www.act.

org/engage
Assess and
strengthen
academic
behavior
www.act.org
West Region
(AK, AZ, CA, HI, ID, NV, OR, WA)
Sacramento Office
916.631.9200
westreg@act.org
Mountain/Plains Region
(CO, KS, MT, ND, NE, SD, UT, WY)
Denver Office
303.337.3273
denver@act.org
Southwest Region
(AR, LA, NM, OK, TX)
Austin Office
512.320.1850
austin@act.org
Midwest Region
(IA, IL, IN, MI, MN, MO, OH, WI, WV)
Chicago Office
847.634.2560
midwest.region@act.org
Lansing Office
517.327.5919
midwest.region@act.org
Columbus Office
614.470.9828
ohio@act.org
ACT National Office
500 ACT Drive
Iowa City, Iowa 52243-0168
319.337.1000
Washington, DC, Office
Washington, DC
202.223.2318
Northeast Region
(CT, MA, ME, NH, NJ, NY, PA, RI, VT)
Boston Office
508.229.0111
boston@act.org
Southeast Region
(AL, DC, DE, FL, GA,
KY, MD, MS, NC, SC, TN, VA)
Atlanta Office
404.231.1952
atlanta@act.org
Tallahassee Office
850.878.2729
tallahassee@act.org
Learn more about ENGAGE by visiting
www.act.org/engage or contacting your local
ACT regional offce.
*025080120* Rev 1
18100 2012 by ACT, Inc. All rights reserved.
Research confrms that measuring both academic
achievement and psychosocial characteristics is the
best predictor of academic success and persistence.
ACT is an independent, not-for-prot organization that provides a broad
array of assessment, research, information, and program management
solutions in the areas of education and workforce development.
Each year, ACT serves millions of people in high schools, colleges,
professional associations, businesses, and government agencies
nationally and internationally. ACT has ofces across the United States
and throughout the world.
12
E
N
G
A
G
E
E
N
G
A
G
E
ENGAGE
Assess and strengthen academic behavior
to improve graduation rates
Improve the prediction of
academic success and persistence
A students future success isnt guaranteed by knowledge and skill alone. ACT
research conrms that measuring a combination of academic achievement and
behavioral characteristics from middle school to college is the best predictor of
academic success and persistence.
ENGAGE
TM
, ACTs academic behavior assessment, measures characteristics
such as motivation, self-regulation, and social engagement.
ENGAGE and ENGAGE Teacher Edition help you improve graduation rates
when you:
Evaluate your students self-reported psychosocial
attributes and determine how to use this
information to improve their academic
achievement.
Discover their levels of academic risk. Identify
students who are at risk for dropping out or
experiencing academic difculties.
Identify interventions to help them persist in their
studies and achieve academic success.
Strengthen academic behavior that
leads to academic successfor
students from middle school to
college age.
Monitor and track academic
behavior development.
High School Curriculum Improvement-Adding Rigor
QualityCore

is the high school instructional improvement component of

ACTs College and Career Readiness solutions. QualityCore contains a
series of linked and longitudinal assessments and instructional improvement
programs that improve rigor and prepare students for success in college
and beyond. www.act.org/qualitycore
School or District-wide Improvement Program
Core Practice Audit is an objective evaluation of your district-level
practices correlated to teaching and learning. The hands-on audit
compares the practices of your district to those of higher performing
districts and provides a map to align your practices to those of high
performing districts. www.act.org/k12
CoreWork

