ACT Testing on the Horizon for Juniors Despite Ongoing Pandemic

Even in the heat of a nationwide pandemic, schools must continue to provide core education and preparation for the nation’s youth. A staple of the path that young Americans take on the way to higher education is college admissions testing, and more specifically, the ACT. The testing has resumed for students in the Oshkosh Area School District, scheduled for March 9 as per a January 15 West newsletter, but questions have been raised about the necessity for further college admissions and whether students can prepare for large-scale testing after a semester of virtual education. Students graduating in 2021 were given the option by universities to waive the ACT application requirement. This was likely a result of the unforgiving pandemic, but also because of a general push against the ACT test as a means of determining a student’s college education eligibility.

“It is really an access thing because it just depends on when people were able to take the ACT,” junior counselor Lynn Swoverland said. “I do know that many colleges even prior to COVID-19 were starting to get away from requiring an ACT score, and I think that the belief behind that is that many schools feel that too much emphasis is placed on a singular test.”

It is still unclear whether colleges will be requiring ACT scores any time soon; the pandemic has had unwavering momentum since the class of 2021 began applying to universities. Junior Claire Garton opposes the ACT score requirement, particularly on behalf of those who were not able to take the ACT test due to the pandemic.

“I don’t think colleges should require an ACT score for incoming classes because I know there are other places that probably won't be able to issue the ACT; students just want the opportunity to have one,” she said. “I think it is unfair to require a score in that situation.”

Junior Abby Curtis, like most students, has had an unstable schedule, making the prospect of a required ACT score daunting.

“Things are obviously changing so soon, and everything’s not staying the same,” she said. “One day we are doing this, the next we are doing that; nothing is consistent.”

The ACT test has been confirmed for current juniors, looming on the horizon for those fresh off of at-home learning. However, this decision comes with its own caveat; students are only in class two days per week, an amount that some might argue is not enough for in-class preparation. English teacher Brett Hartman doesn’t see immediate testing as large as the ACT to be reasonable.

“The mental fatigue that students have had throughout an entire semester of essentially doing online learning then asking them to come back a month later and take a test that’s pretty high stress and high anxiety inducing: I think it’s kind of unfair,” he said.

Although it may be stressful, administering the test to juniors is non-negotiable. Assistant principal Cory Beaulieu and the administration have no say.

“I think it’s a little bit interesting because as a school, and any school across the state, we were not presented the option to not give the ACT, so it is required,” he said.

The implementation of ACT testing, in Beaulieu’s eyes, is not a means to torture students after months of virtual learning, but rather an opportunity to provide a test often required by college admission applications.

“The benefit of doing it as a part of school is really a free opportunity for all students to do it; you can always retake it,” he said.

The largest change that students and teachers will have to take on is preparation: how can students learn from their teachers to prepare for the ACT when they meet twice a week without a W-hour? Hartman is prepared to help students for the ACT in any setting, but this year, he needs a different game plan.

“In previous years, as a whole class, we’ve gone through some of the practice tests,” he said. “We might have to go through some of those on a video recording talking out loud, saying ‘here’s what I would do, and here’s how I know this is probably not a right answer or is a right answer,’ and then leaving it more up to the kids on their own to kind of work through it when they have time. The W hour isn’t going to work, and we’re only seeing them half the week, and other curriculum stuff obviously is still important.”

It is apparent that some students, as a result of virtual learning and decreased preparation incentives, will have to take on some of the preparation load by themselves if they would like to see a good result in their ACT scores. Garton is unsure if students received an education appropriate to be prepared for the ACT.

“I think that despite being virtual, I have personally still learned quite a bit,” she said. “But I am speaking for myself because I know that there are a lot of people who don’t feel like they got the same level of learning.”

This concern is shared throughout the school. Curtis believes that the lack of preparation, or rather, the lack of ability to prepare, could be detrimental to many students.

“Most kids start trying to prepare their whole junior year,” she said. “Since we were virtual the first semester, it really did not help kids start to prepare for testing, which has been pushed on us all at once.”

While some students might not feel that their time of virtual learning has helped them to prepare for a high-intensity test, West faculty have extended their reassurance that the time for ACT preparation will be appropriate. Swoverland has resources which she knows students can rely on before the ACT.

“The cool thing for our students at West is that through the Xello app, they have access to method test prep, and that is basically free for our students; the district pays for student subscriptions to that service, so that is definitely something that is accessible,” she said.

Beaulieu has confidence in West’s online resources, and knows that virtual learning has not damaged the skills which students need to take the ACT.

“What I think is interesting, and what I’d like you guys to understand as juniors, is that the ACT questions and structures, whether you’re in school or virtual, are not replicated in your class everyday anyway,” he said. “Learning topics, as well as learning how to think and problem solve are useful skills, but it’s not like the test setting is anywhere near what you do in school every day regardless of that, so I don’t think you’ve missed out on that part.”

Swoverland also encourages students to reach out to other resources when preparing for the ACT.

“We email information out to juniors and their families, and there are a number of prep resources out there,” she said. “Not all of them involve a fee, so that’s really important to note. I think the most important thing that students can do going into the ACT is to try to get a good night's sleep, try to stay calm, and realize it's a test; it's not going to necessarily make or break their entire future.”

Beaulieu would like to assure students that a lot of the preparation for the ACT has already been picked up through past experience, and like Swoverland mentioned, one test will not spell a student’s future.

“When you talk about these big tests, they are so cumulative of skills that you have gained, that in some cases you don't even really think about,” he said. “It is kind of a representation of your school through this point. The score does not determine our success in life.”

Even though the ACT has less emphasis, Swoverland emphasizes that it still is important. Juniors may have the incentive of being exempt from finals like previous years and at the end of the day, a good ACT score is good just in case it becomes of use.

“If you have to take the test anyway, approach it with the best attitude you can, do the best you can, and understand that this time taking the test, the cost is covered,” she said. “I just want students to realize that their scores will be there if they need them.”

Swoverland ultimately believes that the ACT should be seen as an opportunity after a long period of virtual learning.

“Hopefully it will give everyone a different perspective,” she said. “There is a silver lining in the skills they have learned.”

By Marty Bond

January 29th, 2021

Oshkosh West Index Volume 117 Issue 4