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Board weighs whether ACT should remain statewide accountability measure or be replaced by a high‑school assessment
Summary
Members discussed complaints that the ACT is poorly aligned with state standards and whether Alabama should develop a state graduation assessment or an ACAP‑style high‑school test; staff outlined the procedural and legal complexity of replacing a graduation measure and said such a change would require years to develop and validate.
Board members discussed concerns raised by educators and legislators about the use of the ACT as the statewide summative assessment for high school accountability and graduation reporting.
Lede: Board members said they have received feedback that the ACT is not well aligned to Alabama standards for many students and that some educators and legislators are asking whether the state should return to a state‑developed high‑school graduation exam or implement a high‑school ACAP summative test instead.
Nut graf: Staff told the board that changing the statewide measure would be legally and operationally complex: it would require board approval, procurement (an RFP and test development), multiple years of fielding and standard-setting to produce a valid test, and could prompt legal scrutiny. Staff said a transition would likely take several years before any new exit exam could be used in place of the ACT.
What staff explained - Federal reporting: The department currently uses the ACT to meet federal reporting requirements that require high‑school‑level assessment in reading and math. Staff noted the state is not federally required to use the ACT specifically and that the board previously elected to use it for these purposes. - Transition time and risk: Developing a new graduation exam or a new high‑school ACAP summative assessment would entail procurement, test development, and a multi‑year process to collect baseline data and set standards. Staff cautioned the board that such a transition could revive past litigation and would be resource intensive.
Board views: Some members said they had received complaints from teachers and legislators that the ACT focuses on college‑going indicators and does not reflect all students’ skills; others said the ACT still carries value for college admissions. Members proposed options for staff research, including mapping how many states use the ACT for accountability, exploring a high‑school ACAP option and preparing comparative data for future board consideration.
Outcome: Staff agreed to compile comparative data and research to inform a possible future board decision. No formal decision or vote occurred at the work session.
