.actinternationalservices.com/en/aesl/pathway.html
WHAT IS THE US–UK FULBRIGHT
COMMISSION?
The US–UK Fulbright Commission is a not-for-profit
organization funded by both governments to promote
educational exchange between the United States and
the UK. The Commission offers prestigious awards for
postgraduate study and research in the United States, as
well as an Advisory Service. As part of the EducationUSA
advising network, the Advisory Service is the only official
source of United States study information in the UK.
Additionally, the US–UK Fulbright Commission has
partnered with the Sutton Trust to run a United States
program for bright, state school students interested in
getting a taste of life at an American university.
“This agreement allows us to serve more students, more
conveniently.” Peter Krikstolaitis, Navitas Workforce Solutions-Europe
< Record numbers of American universities have been exhibiting at the
USA College Day Fair in London.
WHAT IS NAVITAS?
Navitas is an Australian global education leader
providing pre-university and university programs,
English language courses, migrant education and
settlement services, creative media education, student
recruitment, professional development, and corporate
training services to more than 80,000 students across
a network of more than 100 colleges and campuses
in 27 countries. Navitas has offices in Australia, the
United States, the United Kingdom, Canada, Singapore,
Sri Lanka, and Africa.
16. Students and universities alike
can benefit from a recent
recommendation to award college
credit for Global Assessment
Certificate (GAC) program modules.
The American Council on Education’s (ACE)
College Credit Recommendation Service found
13 GAC program modules to be equivalent to associate
degree-level subjects at US colleges and universities
and has recommended three semester credit hours
for each module, up to a total of 39 credit hours.
ACE had previously recommended 31 credit hours
for GAC modules.
ACT Education Solutions, Limited operates the
GAC program, an internationally recognized university
preparation program for students who want to study at
universities where classes are taught in English.
When students successfully complete the GAC,
they can apply to GAC Pathway Universities in the
United States and several other countries.
“The ACE credit recommendation is an external
and independent endorsement of the quality of the
GAC program,” said Gaye Pullyn, general manager
of ACT Education Solutions, Limited. “The
recommendation of additional modules of the
program for transfer credit at the undergraduate
level sends a strong message to prospective
Pathway Universities that much of the GAC program
is at the quality and level of university study.”
The recommendation allows GAC students to
gain transfer credits and have fewer subjects to
complete in college. They can participate in a
transcript service, which offers a lifelong record for
those who have successfully completed the GAC
modules reviewed for ACE credit. Students can present
a nationally recognized transcript to a college or
university for the potential award of academic credit.
Pullyn expects ACE’s recommendation to factor
into the Pathway Universities’ decisions to accept
transfer credit. Oklahoma State University (OSU) is
among the Pathway Universities that recognize the
ACE credit recommendation.
“Knowing that the GAC program has been
thoroughly reviewed by one of the most reputable
higher education associations made us extremely
confident in the quality of the GAC program,”
said Tim Huff, manager, international students and
scholars, OSU.
The amount of transfer credits a Pathway
University offers will depend on its courses and
policies, said Pullyn. For example, at Lewis-Clark
State College (LCSC) in Lewiston, Idaho, GAC
graduates can receive up to 36 credits toward
their degrees.
“In addition to getting credits, most GAC
students also qualify for our generous international
scholarships based on their GAC results,” said Steve
Arnold, director, international programs, LCSC. “We
love to admit GAC students because they are very
well prepared for study at our college.”
14 SPRING 2013activity
[ international news ]
American Council on Education Recommends
College Credit for GAC Program
The American Council on Education,
the major coordinating body for all the
nation's higher education institutions,
provides leadership on key higher
education issues and influences public
policy through advocacy, research, and
program initiatives.
Tim Huff
Steve Arnold
www.actinternationalservices.com/en/gac/
17. 15WWW.ACT.ORG activity
[ international news ]
ACT CEO SPEAKS AT SAUDI ARABIA CONFERENCE
The National Center for Assessment (NCA) in Saudi Arabia invited ACT CEO Jon Whitmore to speak at its First International
Conference of Assessment and Evaluation in December 2012. Whitmore was part of a panel that discussed higher education
and international standards. The NCA is the educational testing authority for Saudi Arabia and was launched by the Ministry
of Education in that country.
Above left: ACT CEO Jon Whitmore, third from left, was one of several participants in a panel discussion at the NCA
conference. Above right: Attendees listen to speakers during the conference.
