Differences in Science American College Testing Scores between Traditional and Alternative Science Sequences

To examine differences between sequences of secondary science courses on achievement on science high stakes exams, a purposive quantitative research design was utilized in this study. A short survey was sent out to public high schools in the state of Missouri that asked to identify their main science course sequence. In addition, participants were asked to indicate if they had altered their science course sequence between the years of 2012 and 2017. This data were compared to their average building science American College Testing (ACT) score for the 2015–2016 and 2016–2017 school years in which all 16–17-year-olds in the state were required to take the exam. The analysis of the results found no connection between science course sequence and performance on the science section of the ACT for either year. In addition, it was found that schools that indicated that they altered their science course sequence had no difference in performance on the science portion of the ACT. Further research is needed to determine if there are any benefits to altering a science course sequence.

Adult Undergraduate Students: What Role Does College Involvement Play?

This study examined the effect of different types of college experiences such as work, course-related activities, and involvement in clubs and social organizations to determine if the traditional notions about “college involvement” pertained to adults students. We also compared the adults’ growth to that of traditional-age students and looked at the effect of the colleges’ educational ethos. Our study analyzed the responses of approximately 19,000 college students who completed the American College Testing’s College Outcomes Survey.

Using American College Testing Program Materials to Facilitate Career Exploration by Undecided Advisees

Assistance with choosing a career is one of the undecided student's greatest needs. Advisor responsibility includes provision of relevant information and guidance in its use. Discussion of how the advisor can use American College Testing (ACT) Program materials in conjunction with other resources, such as the Occupational Outlook Handbook, to assist advisees with career decisions is presented.

Common Structure Dimensions of the American College Testing Program Academic Test and the California Psychological Inventory

Factor and canonical correlation analyses were used to investigate possible relationships between achievement and personality variables. Data were obtained from the American College Testing Program Academic Test and the California Psychological Inventory profiles of 125 university students. The analyses indicated two common dimensions underlying the two sets of data. The first dimension included potential for achievement and positive interpersonal and intrapersonal characteristics. The second dimension included low interest in science, high verbal ability, and interpersonal warmth.

Soundoff: The SAT Should Be Revised

In response to Harold Baker's concerns, the Editorial Panel invited representatives of the Educational Testing Sevice (ETS) and American College Testing (ACT) to prepare articles on how the SAT and ACT tests are changing. These articles follow in this issue, Reactions to all three of them are welcomed.