Diagnostics is an online, research-based program that

empowers district and school leaders to self-assess and benchmark their
teaching and learning practices against those of higher performing school
systems in order to raise student achievement to the level of college and
career readiness. www.act.org/k12
Research Supported Solutions
ACT is the only organization with more than ve decades of research data underpinning
college and career readinessshowing exactly what happens to high school graduates once
they get to college or to work and how they can maximize success, based on their preparation
from kindergarten through high school.
This research supported the development of the ACT College and Career Readiness solutions
that are designed to help educators and students:
Measure what they know
Identify what they need to learn
Plan for college and career
ACT research shows that students who take all three ACT College and Career Readiness
assessmentsEXPLORE, PLAN, and the ACTare more likely to be ready for college than
those who do not participate. The curriculum-based assessments measure students
knowledge, detect what they still need to learn, and help students and educators develop a
plan to prepare students for college and career.
The research further explains that students who participate in both EXPLORE and PLAN
programs increase their odds of meeting the ACT College Readiness Benchmarks by
anywhere from 24 to 44 percent. Find out more about the Benchmarks at
www.act.org/research/policymakers.
QualityCore
Core
Practice
Audit
CoreWork
Diagnostics
2 11
3
The ENGAGE assessments
ENGAGE Grades 69
I
ENGAGE Grades 1012
ENGAGE College
I
ENGAGE Teacher Edition
ENGAGE is a simple and cost-effective tool for educators at all levels,
grades 6 to college, to improve graduation rates and directly reach students
whose personal challenges go unreported in standardized academic tests.
It is a low-stakes assessment that is easy for schools to administer. Students only
need about 30 minutes to answer a series of simple questions about themselves.
ENGAGE student-level reports help educators
design interventions for individual students, while
aggregate reports identify what changes may be
appropriate at a school or system level.
Early intervention may focus on study skills, social
activity, academic self-condence, or any
combination of the ten scales ENGAGE measures.
ENGAGE Teacher Edition enables teachers and counselors to provide their
perspective for each student assessed by ENGAGE Grades 69 or ENGAGE
Grades 1012.
Research is the foundation for ENGAGE
ACT has tested thousands of students using ENGAGE Grades 69 and tracked
these students progress as they moved through middle school and into college.
Results show that when ENGAGE is administered during middle school, it is a
valid predictor of high school grades, high school graduation, and college
enrollment.
ENGAGE is designed to help
postsecondary institutions identify
and intervene with students who are
at risk of poor academic
performance or dropping out.
ACT tested more than 14,000
students at 48 postsecondary
institutions using ENGAGE College
and tracked these students through
their college careers.
The ENGAGE series of academic
behavior assessments helps educators
enhance student success from middle
school to college.
C
A
S
E

S
T
U
D
Y The University of North Texas
used ENGAGE to improve
retention. They had a 3%
increase in retention, which
represented about 105
students at $5,662.80 in
annual tuition. This resulted
in retaining $594,594 a year
in tuition.
4
ENGAGE Grades 69
ENGAGE Grades 69 provides you with an early warning indicator of academic
risk when students get to high school and helps predict academic performance
and timely graduation. It creates a prole of a students strengths and needs and
captures students perceptions of themselves, their families commitment to
education, school safety climate, school-related factors, optimism, and important
behavioral indicators.
Even after taking into account previous grades and academic readiness
assessment scores, ENGAGE provides you with additional information that helps
more accurately identify students who are at risk of poor grades and academic
failure. When combined with the academic readiness information from
EXPLORE