HUNGARY DELEGATION VISITS ACT
A delegation from Hungary consisting of the mayor of Esztergom, deputy mayor of Debrecen, and the chief of staff to the
mayor of Szeged recently visited ACT headquarters in Iowa City to learn about how to use WorkKeys and the International
Career Readiness Certificate as a way to attract international companies to their cities. They were invited to the United States
under the auspices of the Department of State’s International Visitor Leadership Program (IVLP) and made several stops to
various US cities to meet with experts in their field of interest. The local chapter of IVLP, the Council of International Visitors
to Iowa Cities (CIVIC), arranged their visit to ACT.
Pictured above from left are Emese Purger Kedmen, interpreter; Laszlo Papp, deputy mayor, Debrecen; Jon Whitmore, ACT
chief executive officer; Eva Tetenyi, mayor, Esztergom; Patrick Bourgeacq, director, ACT international client outreach and
partnerships, and CIVIC board member; Ken Royer, CIVIC board member; Sandor Szabo, chief of staff to the mayor, Szeged;
and David Chadima, assistant vice president, ACT international group activities.
18. ACT has announced the winners
of its annual high school poster
contest for 2013. The winning
students’ posters were selected
from nearly 700 entries submitted
from 48 states.
Emily Ballentine, a senior at Springfield Clark Career
Technology Center in Springfield, Ohio, is this year’s
first-place winner. Ballentine will receive a $5,000
scholarship to the college of her choice. Her winning
poster, “Colleges Are Looking for You,” is designed to
encourage high school students to take the ACT as
a way to make it easier for colleges to find students.
Ballentine plans to enroll in a graphic design program
after graduation, possibly at Columbus College of
Art & Design.
Second-place finisher Preston Sitorus of Bradshaw
Christian High School in Sacramento, California,
will receive a $2,500 scholarship for his entry,
“Find Out What You’re Made Of.” Currently a high
school senior and co-president of the BCHS Student
Council, Sitorus plans to major in biology at a
California university.
Deborah Yu will receive a $1,000 scholarship for
her third-place entry, “The Future Starts Here.” Yu is
a senior at Marquette High School in Chesterfield,
Missouri. She plans to study computer science at
the Missouri University of Science and Technology.
The purpose of the ACT high school poster is to
encourage students to plan and prepare for college
and the ACT. Winners were selected based on the
poster’s creativity, visual appeal, and overall impact.
16 SPRING 2013activity
http://www.actstudent.org/postercontest/
Three Students Win College Scholarships
for Their ACT High School Poster
Contest Entries
First-place winner: Emily Ballentine Second-place winner: Preston Sitorus Third-place winner: Deborah Yu
19. “What should I do with
my life?” Students can
explore a spectrum of
possible answers to
this question via the
ACT Career Club, a
prototype career
discovery site designed
for 8 to 15 year olds to
visit in the Whyville
virtual world.
At the ACT Career Clubhouse,
students can have fun while
gathering information on as many as
555 unique occupations, grouped
into six areas of interest ranging from
science and technology to the arts.
By playing an interactive digital game
called CareerQuest, teens and
tweens can investigate a wide variety
of different occupations and potential
careers—and discover professions
that may surprise them.
Launched in 1999, Whyville is an
award-winning web-based virtual
world that integrates educational
experiences with games and role
playing. To date, more than seven
million Whyville “citizens” have
created their own avatars to travel
among an array of clubhouses,
businesses, and recreational areas
established by public and private
sponsors. They can play educational
games for “clams,” the official
Whyville currency.
Based on ACT’s extensive
research in education and the
workplace, the Career Club is
designed to get students excited
about career choices and provide
parents and educators with a useful
tool. Encouraging students to visit
the ACT Career Club helps them
begin the quest for their future
occupations.
17WWW.ACT.ORG activity
http://act6.whyville.net/
ACT Career Club Offers Students
Exploration Via Virtual World
SCAN THIS
Explore Careers
Check out this
fun video.
Students ages 8 to 15 are encouraged to create
an avatar and begin exploring occupations in the
ACT Career Club.
20. 18 SPRING 2013activity
Michael Cooper knew when he
started working at Beam Global
Spirits & Wine in Cincinnati, Ohio,
that the plant was going to
eventually close.
That’s why he was all the more eager to take
advantage of a free on-site training program that used
workforce solutions from ACT and the Manufacturing
Skill Standards Council (MSSC) to help displaced
workers.
“The training was definitely something I wanted to
do,” said Cooper, who earned an ACT National Career
Readiness Certificate (NCRC) and a Certified
Production Technician (CPT) credential.
Upon completion of the training, Beam offered to
transfer Cooper to its plant in Frankfort, Kentucky.
