act activity magazine spring 2013

activityspring 2013

A P U B L I C A T I O N O F A C T

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This is the last print issue of activity magazine.

We are moving the magazine entirely online at www.act.org/activity. We have improved this site to offer you an interactive experience,including an activity Twitter feed, videos, and the opportunity to comment on articles and linkthem to your favorite social media sites.

Please visit www.act.org/activity/contact.html to register your free subscription so you cancontinue to access important news and insightsfrom ACT and receive notifications when new content is posted.

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Spring Is a Time of GrowthThe 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 andorganizations 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 collegeadmissions 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®, providesimportant 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 abit further, each year means planting new programs, nurturing them, and occasionally pruningsome 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

www.act.org

2 SPRING 2013activity

[ activity update ]

Volume 51, Number 2ISSN: 0001-7620

activity is published by ACT, Inc., 500 ACT Drive, Iowa City, IA 52243-0168.

ACT is an independent, not-for-profit organizationthat provides a broad array of assessment,research, information, and program managementsolutions in the areas of education and workforcedevelopment. Each year, ACT serves millions ofpeople in high schools, colleges, professionalassociations, businesses, and governmentagencies—nationally and internationally. ACToffers a wide range of solutions that share oneguiding purpose—to help people achieveeducation and workplace success.

activity is a free publication of ACT.

Please visit www.act.org/activity/contact.htmlto register your free subscription.

All content © 2013 by ACT, Inc., and may not beused, reproduced, or altered in any way withoutprior written permission. All rights reserved.

Vice PresidentMarketing and CommunicationsEdward W Walters III

EditorsScott GomerTerri Gordy

Editorial DirectorCarol Romkey

Art DirectorGreg Carrier

DesignerMike Rasmusson

Copy EditorMary Bruce

PhotographyChris HayesDon KruegerMike RasmussonDylan Salisbury

ProductionChris HayesRay Ramos

Print BuyerNeil Schmitz

DistributionKathy Kolbo

activitySPRING 2013

What’s Your Potential?Edward W Walters IIIVice President ACT Marketing and Communications

At ACT, we’re on a mission tohelp people of all ages discoverwhat they are capable ofachieving. We are expanding our solutions to give individuals,

schools, employers, andorganizations the insights they need to make decisionsand to take actions that can have far-reaching effects. ACT solutions are helping more people than ever

gain insights about their current situation and theirpotential for success. More than 1.66 million 2012graduates—52 percent of the entire US graduatingclass—took the ACT, including virtually all students in nine states. To date, nearly 23 million ACT WorkKeys tests

have been taken. There are more than 1.5 million ACT National Career Readiness Certificates™registered in the ACT database. The number of states supporting college and career

readiness is growing. Twenty-two states fund one ormore ACT assessments statewide. In this issue ofactivity, you can read about how ACT solutions arehelping individuals, schools, and organizations gaininsights that help them grow and reach their potential.George Westinghouse College Prep, one of Chicago’s

newest high schools, has received recognition from the district for student academic growth andperformance (page 6). Jasper County, Missouri, is growing its workforce

through the ACT Certified Work Ready Communityprogram (page 8).An international company is helping expand student

access to the ACT in the United Kingdom (page 12).A joint effort in Ohio helped displaced workers build

their skills and obtain new jobs (page 18). On a final note, we wanted to let you know this is

the last print issue of activity magazine. As the numberof people who read their news on computers, tablets,and smartphones increases, we’ve decided to make the magazine entirely digital. We hope you’ll continue to stay connected to ACT via the activity website at www.act.org/activity. Please visit www.act.org/activity/contact.html to register your free subscription so you can continue to access important news and insights from ACT and receive notifications when newcontent is posted online. Thank you for being a loyalreader of activity magazine.

www.act.org/activity/contact.html

[ 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

———————2 activity update

———————4 ACT insights

———————6 best practices

———————12 international news

———————18 success story

———————

8 610 15

Getting students on track forcollege and career readiness must start early in their academiccareer, according to a new ACT report.

