In today's highly competitive academic environment, reforms to standardized tests like the ACT have become increasingly significant. For students aspiring to enter higher education, test scores often serve as a crucial factor in their application process. With ACT's recent implementation of a new retesting policy, students now enjoy greater flexibility and options in demonstrating their academic capabilities.

Beginning in September 2020, students gained the ability to retake specific ACT sections—English, math, science, or reading—without the pressure of sitting through the entire exam again. This change allows test-takers to focus on improving their weaker subjects while also enabling them to utilize a "superscore" strategy. Superscoring combines a student's best individual section scores from multiple test attempts, providing a more accurate reflection of their academic strengths across different subjects rather than relying on a single test performance.

FLEXIBLE TESTING OPTIONS

The new policy also grants students the choice between computer-based and paper-based testing formats. The computer-based option offers significantly faster results, with scores available within just two days—a welcome relief for many students accustomed to the prolonged waiting periods associated with traditional paper tests.

However, it's important to note that this policy currently applies only to U.S. testing centers, with ACT officials stating they're evaluating potential international implementation. This limitation has reignited discussions about educational equity—while students in resource-rich countries can leverage this policy to improve their scores, will their counterparts elsewhere have the same opportunities?

DIVIDED REACTIONS

The academic community and public have responded to the new policy with mixed reactions. Supporters argue that it provides students with more opportunities to showcase their abilities, particularly those who may underperform due to test anxiety. They emphasize that increased flexibility helps students overcome individual testing challenges without being defined by a single exam outcome.

"This change allows students to approach testing with more confidence and reduces the high-stakes pressure of a single test date," said one education policy expert.

Critics, however, contend that the retest policy may exacerbate existing resource inequalities. Students from lower-income families might face financial barriers to multiple test attempts or lack access to quality test preparation materials, potentially putting them at a disadvantage.

THE TEST-OPTIONAL MOVEMENT

This policy shift comes as more than 1,000 U.S. colleges and universities have adopted test-optional admissions policies, no longer requiring SAT or ACT scores. This trend reflects a broader exploration of educational equity and diverse evaluation methods in higher education admissions.

Test-optional policies allow institutions to consider applicants' overall academic records, extracurricular involvement, and personal backgrounds rather than relying primarily on standardized test scores. This approach benefits students who demonstrate excellence in areas beyond testing, such as community service or leadership roles.

Yet questions about fairness persist. Significant disparities in access to test preparation resources, practice exams, and tutoring services across different socioeconomic groups may still create unequal opportunities in the admissions process.

REAL-WORLD IMPACT

Consider Amy, a California high school student who struggled with the math section on her first ACT attempt. Under the new policy, she retook only the math portion, significantly improved her score, and combined it with her previous best section results to create a stronger superscore for college applications.

Conversely, John, a student from a low-income family, couldn't afford test preparation resources. Despite the retest opportunity, his scores showed minimal improvement, highlighting how policy changes alone cannot overcome systemic resource inequalities in education.

LOOKING AHEAD

As education continues evolving beyond standardized test scores, policymakers must address how to reduce disparities in educational access and opportunity. The ACT's retest policy and the growing test-optional movement represent important steps toward a more flexible and inclusive approach to student evaluation—but achieving true educational equity remains an ongoing challenge requiring sustained effort and innovation.