Cooper, who spent most of his career in the restaurant
business before moving into manufacturing, works
in the processes department at Beam.
Cooper was among the hundreds of workers in
several Ohio counties who faced unemployment
when their plants closed or downsized between
2009 and 2012. Many of these workers had decades
of manufacturing experience, but lacked certifications
or diplomas indicative of their skill levels.
Despite Ohio’s loss of nearly 350,000 manufacturing
jobs since 2001, manufacturing remains crucial to
the state’s economy. Many manufacturers are growing
and hiring and are in need of skilled workers.
To help bridge the gap between these workers
and employers, the Southwest Ohio Region
Workforce Investment Board teamed up with the
Communications Workers of America union and the
Cincinnati Labor Agency for Social Services on a
program that allowed employees at soon-to-be-closed
Ohio manufacturers to earn workplace skills credentials.
21. The goal was simple: help workers secure new jobs
that were equivalent or better than their current
positions before their old jobs ended. Doing so would
maximize their career opportunities, while eliminating
the need for unemployment benefits.
Rapid response teams implemented the program at
the plants scheduled for closure. At on-site classrooms
and other local transition centers, employees
completed the interactive ACT KeyTrain®
curriculum
and took the ACT WorkKeys assessments to earn
an ACT NCRC credential. They then completed a
five-week CPT credential course, which included
online modules and assessments. A US Department
of Labor grant covered the costs for training and
credentials, and other funding paid for the computers
employees used.
The ACT WorkKeys assessments were an
essential part of the program because they measure
foundational skills, said Cathy Metcalf, executive
director of the Cincinnati Labor Agency for Social
Services. “The CPT curricula and tests are challenging,
so it’s essential that a person’s foundational skills are
sufficient to ensure success with the rest of the
program,” she said.
The NCRC and CPT credentials work well together,
said Sherry Kelley Marshall, president and chief
executive officer, Southwest Ohio Region Workforce
Investment Board. “The NCRC credential allows
individuals to demonstrate their intelligence and
competency, and the MSSC-CPT credential indicates
that they have strong baseline skills in manufacturing.”
To help build credibility among workers, Metcalf
shared her experience as a long-term employee of an
Indiana auto parts manufacturer that closed. “I told
them that they needed a way to stand out from other
applicants who also had work experience, and that
industry-recognized skills certifications like the NCRC
and MSSC-CPT credentials can help them do that,”
she said.
19WWW.ACT.ORG activity
[ success story ]
“Employers are always looking for workers who are ready to adapt
and learn.” Michael Cooper, Beam Global Spirits & Wine
www.hcjfs.hamilton-co.org/superjobs/SWORWIB/SWORWIB.htm
OHIO OUTCOMES
The ACT and the Manufacturing Skill Standards Council
(MSSC) training program for displaced workers in Ohio
proved beneficial, as indicated by these statistics:
• Total number of participants: 1,291
• NCRC credentials awarded: 190—more than
80% were silver or gold level
• When ACT WorkKeys assessments were used in
combination with the MSSC-Certified Production
Technician (CPT) credential, pass rates for all four
of the CPT modules exceeded 90%, compared
to 81% nationally.
• MSSC modules completed: 2,114
• MSSC modular certificates earned: 2,015
• Full CPT certifications earned: 422
• Placement of individuals in new jobs: 425
• Of the individuals who completed both the NCRC and
the MSSC-CPT, 45% found employment and another
25% entered a postsecondary education/training
program rather than seek immediate employment.
The 45% employment success rate is 6% higher than
for those who did not complete both credentials.
< An instructor with the Manufacturing Skill Standards Council (left) helps displaced
workers at the Avon Products Inc. transition center. Avon was one of several
companies in Ohio that used a training program to help displaced workers find new
jobs when their plants closed or downsized.
SCAN THIS
Get the Details
Read the
white paper.
This article is based on a white paper published
by the Southwest Ohio Region Workforce
Investment Board.
22. 20 SPRING 2013activity
Spotlight on ACT Clients
JAMES MADISON FELLOWSHIP PROVIDES OPPORTUNITIES FOR TEACHERS
Richard Ochoa is a
2000 James Madison
Fellow from Utah. He
teaches US history, and
American government and
comparative politics at Alta High
School in Sandy, Utah. The Madison Fellowship
provided a gateway for Ochoa to earn a
master’s degree after many years of teaching.
“I wanted to give my students a new
perspective on the US Constitution, a
perspective influenced by constitutional
scholars and teachers from around the nation
who share the same passion I have for the
Constitution. Personally, winning the fellowship
allowed me to demonstrate to my sons that
they should seek something they think is out of
reach, that there are opportunities to prove they
are capable and can achieve.”