“Waiting until high school to address academicpreparation gaps is too late for the majority of studentswho have fallen behind,” said Chrys Dougherty, ACT senior research scientist. “Moving theachievement needle takes time. Our growth analysis

shows that students who are far off track, as defined inthe 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, TheForgotten Middle. Both reports show the importanceof effective academic preparation prior to high school. In the new report, ACT researchers used longitudinal

state and ACT assessment data to study students whowere behind academically in grades four and eight.Results showed that even if students have four yearsto catch up between grades four and eight or gradeseight and twelve, only 10 percent or fewer catch up.


The highest performing schools can raise this as muchas 30 percent among advantaged student populationsand 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 underscoresthe importance of an early start and places anemphasis on prevention over remediation. Getting on apath to college and career readiness is a process thatextends throughout a student’s educationalexperience.“It is imperative to strengthen early learning in

preschool and elementary school,” he said. “If we thinkof accumulated academic learning as a deep reservoirthat takes time to fill, we should allow ourselves moretime to fill it. We should strengthen the early grades’curriculum and improve educators’ capacity to teachthat curriculum.” He said the report reinforces the need for and benefit

of longitudinal data systems, which can be used tomeasure student growth from K through 12, conductpredictive analysis to identify when students are at risk,and evaluate school systems based on the success of their graduates in postsecondary education and theworkforce. These systems can help educators andpolicymakers focus on the long-term solutionsnecessary to get students on a path to college andcareer 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 provideinformation on how much growth is attainable overspecific time periods and to analyze the effects ofdifferent types of interventions.“This report confirms the critical importance of

strengthening curriculum, instruction, assessment, and intervention in the early grades and continuingthrough middle and high school to prepare studentsfor long-term success,” Dougherty added.


< The earlier students are on track for college and career readiness, the better, saysa 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 ]

WWW.ACT.ORG

Though it’s been open only three and a half years, GeorgeWestinghouse College Prep(GWCP) has already received the highest rating awarded byChicago Public Schools for student academic growth and performance.

Located in Chicago’s East Garfield Park community,GWCP is considered a Level 1 selective high schoolbased, in part, on scores from the Prairie StateAchievement Examination (PSAE), which isadministered to eleventh-grade students, as well as

scores on ACT Explore and ACT Plan. The Illinois State Board of Education’s PSAE includes the ACTand two ACT WorkKeys assessments, AppliedMathematics and Reading for Information.


George Westinghouse College Prep isthe first Chicago Public High Schoolwith dual enrollment options forstudents—“Selective Enrollment” or“College to Careers.” Both are based onacademic standing and an enrollmententrance exam. Of the approximately7,000 students who applied foradmission into the two programs in2012–2013, GWCP accepted 300.


“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,” saidPrincipal Janice Jackson. “Our academic gains haveoutpaced 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 privateschools throughout Chicago. The majority of studentsare African American or Hispanic, and approximately80 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 someparents, though wary of the area, are still willing tosend their kids here because they’ve seen how muchprogress 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 CollegeReadiness Benchmarks. Teachers design theircurriculum around the College Readiness Standardsand collaborate to deliver a high quality educationprogram. Students are required to take four years ofcollege 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 collegereadiness standards and benchmarks,” she said. “It’s not enough that our students meet thebenchmarks. They are already doing that when theytake the entrance exams. Instead, we are constantlylooking at whether our curriculum is sufficientlypreparing students for future success.”GWPC educators track academic growth from

student scores on ACT assessments: ninth graderstake ACT Explore, tenth graders take ACT Plan, andeleventh graders take the ACT. More than 90 percentof 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 ACTComposite 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 acomparable school,” said Jackson.

www.cps.edu/performance/pages/performance.aspx

“We are consistently demonstrating substantial growth in studentachievement.” Janice Jackson, George Westinghouse College Prep

[ best practices ]

< Though it’s only a few years old, George Westinghouse College Prep is alreadyexceeding student growth expectations. Principal Janice Jackson (standing) is agraduate of the University of Illinois at Chicago Urban Leadership doctoral program.

SCAN THISGet the Scoop

More on GWCP’sacademic 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.

WWW.ACT.ORG

Despite a catastrophic tornadothat swept through its largest city nearly two years ago, Jasper County, Missouri, hasgrown its workforce to become the first county participating in thenational ACT Certified Work ReadyCommunities (CWRC) initiative to meet 100 percent of ACT’scriteria goals.