, ACTs assessment for 8th and 9th graders, youll have a more
complete view of a students potential.
ENGAGE Grades 69 is a self-report inventory that has ten scales, with
106 items written at a 4th-grade reading level, and takes just 30 minutes
to complete.
Scales for Grades 69
Domain Scale Name
Motivation Academic Discipline
Commitment to School
Optimism
Social Engagement Family Attitude toward Education
Family Involvement
Relationships with School Personnel
School Safety Climate
Self-Regulation Managing Feelings
Orderly Conduct
Thinking Before Acting
ENGAGE Grades 1012
This self-report inventory identies your students behavioral strengths and
needs. It helps predict future college academic performance and retention.
You can use scores to identify interventions to help your students succeed in
their transition to postsecondary studies.
Students answers provide insight about their academic self-condence, social
connection, goal striving, and seven other behavioral scales. It captures
students perceptions of their own motivation, commitment to education, and
other key predictors of academic success and persistence.
ENGAGE Grades 1012 is a 30-minute assessment that has ten scales, with 108
items written at a 6th-grade reading level.
Scales for Grades 1012
Domain Scale Name
Motivation Academic Discipline
Commitment to College
Communication Skills
General Determination
Goal Striving
Study Skills
Social Engagement Social Activity
Social Connection
Self-Regulation Academic Self-Confidence
Steadiness
6
ENGAGE College
ENGAGE measures students' behaviors and psychosocial attributes, which are
critical but often overlooked components of their success as they enter college. It
identies students who are most at risk of running into academic difculty or even
dropping out during their rst year.
ENGAGE College (formerly the Student Readiness Inventory or SRI) is an
extremely powerful and cost-effective way for colleges to improve their rst-year
retention rates and directly reach students whose personal challenges go
unreported in standardized academic tests.
ENGAGE can predictwith a remarkable degree of accuracyhow likely each
of your incoming rst-year students is to return for a second year, and whether he
or she will earn at least a 2.0 GPA.
ENGAGE is easy for colleges to administer and requires minimal advance
planning. It will effortlessly t into any orientation program. In just 30 minutes,
without the pressure of a high-stakes assessment, students answer 108 simple
questions about themselves.
ENGAGE measures students psychosocial and study skill attributes using these
ten scales:
Scales for College
Domain Scale Name
Motivation Academic Discipline
Commitment to College
Communication Skills
General Determination
Goal Striving
Study Skills
Social Engagement Social Activity
Social Connection
Self-Regulation Academic Self-Confidence
Steadiness
ENGAGE Teacher Edition
ENGAGE Teacher Edition allows teachers and counselors to provide their
perspective regarding their students level of motivation, social engagement,
and self-regulation.
When used in combination, ENGAGE and ENGAGE Teacher Edition
cost-effectively provide a complete view of the academic behaviors that impact
students. Results from ENGAGE enable educators to intervene, help more
students succeed, and improve graduation rates.
ENGAGE Teacher Edition is available for two levels of students: Grades 6-9 and
Grades 10-12.
Each grade level of ENGAGE Teacher Edition includes the same domains
measured by the student version of ENGAGE. Teachers complete ten simple
rating scales regarding each student they assess.
7
Scales for Teacher Edition
Domain Scale Name
Motivation Initiative
Planning and Organizing
Sustained Effort
Performance
Social Engagement Communication
Working with Others
Self-Regulation Managing Feelings
Orderly Conduct
ENGAGE Administration
ENGAGE requires minimal commitment of your time and nancial resources. You
pay only for completed surveys (test materials are free), and students can answer
the questions in just 30 minutes.
You administer ENGAGE online. Your ENGAGE reports are also available online
and can be easily congured by assessment date range and student
demographic information. You can seamlessly manage all of your ENGAGE
reports and data in our easy-to-use online system.
8
ENGAGE Reports
The Student Report features a students summary prole of ENGAGE scale
scores and information on how to understand the scores.
The Advisor Report includes the Student Report information, plus the ENGAGE
indicespredictive scores you can use to identify students who may be at risk
of academic difculties or dropping out.
The Roster Report is an Excel-ready le that contains students names, IDs,
demographics, ENGAGE percentile scores, the ENGAGE indices, and ags
for scoring issues.The Roster Report gives you a quick overview of student
results that is easy to scan, sort, and searchand its ready to import into your
student information system.
The Aggregate Report includes all surveys administered by a school or district
during the semester and features aggregate summaries at the school and
district levels. These reports can be used to identify where school- or district-
wide resources or interventions may be needed.
Individual ENGAGE reports include a students summary prole of scores
(expressed as both scale scores and percentile scores) and information on how
to understand them. The report provides interpretive feedback for each ENGAGE
scale. The scores are sorted into categories that help to emphasize the
developmental aspect of the feedback:
Capitalize on Your Strengths, which includes high scores.
Continue to Develop Your Skills, which includes moderate scores.
Make Plans for Improvement, which includes low scores.
Recommended Plan of Action, which offers suggestions
for improvement.
Sofia
Tested on


