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ACT Reading Scores Falling

The Ability To Read a College Textbook is Declining

May 7, 2006

The reading scores on the ACT in 2005 fell again. Only 51% of students taking the ACT are capable of reading and understanding a college textbook.

Reading Between the Lines

The recent ACT report entitled Reading Between the Lines states that students are not graduating with the skills they need to be successful in college or the workplace. 1.2 million students took the ACT in 2005. Students that receive an ACT of 21 in reading are capable of understanding college textbooks. Only 51% scored a 21 or higher. In 1999 the percentage of students that scored a 21 in reading or higher was 55%. Ironically, the scores in 1999 were at 55% long before all the No Child Left Behind reforms were in place.

ACT Suggestions

More complex high school textbooks. There is just too much of a gap between reading levels of books in high school and colleges. But, do publishers even make more complex textbooks available to schools?
Major changes in high school standards and reading programs. The report suggests that teachers are either not teaching reading skills or not exposing students to the types of texts they will encounter in college and the workforce. Complexity in reading increases in grades K-8; but when high school textbooks are reviewed, it is found that often 12th grade textbooks are not more challenging than 9th grade. Teachers should be shown how to incorporate these more challenging materials and not merely be told to do so. Schools must provide funding to make this possible.
Revise standards so reading material is more challenging each year.
Incorporate complex reading materials into all classes.
Provide teachers with the materials and guidance it takes to increase complex reading readiness.

What Are We Doing Wrong?

Reading skills seem to progress until 10th grade and then lose momentum. If the skills would continue at the same rate they did in grades K-9, there may not be a gap.

"My Way Or The Highway Thinking" doesn't work today. Teachers that think students should learn something just because they say so are not very effective. Effective teachers show students "why" they need this information and motivate them to learn it.

Lower expectations have also been found. A survey conducted among thousands of high school teachers across the country in 2003 found that teachers are likely to spend more time with the obviously college-bound students and teach them critical thinking skills. These same teachers are less likely to teach the same skills to students less likely to go to college.

All students deserve to be taught higher order thinking skills and be exposed to more complex reading.

Is There More?

Of course. Textbooks are not the only factor. There has been an increase in students cheating on tests and assignments. High school curriculums are not relevant to today's students and work world. So, it is not too surprising that some schools have a 30-40% drop out rate. The stability of the home is a huge factor in student success. Funding is being cut to schools because of decreasing enrollment leaving fewer programs for the students that struggle.

High schools have not changed with the needs in our society and high school reform is a recognized need. ACT results are only a symptom of this.

Read previous articles on Educational Issues.

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