Oklahoma’s average composite ACT score for the Class of 2024 is 17.6, placing the state second-to-last nationally and well below the national average of 19.4 [1]. With the ACT as a statewide accountability measure and a college readiness indicator, this underperformance signals systemic challenges in curriculum alignment, educator capacity, and student support systems. This article employs a narrative synthesis of educational literature grounded in factors like GPA, attendance, literacy, teacher readiness, and equitable access. Drawing from frameworks such as Bruner’s Spiral Curriculum [2] and Multi-Tiered Systems of Support [3], it proposes actionable strategies for elevating ACT performance in Oklahoma through coherent curriculum alignment, strengthened teacher development and retention, integrated ACT preparation, and systemic equity supports including MTSS, PBIS, and family engagement. The article concludes with implications for practice and policy that can foster improved cognitive readiness, testing stamina, and equitable outcomes, thereby enhancing postsecondary access for all Oklahoma students.
Cite this paper
Hoyos, O. L. (2025). Solving the Problem of Low ACT Scores in Oklahoma. Open Access Library Journal, 12, e14222. doi: http://dx.doi.org/10.4236/oalib.1114222.
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