10th grad
SAMP


ENGAG














Low sco
















being s















order to







ADVISO



SCAL

Social
Social
Stead
Acade

Gene

Goal
Acad

Com

Stu

Co

This section
explains how
a student
can make
improvements
on low scores.
This section
explains a
students high
scores.
a A
yaIa
n December 21, 2011

de D 378692
LE HIGH SCHOOL
GE Grades 10-12 measures personal, behavioral, and academic skills critical to high school and college achievement.
ores on ENGAGE represent areas that, when improved, may increase your grades and make it easier to focus on
successful as you transition into college. This report is designed to help you identify your strengths and weaknesses in
o ensure that you are successful in your academic career.
OR REPORT
20
40
60
80
100
Norms for grades 10-12
LE
SCORE
PERCENTILES
ENGAGE INDICES
activity
55
92
l connection
54
88
diness
43
60
emic discipline
48
59
eral determination
54
59
l striving
51
54
demic self-confidence
43
49
mmunication skills
49
48
dy skills
38
38
mmitment to college
41
16
Probability estimates range from 0 to 1;
indices do not appear on student reports.
.79
52%iIe
Academic Success Index
probability of college GPA 2.0
.68
47%iIe
Retention Index
probability of returning second year
STUDENT SELF REPORT
High school GPA: (B to B+) 3.0 - 3.4
CapitaIize on your strengths
92
SociaI activity
0OFTDPNGPSUJONFFUJOHBOEJOUFSBDUJOHXJUIPUIFSQFPQMF - Your responses suggest that you feel extremely
comfortable interacting with people you do not know and making new friends. Although this may improve your
coursework when team projects and collaboration are required, you will need to watch out for a tendency to sacrifice
academic performance for social activities. Take advantage of social activities, but leave sufficient time for studying.
88
SociaI connection
0OFTGFFMJOHTPGDPOOFDUJPOBOEJOWPMWFNFOUXJUIUIFDPMMFHFDPNNVOJUZ - Your responses suggest you see
yourself as strongly connected to your school and its student body. Your involvement in school activities will provide a
valuable source of stress relief and social interaction that will serve to enhance feelings of connection. Consider
becoming a leader in student government or in student organizations.
Continue to deveIop your skiIIs
60
Steadiness
0OFTSFTQPOTFTUPBOENBOBHFNFOUPGTUSPOHGFFMJOHT - Your responses indicate that you see yourself as capable
of effectively controlling your emotions. You feel as though you do not often lose your temper and you manage
frustration well. You are fairly effective in keeping emotions from affecting your academic performance and other
important activities in your life.
2011 by ACT, nc. All rights reserved.
Sofia Ayala

59
A
cadem
ic discipIine
7he am
o0nr o/ e//orr a sr0denr p0rs |nro schoo|wor| and rhe degree ro wh|ch a sr0denr |s hardwor||n

consc|enr|o0s -
Your responses suggest you usually com
plete academ
ic related tasks with care, effor

persistence. You feel you norm
ally set aside enough tim
e to pay attention to details and you avoid carelessly ru
through your hom
ework. n addition, you feel as though you are usually able to work through difficult academ
ic
or problem
s.
59
G
eneraI determ
ination
7he exrenr ro wh|ch one srr|ves ro /o||ow
rhro0gh on com
m
|rm
enrs and ob||gar|ons -
Your score on this sc
suggests that you see yourself as som
eone who usually com
pletes your assigned responsibilities or duties. Oth
can depend on you to fulfill com
m
itm
ents and obligations. For the m
ost part, you see yourself as reliable a
dependable.
54
G
oaI striving 7he srrengrh o/ one's e//orrs ro ach|eve objecr|ves and end goa|s -
Your responses indicate that you usually se
goals and are relatively confident in your ability to achieve these goals. Establishing and accom
plishing goals is an
im
portant life skill that is essential for success in high school and beyond and will help you to m
aintain your m
otivation,
energy, and focus.
49
A
cadem
ic seIf-confidence
7he be||e/ |n one's ab|||ry ro per/orm
we|| |n schoo| -
Your score on this scale suggests you feel m
oderately confident
in your ability to succeed academ
ically. Confidence in your abilities is critical to your academ
ic success. f there are
specific areas that you feel less confident about, consider speaking to your teachers about their expectations and ask
for suggestions on how to succeed in their classes.
48
C
om
m
unication skiIIs
Arrenr|veness ro orhers' /ee||ngs and /|ex|b|||ry |n reso|v|ng con/||crs w|rh orhers -
Your score on this scale suggests
that you tend to see yourself as fairly com
fortable when com
m
unicating with others, handling interpersonal conflicts,
and working collaboratively with others. These skills will help you in learning and work environm
ents as you effectively
exchange inform
ation, cooperate with others, and work as a team
m
em
ber.
38
Study skiIIs 7he exrenr ro wh|ch sr0denrs be||eve rhey |now
how
ro assess an academ
|c prob|em
, organ|ze a so|0r|on, and
s0ccess/0||y com
p|ere academ
|c ass|gnm
enrs -
Your responses indicate that you are fairly confident in your study
skills, problem
-solving skills, and learning strategies. These skills will contribute to your success in high school and
beyond.
M
ake pIans for im
provem
ent
16
C
om
m
itm
ent to coIIege
One's com
m
|rm
enr ro sray|ng |n co||ege and gerr|ng a degree -
Your responses suggest that you feel unsure of
whether you are prepared to invest the necessary tim
e and effort to continue your education at this tim
e. You m
ay find
it beneficial to consider your academ
ic and life goals and how a high school diplom
a and college degree will help you
attain those goals.
R
ecom
m
ended pIan of action
Your ENGAGE scores provide inform
ation that can hel









