In 1929, E.F. Lindquist, a professor in the University of Iowa College of Education, began designing tests for the Iowa Academic Meet. The purpose of the meet was to identify exemplary high school students. Test-takers began with a first round of testing. This round occurred during the school day and covered ten core academic subjects. Students who scored well in the first round participated in district-level tests that were more difficult. High-scorers from the second round participated in a third round of testing. The top ten students in each subject area were rewarded with medals at a banquet. Although the test was a success, Lindquist wanted to reduce the competitive aspect of the test. To achieve thisgoal, Lindquistrenamed the test the Iowa Every-Pupil Achievement Testing Program.

Thetestspopularity provided Lindquist with the opportunity to study how to best write, administer, and score a standardized test. However, Lindquist was not yet satisfied. He grew concerned that the test focused too much on rote memorization of content rather than on skill development. Lindquist began to work on a test for middle school students that would test skills.This test which was first administered in 1935 becameknown as the Iowa Test of Basic Skills. In 1942, the Every-Pupil testis discontinued and replaced withthe Iowa Tests of Educational Development. As Lindquist had hoped, this test focused on testing skills rather than pure content memorization.

By the late 1950s, Lindquist had gained significant renown in the world of standardized testing, so he became involved in the process of developing a college admissions testing program. Although the SAT had been a commonly used admissions test since 1926, it was primarily marketed in the northeast and used as an admissions test for universities in that region. Schools outside this area used a variety of different tests that covered different content andwasadministered at different times. This led to unreliable results.

In 1958,that a standardized, national test be developed was proposed by Lindquist. He also hoped that, unlike the SAT, the new test would measure academic achievement so that it could be used to gauge each student’s level of preparation for college-level work.

Lindquist and a man named Ted McCarrel began developing the new test. One of McCarrel's main jobs was contacting admissions officers and convincing schools to use the new test. However, like the SAT, the ACT began as a regional test. Unlike the SAT, however, it was primarily used in the Midwest. With time and effort, the test became more popular in other parts of the country.

In 1959, the ACT was administered for the first time. The test was similar to the Iowa Tests of Educational Development. It consisted of fourparts; English, math, social studies, and natural science. The social studies and natural science portions required students to interpret readings from each field; thus, Lindquist was able to maintain his goal of testing skills rather than memorized facts. Students had forty-five minutes to complete each section of the test. The ACT quickly became a staple of the college admissions process. In the first year, 132,963 students took thetest, andthat number grew in subsequent years.

Today, many colleges and universities in the U.S. accept ACT results from students applying for admission.So, don't worry! I'm sure your college will accept it too!