In May 2011, a tornado devastated Joplin in JasperCounty, 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 economicdevelopment using a community-based approachgrounded in certifying counties as “work ready.” States award this certification when counties reachestablished goals, including individuals in theworkforce who have earned the ACT National Career Readiness Certificate (NCRC) and businessesthat recognize, prefer, or recommend the NCRCcredential. States may add other criteria to theirparticular initiatives.“Jasper County residents in the emerging,

transitioning, and current workforce have proven they have the skills employers are looking for,” saidDebra Lyons, ACT vice president for community and economic development. “The community hasreally come together to understand and improve theskill levels of the entire workforce. Jasper Countyclearly has a plan for meeting the needs of businessand industry, and they have the workforce data to back it up.”


Tornado Recovery Leads toACT Certified Work ReadySuccess for County in Missouri

Jasen Jones, executive director of the SouthwestMissouri Workforce Investment Board (WIB), whichserves Jasper County and six additional counties,credits Jasper’s accomplishment to the relationshipbetween the county’s educators, chambers ofcommerce, nonprofit organizations, and employers.“This Work Ready designation can truly help a

community transform its economy and gain acompetitive advantage in expanding existingbusinesses and attracting new businesses and jobs,” said Jones.

He envisions establishing Work Ready corridorsalong a broad swath of southwest Missouri andextending into neighboring states where the NCRCcredential is also recognized. Currently, 87 employersin 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 ofhuman 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 othercommunities. “If a business, small or large, is thinkingof relocating or expanding, they can be confident thatJasper 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 areon track to becoming fully certified within two years. Thenumber of businesses supporting the initiative and theACT NCRC in Missouri has grown to more than 500. Julie Gibson, director, Missouri Division of Workforce

Development, says she’s pleased that the countiesapplying for Work Ready status include both urbanareas 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, economicdevelopment, and business around a table to really talk about each community’s workforce.”


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 Countyresidents have earned the ACT NCRCcredential 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 WorkReady Community in the nation. Joining him were (from left) Rob O’Brian, JoplinArea Chamber of Commerce; Fred McConnel, ACT; Jasen Jones, SouthwestMissouri 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 WorkReady Community in the nation is another testament to thiscommunity’s resilience and its commitment to rebuilding itseconomy stronger and smarter than ever before.” Missouri Governor Jay Nixon

WWW.ACT.ORG

College admission and enrollmentofficers can now better predict a student’s fit to a specific majorusing ACT’s new Interest-Major Fit Score index.

As a major enhancement to the ACT score reportthat is sent to colleges, ACT has added five predictivemodeling data fields to the report layout. The fiveadded 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 astudent is to enroll at a private college or university

3. Selectivity Index—predicts the selectivity of theinstitution at which a student is likely to enroll

4. Institution Size Index—predicts the size of theinstitution at which a student is most likely to enroll

5. Interest-Major Fit Score—measures the strengthof the relationship between a student’s ACTInterest Inventory scores and the profile of thestudent’s interests in a given major

Adding the five new data fields puts meaningful datain front of all two-year and four-year institutions. “We are excited to offer admission and enrollment

professionals information that highlights ACT researchand 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 themfocus student recruitment activities on those studentswho are most likely to enroll and graduate. “Reliableinsights 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 andinformational sessions on predictive modeling. He isparticularly enthusiastic about the Interest-Major FitScore because of its applications for both studentrecruitment and retention and because it pulls datafrom 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-WorkMap regions that students are placed into as a result of their interests. Interest-major fit benefits bothstudents and the colleges they attend becausestudents in “good fit” majors are more likely to stay incollege, stay in their major, and finish college sooner.The ACT score reports sent to colleges and

universities contain more than 250 fields of cognitiveand noncognitive data, which can help colleges targetand 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 todevelop 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 insightsthat 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 severalyears later, and the four behavioral indexes wereadded in 2010. The Interest-Major Fit Score wasdeveloped in 2012.“From the beginning, our goal has been to expand

the model based on student trends and patterns toprovide as much in-depth insight into studentintentions as we can,” said Sconing.


< New indexes on the ACT score report help colleges predict students’ fit tospecific majors.

WWW.ACT.ORG


Navitas, an international educationorganization, is expanding accessto the ACT in the United Kingdomin response to growing interestamong British students to study in the United States and othercountries.

