Chicago Tribune
Chicago public high school teachers who use classroom time to drill juniors for the ACT exam are doing more harm than good and instead should focus on strengthening longer-term learning in subjects that are on the test, according to a report to be released Tuesday.
In the study, conducted by the Consortium on Chicago School Research at the University of Chicago, researchers analyzed test results and surveyed and interviewed teachers and high school juniors in 2005 and 2007. Students typically take the ACT their junior year...