WWC Summary of Evidence for this Intervention
The ACT Aspire™ system provides a longitudinal, systematic approach for assessing and monitoring students’ preparation for high school studies and readiness for college and career. ACT Aspire™ includes assessments for students from grade 3 through early high school in five subject areas: English, mathematics, reading, science, and writing. The system uses a standard scoring system that measures progress through each grade level and culminates with the ACT® college admissions test. The ACT Aspire™ system includes a variety of reporting features that permit schools to track individual student progress and examine trends for groups of learners.
An earlier version of the program, the Educational Planning and Assessment System (EPAS®), included assessments for students in grades 8 and 9 to measure preparation for high school studies (EXPLORE®), grade 10 to measure preparation for college and the workplace (PLAN®), and grades 11 and 12 to measure readiness for life after high school (the ACT®). ACT began phasing out the use of EPAS® in 2014 and replaced it with the new ACT Aspire™ system.
As of May 2017, no studies of ACT Aspire™ were found that fell within the
scope of the Transition to College review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of ACT Aspire™ to improve outcomes in this area.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.