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College Admission Tests as Measures of High School Accountability

Abstract

A special report issued by CEEP cautions that the growing trend of using college admission and placement exams in measuring high school student achievement may in some cases produce misleading and inappropriate results. The use of college admission tests is emerging as the centerpiece of high school accountability systems in a few states. There has been little independent analysis and evaluation of its appropriateness and validity for all constituents.

Referenced in the special report, a recent CEEP policy memo illustrates how Illinois uses the ACT to assess learning standards and accountability. The policy memorandum addresses the credibility and validity of the state of Illinois using the ACT as its primary component of the PSAE system and offers a number of policy considerations for education stakeholders.

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