Name of organization: James Madison
Memorial Fellowship Foundation
Name of scholarship: James Madison
Fellowship Program
Amount of scholarship: $24,000
Application period: April 2013 to March 1, 2014
Basic eligibility requirements:
• US citizen or US national.
• Teacher or plan to become a teacher of
American history,American government,
or social studies at the secondary school
level (grades 7–12).
• Possess a bachelor’s degree or plan to
receive a bachelor’s degree no later than
August 31 of the application year
(no previous graduate
degree within past
three years).
www.jamesmadison.gov
WENDY’S HIGH SCHOOL HEISMAN PROGRAM HONORS SENIOR ATHLETES
Zoe Alaniz received the
Wendy’s High School
Heisman Award in 2012
for springboard diving.
Alaniz plans to attend Texas
A&M University, majoring in
biology, and continuing her diving career at the
Division I level. She expects to attend medical
school and become a pediatric oncologist. “The
best blessing from my whole experience with
the Wendy’s High School Heisman Award has
been meeting people who I would not have met
otherwise. My friendships with the other finalists
and the alumni I met in New York are
irreplaceable. Wendy’s High School Heisman is
a family that I am now a part of forever. The
people along my journey have made the
greatest impact.”
Name of organization: The Wendy’s Company
Name of program: Wendy’s High School
Heisman
Awards:
• Two National Winners: One male and
one female will receive national honor and
recognition during ESPN’s national telecast
of the college Heisman Memorial Trophy
presentation. They will also receive a Wendy’s
High School Heisman Trophy, a Heisman Patch,
a $10,000 award donated to the winners’
high schools in the students’ names, and
a $500 Wendy’s gift card.
• National Finalists: 12 National Finalists (one
male and one female from the six geographic
Heisman regions) will receive an invitation to
the Wendy’s High School Heisman Program
Trophy Weekend, including the National Awards
Banquet in New York City. They will also receive
a Gold Medal, a Heisman Patch, a $2,000
award donated to the winners’ high schools
in the students’ names, and a $100 Wendy’s
gift card.
• State Winners: One male and one female
from each state will receive a Silver Medal, a
Heisman Patch, and a $50 Wendy’s gift card.
• State Finalists: 20 finalists (10 male and
10 female) will receive a Bronze Medal, a
Heisman Patch, and a $25 Wendy’s gift card.
• School Winners: One male and one female
from every school will be selected as a School
Winner and will receive a School Winner
Certificate and a Heisman Patch.
• Applicants: The first 25,000 students
to complete the application will win a
$10 Wendy’s gift card.
Application period: March to October 2013
Basic eligibility requirements:
• High school senior for the academic year
of 2013–2014, graduating with the class
of 2014.
• High school grade point average
of at least a B (3.0).
• Participating in at least one of the
27 sports sanctioned by the National
Federation of State
High Schools (NFSHS).
www.wendysheisman.com
SCAN THIS
Apply Now
SCAN THIS
Apply Now
23. ACT Aspire is an exciting new assessment system that will
revolutionize the testing experience and change the way
insights help students reach their full potential.
A computer-based, longitudinal assessment system,
ACT Aspire connects a student’s growth and progress
from elementary grades through high school. This continuum
approach allows educators to address the student’s strengths,
areas for improvement, and most importantly—potential.
By providing students, parents, and educators with relevant,
timely, and actionable reporting, the insights gained from
ACT Aspire help them to understand a student’s past, act
on the present, and impact the future.
ACT Aspire is linked to ACT’s College Readiness Benchmarks
and anchored by ACT’s capstone exam, the ACT® college
readiness assessment, to help predict student success now
and in the future. Assessing students’ knowledge and skills
relative to college and career readiness is essential to ensuring
that all students receive the support and services necessary
to succeed in school and life.
ACT Aspire System Highlights
– Launches in spring 2014
– Vertically articulated, standards-
based system of summative and
classroom-based assessments
– Linked to ACT College Readiness
Benchmarks and aligned with the
Common Core State Standards
– Anchored by the capstone college
readiness exam, the ACT
– Multiple question types—
constructed response, multiple
choice, and technology enhanced
– Subject areas: English, math,
reading, science, and writing for
grades 3–8 and early high school
(grades 9–10)
– Modular administration of subjects
and grades available
– Online delivery of assessments with
a paper-and-pencil option
Our Insights.
Their Potential.ACT Aspire™—Launching in Spring 2014
act.org/aspire
