Researchers from The University of Chicago has found that classes that are designed to improve ACT test results are not helping students. Actually, the research has found that the more schools do to prep during class, the worse the students do on the test.
“Across the board, scores were lower in schools that emphasized more ACT prep,” said Elaine Allensworth, lead author of the report by the University of Chicago’s Consortium on Chicago School Research. “They are spending all this time and energy on work that doesn’t help their scores.”
What researchers said was more important was actually “teaching college-level skills throughout high school.” What schools were doing instead was spending time to teach test-taking skills, practice tests and going over test questions. The time that should have been spent on teaching a strong high school and college level material that will be covered on the test.
“The emphasis on test prep is so strong that more than 8 of 10 students surveyed by the consortium believed scores were primarily determined by test-taking skills, “a misconception widely shared by their teachers.” Good grades, not test prep, are the strongest predictor of success on the test, the researchers said.”
It has been found that after school and week-end practice sessions can be found to be helpful to improve test results.
“But that was another misconception that researchers found was widely held among educators and students. While taking one timed practice exam indeed can boost scores slightly, taking additional practice tests is generally not helpful, the report said.”
Those schools who spent 40% of class time on test prep scored as follows:
English: 17.8
Math: 17.9
Reading: 17.7
Science: 17.9
Schools who spent about 20% of class time:
English: 18.2
Math: 18.1
Reading: 18.3
Science: 18.1
Source: “From High School to the Future: ACT Preparation — Too Much, Too Late.” Consortium on Chicago School Research, University of Chicago
Source: Sun Times