Navitas administers the ACT at testing centers in London and is establishing additional centers inother cities throughout the United Kingdom. Britishstudents can take the ACT on five international testdates each year. “We are proud to partner with Navitas to offer

greater access to the ACT to help British studentsprepare for study in the United States and othercountries,” said LaMar Bunts, ACT vice president,international programs.

[ international news ]

Peter Krikstolaitis, head, Navitas Workforce Solutions-Europe, said, “We are pleased to offer the ACT collegeentrance exam to the growing number of UK studentswishing to advance their education abroad.”British students have several reasons for wanting

to attend universities in other countries, said LaurenWelch, director, advising and marketing, US-UKFulbright Commission. “Rising tuition fees and limited places at UK

universities in recent years have left many studentssearching for viable alternatives,” she said.While British students are interested in studying in

many different countries, the United States remainstheir top choice by far, said Welch. A total of 9,186 UK students pursued undergraduate study atAmerican universities in the 2011–12 academic year,up from 8,947 students (2.7 percent) in the 2010–11academic 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 offerundergraduate degrees

• Opportunity to experience American campus lifeand learn about a new culture

• Flexibility to explore academic interests through a liberal arts curriculum

• Greater access to funding options, includingscholarships

Meanwhile, American universities are stepping uptheir recruitment efforts in the UK. In autumn 2012, a record 165 American universities exhibited atFulbright’s USA College Day Fair in London, markingan 80 percent increase in universities exhibiting at the

annual event over the past three years. Similarly,student attendance at the fair has more than doubledover 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, planninglonger recruitment trips, and tacking on school visitsaround the country.”



www.actinternationalservices.com/en/aesl/pathway.html

WHAT IS THE US–UK FULBRIGHTCOMMISSION?

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, moreconveniently.” 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.

WWW.ACT.ORG

Students and universities alike can benefit from a recentrecommendation to award collegecredit for Global AssessmentCertificate (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 universitiesand 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 universitypreparation program for students who want to study atuniversities where classes are taught in English.When students successfully complete the GAC,they can apply to GAC Pathway Universities in theUnited States and several other countries. “The ACE credit recommendation is an external

and independent endorsement of the quality of theGAC program,” said Gaye Pullyn, general managerof ACT Education Solutions, Limited. “Therecommendation of additional modules of theprogram for transfer credit at the undergraduatelevel sends a strong message to prospectivePathway Universities that much of the GAC programis at the quality and level of university study.”The recommendation allows GAC students to

gain transfer credits and have fewer subjects tocomplete in college. They can participate in atranscript service, which offers a lifelong record forthose who have successfully completed the GAC

modules reviewed for ACE credit. Students can presenta nationally recognized transcript to a college oruniversity for the potential award of academic credit. Pullyn expects ACE’s recommendation to factor

into the Pathway Universities’ decisions to accepttransfer credit. Oklahoma State University (OSU) isamong the Pathway Universities that recognize the ACE credit recommendation.

“Knowing that the GAC program has beenthoroughly reviewed by one of the most reputablehigher education associations made us extremelyconfident in the quality of the GAC program,” said Tim Huff, manager, international students andscholars, OSU. The amount of transfer credits a Pathway

University offers will depend on its courses andpolicies, said Pullyn. For example, at Lewis-ClarkState College (LCSC) in Lewiston, Idaho, GACgraduates can receive up to 36 credits toward their degrees. “In addition to getting credits, most GAC

students also qualify for our generous internationalscholarships based on their GAC results,” said SteveArnold, director, international programs, LCSC. “Welove to admit GAC students because they are verywell prepared for study at our college.”



American Council on Education RecommendsCollege Credit for GAC Program

The American Council on Education, the major coordinating body for all thenation's higher education institutions,provides leadership on key highereducation issues and influences publicpolicy through advocacy, research, andprogram initiatives.

Tim Huff

Steve Arnold

www.actinternationalservices.com/en/gac/



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.

WWW.ACT.ORG

ACT has announced the winners of its annual high school postercontest for 2013. The winningstudents’ posters were selectedfrom nearly 700 entries submittedfrom 48 states.

