| HIGHER EDUCATION
tions across demographic groups are apparent, as shown in Figure 3. Broadly speaking, ethnic groups with higher academic aspirations tended to be those who completed the ACT-recommended core curriculum—a shortterm accomplishment that also makes long-term goals more likely to be achieved.
POLICY AND EDUCATIONAL IMPLICATIONS
To encourage all students to match their aspirations with their achievements, policymakers and educators should: • Implement standards consistent with college and career readiness, such as the Common Core State Standards. • Ensure access to rigorous courses. Quality courses are even more important than quantity; they help students succeed after high school without remediation. • Monitor early and intervene immediately. The earlier issues are identified and addressed, the more quickly students can be brought back on track for success. • Create a culture of postsecondary success. Motivation matters. A compelling vision for life after high school affects
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decisions made during high school—even decisions made many years before.
DIVERSITY—AND CONSISTENT EXCELLENCE
Diversity is one of our nation’s unique assets, but our vitality also depends on how well we prepare all students for tomorrow’s opportunities. Uneven academic achievement must
PROFILES IN DIVERSITY JOURNAL
be replaced by consistent educational excellence. In support of this outcome, ACT has introduced ACT Engage®,
which assesses student motivation, social engagement, and selfregulation—all behaviors that affect academic success. In 2014, ACT will begin rolling out ACT Aspire™, which will help students, parents, and teachers chart student progress as they prepare for high school, college, and career. ACT has also recently unveiled ACT Profile, a free social media site where students can take the ACT Interest Inventory and receive reliable college and career guidance based on their abilities, interests, and values. From kindergarten through career, ACT is committed to its nonprofit mission: “Helping people achieve education and workplace success.” In the same spirit, students from all backgrounds deserve to be educated in an environment in which their aspirations for excellence are supported, nurtured, expected— and achieved. PDJ
Jon L. Erickson is president of the Education & Career division of ACT. The nonprofit organization responsible for the ACT test—the college admissions and placement test taken by more than 1.6 million high school graduates every year—ACT provides more than a hundred other assessment, research, information, and program management services for education and workforce development.
November/December 2013
ERICKSON