The takers

When Lilli Appelman, junior, walked into her first ACT on Feb. 11, she was already aware of the impact those scores could have on her future.

“I feel like a lot was riding on the ACT because so many colleges use this as your border-point to get you into college,” Appelman said. “It’s basically how you get accepted, plus your grades.”

As dozens of HHS students took the ACT that day, they experienced the high-stakes environment of a highly controversial test that plays a significant role in college admissions firsthand. But the experiences of the ACT extend far beyond its three-hour duration.

Sophie Sandler, junior, walked into the same building as Appelman that day. But after a semester abroad and multiple advanced classes, Sandler felt detached from the test material.

“I’m taking classes like AP Calculus and AP Statistics, which are above the standards on the ACT math section specifically, and I think that those classes could go back and review old material,” Sandler said.

Students at HHS make up a small fraction of the over two million students who take the ACT each year, and this standardized test has spurred nationwide controversy.

Monty Neill is the Executive Director of The National Center for Fair and Open Testing, or FairTest, a leading anti-standardized testing organization. In a telephone interview, Neill stated his belief that the ACT fails to fully evaluate students’ academic abilities.

“In the tested subjects of the ACT, there’s a whole lot that they simply don’t measure: things like critical thinking, the ability to do extended work, do research, write papers, things that are often necessary for college and for employment in the world,” Neill said. “What [schools] end up doing is neglecting important parts of those subjects and overemphasizing the subjects the ACT does measure.”

Appelman believes her time at HHS has taught her the basic concepts that the ACT tests: English, mathematics, reading, and science. Nevertheless, she, too, believes the test will put her at a stressful disadvantage when it comes to college.

“Personally, I’m not a good test-taker, and I get stressed out when I do take a test. If I take [the ACT] x amount of times and don’t do well, then I won’t be able to get into a school that I want to go to,” Appelman said.

Though educational needs have continually modernized since the test’s founding in 1959, Ed Colby, Senior Director of Public Relations for ACT, is confident that the ACT can pass the test of time.

“While the format and structure of the ACT test have not been changed, we regularly monitor high school curricula and college expectations to ensure that the ACT test continually reflects the skills and knowledge that are taught in schools and expected of incoming college freshmen,” Colby said via email.

After taking the ACT multiple times, Sandler appreciates her scores’ reflections of her effort, but agrees with Appelman and Neill’s concerns. She’s thankful that her scores will not be the sole consideration for college admissions.

“As someone who has taken the ACT several times, it says a lot about how willing you are to try and get a good score. But I do think it doesn’t accurately display your knowledge, so it’s nice that if you aren’t a great test-taker there’s other options,” Sandler said.