Emily Ballentine, a senior at Springfield Clark CareerTechnology Center in Springfield, Ohio, is this year’sfirst-place winner. Ballentine will receive a $5,000scholarship to the college of her choice. Her winningposter, “Colleges Are Looking for You,” is designed toencourage 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 programafter graduation, possibly at Columbus College of Art & Design.

Second-place finisher Preston Sitorus of BradshawChristian High School in Sacramento, California, will receive a $2,500 scholarship for his entry, “Find Out What You’re Made Of.” Currently a highschool 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 collegeand the ACT. Winners were selected based on theposter’s creativity, visual appeal, and overall impact.


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

“What should I do withmy life?” Students canexplore a spectrum ofpossible answers tothis question via theACT Career Club, aprototype careerdiscovery site designedfor 8 to 15 year olds tovisit in the Whyvillevirtual world.

At the ACT Career Clubhouse,students can have fun whilegathering information on as many as555 unique occupations, groupedinto six areas of interest ranging fromscience and technology to the arts.By playing an interactive digital gamecalled CareerQuest, teens andtweens can investigate a wide varietyof different occupations and potentialcareers—and discover professionsthat may surprise them.

Launched in 1999, Whyville is anaward-winning web-based virtualworld that integrates educationalexperiences with games and roleplaying. To date, more than sevenmillion Whyville “citizens” havecreated their own avatars to travelamong an array of clubhouses,businesses, and recreational areasestablished by public and privatesponsors. They can play educationalgames for “clams,” the officialWhyville currency. Based on ACT’s extensive

research in education and theworkplace, the Career Club isdesigned to get students excitedabout career choices and provideparents and educators with a usefultool. Encouraging students to visitthe ACT Career Club helps thembegin the quest for their futureoccupations.


http://act6.whyville.net/

ACT Career Club Offers StudentsExploration Via Virtual World

SCAN THISExplore 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.

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Michael Cooper knew when hestarted working at Beam GlobalSpirits & Wine in Cincinnati, Ohio,that the plant was going toeventually close.

That’s why he was all the more eager to takeadvantage of a free on-site training program that usedworkforce solutions from ACT and the ManufacturingSkill Standards Council (MSSC) to help displacedworkers. “The training was definitely something I wanted to

do,” said Cooper, who earned an ACT National CareerReadiness Certificate (NCRC) and a CertifiedProduction 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 decadesof manufacturing experience, but lacked certificationsor 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 growingand 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 theCommunications Workers of America union and theCincinnati Labor Agency for Social Services on a program that allowed employees at soon-to-be-closedOhio manufacturers to earn workplace skills credentials.

The goal was simple: help workers secure new jobsthat were equivalent or better than their currentpositions before their old jobs ended. Doing so wouldmaximize their career opportunities, while eliminatingthe need for unemployment benefits. Rapid response teams implemented the program at

the plants scheduled for closure. At on-site classroomsand other local transition centers, employees

completed the interactive ACT KeyTrain® curriculumand 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 andcredentials, and other funding paid for the computersemployees used. The ACT WorkKeys assessments were an

essential part of the program because they measurefoundational skills, said Cathy Metcalf, executivedirector of the Cincinnati Labor Agency for SocialServices. “The CPT curricula and tests are challenging,so it’s essential that a person’s foundational skills aresufficient to ensure success with the rest of theprogram,” she said. The NCRC and CPT credentials work well together,

said Sherry Kelley Marshall, president and chiefexecutive officer, Southwest Ohio Region WorkforceInvestment Board. “The NCRC credential allowsindividuals to demonstrate their intelligence andcompetency, and the MSSC-CPT credential indicatesthat they have strong baseline skills in manufacturing.”To help build credibility among workers, Metcalf

shared her experience as a long-term employee of anIndiana auto parts manufacturer that closed. “I toldthem that they needed a way to stand out from otherapplicants who also had work experience, and thatindustry-recognized skills certifications like the NCRCand MSSC-CPT credentials can help them do that,”she said.


[ success story ]

“Employers are always looking for workers who are ready to adaptand 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 displacedworkers at the Avon Products Inc. transition center. Avon was one of severalcompanies in Ohio that used a training program to help displaced workers find newjobs when their plants closed or downsized.

SCAN THISGet the Details

Read the white paper.

This article is based on a white paper published by the Southwest Ohio Region WorkforceInvestment Board.

