Arkansas education officials discuss ACT decline and increase in WorkKeys assessments
May 02, 2022 | EDUCATION COMMITTEE - SENATE, Senate, Committees, Legislative, Arkansas
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A significant discussion at the Arkansas Senate Education Committee meeting on May 2, 2022, highlighted the concerning trend of declining ACT scores among high school seniors, which has coincided with an increased focus on career and technical education (CTE). Committee members debated whether this shift in educational emphasis might be steering students away from traditional higher education pathways, potentially impacting their performance on standardized tests.
One committee member pointed out that while the state has ramped up workforce development initiatives, ACT scores have dropped nearly 1% annually. This raises questions about whether the push for CTE is inadvertently leading students to undervalue the ACT, as they may feel less inclined to pursue higher education. However, another member countered that the decline in reading readiness does not necessarily correlate with CTE efforts, emphasizing that students involved in career coaching programs are actually achieving higher graduation rates and better ACT scores.
The conversation also touched on the introduction of the WorkKeys assessment, which measures workplace skills and complements the ACT. This assessment is gaining traction among employers, suggesting a shift in how student readiness is evaluated. A notable example was shared about a student excelling in both WorkKeys and ACT Aspire assessments, indicating that students can succeed in multiple areas.
Looking ahead, committee members expressed cautious optimism about potential improvements in student performance as schools recover from pandemic-related challenges. While some districts may see dramatic increases in scores, others might experience more modest gains, depending on the resources and support available to students.
The meeting underscored the need for a balanced approach to education that prepares students for both the workforce and higher education, ensuring that all students have the opportunity to succeed, regardless of their chosen path.
One committee member pointed out that while the state has ramped up workforce development initiatives, ACT scores have dropped nearly 1% annually. This raises questions about whether the push for CTE is inadvertently leading students to undervalue the ACT, as they may feel less inclined to pursue higher education. However, another member countered that the decline in reading readiness does not necessarily correlate with CTE efforts, emphasizing that students involved in career coaching programs are actually achieving higher graduation rates and better ACT scores.
The conversation also touched on the introduction of the WorkKeys assessment, which measures workplace skills and complements the ACT. This assessment is gaining traction among employers, suggesting a shift in how student readiness is evaluated. A notable example was shared about a student excelling in both WorkKeys and ACT Aspire assessments, indicating that students can succeed in multiple areas.
Looking ahead, committee members expressed cautious optimism about potential improvements in student performance as schools recover from pandemic-related challenges. While some districts may see dramatic increases in scores, others might experience more modest gains, depending on the resources and support available to students.
The meeting underscored the need for a balanced approach to education that prepares students for both the workforce and higher education, ensuring that all students have the opportunity to succeed, regardless of their chosen path.
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