WWW.ACT.ORG


Spotlight on ACT Clients

JAMES MADISON FELLOWSHIP PROVIDES OPPORTUNITIES FOR TEACHERS

Richard Ochoa is a2000 James MadisonFellow from Utah. Heteaches US history, and

American government andcomparative politics at Alta High

School in Sandy, Utah. The Madison Fellowshipprovided a gateway for Ochoa to earn amaster’s degree after many years of teaching. “I wanted to give my students a newperspective on the US Constitution, aperspective influenced by constitutional

scholars and teachers from around the nationwho share the same passion I have for theConstitution. Personally, winning the fellowshipallowed me to demonstrate to my sons thatthey should seek something they think is out ofreach, that there are opportunities to prove theyare capable and can achieve.”

Name of organization: James Madison Memorial Fellowship Foundation

Name of scholarship: James MadisonFellowship 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 ofAmerican history, American government, or social studies at the secondary schoollevel (grades 7–12).

• Possess a bachelor’s degree or plan toreceive a bachelor’s degree no later thanAugust 31 of the application year (no previous graduatedegree within past three years).

www.jamesmadison.gov

WENDY’S HIGH SCHOOL HEISMAN PROGRAM HONORS SENIOR ATHLETES

Zoe Alaniz received theWendy’s High SchoolHeisman Award in 2012for springboard diving.

Alaniz plans to attend TexasA&M University, majoring in

biology, and continuing her diving career at theDivision I level. She expects to attend medicalschool and become a pediatric oncologist. “Thebest blessing from my whole experience withthe Wendy’s High School Heisman Award hasbeen meeting people who I would not have metotherwise. My friendships with the other finalistsand the alumni I met in New York areirreplaceable. Wendy’s High School Heisman isa family that I am now a part of forever. Thepeople along my journey have made thegreatest impact.”

Name of organization: The Wendy’s Company

Name of program: Wendy’s High SchoolHeisman

Awards:

• Two National Winners: One male and one female will receive national honor andrecognition during ESPN’s national telecast of the college Heisman Memorial Trophypresentation. They will also receive a Wendy’sHigh 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 (onemale and one female from the six geographicHeisman regions) will receive an invitation tothe Wendy’s High School Heisman ProgramTrophy Weekend, including the National AwardsBanquet in New York City. They will also receivea Gold Medal, a Heisman Patch, a $2,000award donated to the winners’ high schools in the students’ names, and a $100 Wendy’sgift card.

• State Winners: One male and one femalefrom each state will receive a Silver Medal, aHeisman Patch, and a $50 Wendy’s gift card.

• State Finalists: 20 finalists (10 male and 10 female) will receive a Bronze Medal, aHeisman Patch, and a $25 Wendy’s gift card.

• School Winners: One male and one femalefrom every school will be selected as a SchoolWinner and will receive a School WinnerCertificate 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 NationalFederation of State High Schools (NFSHS).

www.wendysheisman.com

SCAN THISApply Now

SCAN THISApply Now

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 andclassroom-based assessments

– Linked to ACT College ReadinessBenchmarks and aligned with theCommon Core State Standards

– Anchored by the capstone collegereadiness exam, the ACT

– Multiple question types—constructed response, multiplechoice, and technology enhanced

– Subject areas: English, math,reading, science, and writing forgrades 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

www.act.org/aspire

Nonprofit OrgUS Postage P A I DACT

500 ACT DriveP.O. Box 168Iowa City, Iowa 52243-0168

Rev 1© 2013 by ACT, Inc. All rights reserved. 19235 *07001113E*

ACT is proud to be a national partner inExcelencia in Education’s initiative EnsuringAmerica’s Future by Increasing Latino CollegeCompletion. For more information, visitedexcelencia.org/EAF.

Join Excelencia inEducation in Washington on October 1 for the 8th annualCelebración de Excelencia, aspecial Capitol Hill event honoringthe 2013 Examples of Excelencia,America’s top programs thatincrease college success forLatinos. For details, visitedexcelencia.org/2013.

“The educational achievements of Hispanic students are critical to our nation’s future.”—Jon Whitmore, ACT CEO

www.edexcelencia.org/EAF

www.edexcelencia.org/2013

act activity magazine spring 2013

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