can help you to perform
well in high sch













which you obtained relati













available to







Sample ENGAGE
Grades 1012 Advisor
Report (front)
Sample ENGAGE
Grades 1012 Advisor
Report (back)
This section lets
the advisor know
how the student
compares to other
students.
The fourth
section provides
the student with
fnal words of
encouragement
and advice.
This section
explains a
students
moderate
scores.
10
About ENGAGE and
ACTs College and Career Readiness Solutions
ENGAGE, which measures behaviors and psychosocial attributes, is one of ACTs solutions to
help you better prepare your students for college and career.
When ENGAGE is combined with scores and results from ACTs curriculum-based college and
career readiness solutions, educators and parents have a complete view of a students
abilities, as well as guidance for interventions that enable each student to reach his or her full
potential.
ACTs College and Career Readiness Solutions
The ACT College and Career Readiness series of assessments starts in the 8th grade with
EXPLORE, followed by PLAN

in the 10th grade, and the ACT

for high school juniors or

seniors. ENGAGE completes the picture of a students academic potential with a prole of his
or her behavioral attributes.
EXPLORE, PLAN, and the ACT are curriculum-based, linked, longitudinal, and aligned with the
Common Core Standards and form a foundation that prepares a student for higher education
and a career.
Curriculum-Based Assessments
EXPLORE measures the academic strengths and weaknesses of 8th or
9th graders early in their educational development, when educators have
the greatest opportunity to establish a four-year program to help students
achieve their career and educational goals. www.act.org/explore
Designed for 10th graders, PLAN serves as the midpoint measure of
academic progress. PLAN provides students with an early indication of
how their educational progress relates to their posthigh school educational
and career plans and helps students make adjustments. www.act.org/plan
For high school juniors or seniors, the ACT is more than just a college
entrance exam. It is a curriculum-based educational and career planning
tool that assesses a students mastery of state and college readiness
standards. www.act.org
Measuring Behavioral and Psychosocial Attributes
When the three ACT curriculum-based assessments are combined with
ENGAGE, educators and parents have a holistic view of a students
abilities, as well as guidance for interventions that enable a student to
reach his or her full potential. www.act.org/engage
EXPLORE
8th and 9th
Grade
PLAN
10th
Grade
The ACT
11th or 12th
Grade
ENGAGE
Grades 6
through College
E
N
G
A
G
E
ENGAGE
Assess and strengthen academic behavior
to improve graduation rates
Improve the prediction of
academic success and persistence
A students future success isnt guaranteed by knowledge and skill alone. ACT
research conrms that measuring a combination of academic achievement and
behavioral characteristics from middle school to college is the best predictor of
academic success and persistence.
ENGAGE
TM
, ACTs academic behavior assessment, measures characteristics
such as motivation, self-regulation, and social engagement.
ENGAGE and ENGAGE Teacher Edition help you improve graduation rates
when you:
Evaluate your students self-reported psychosocial
attributes and determine how to use this
information to improve their academic
achievement.
Discover their levels of academic risk. Identify
students who are at risk for dropping out or
experiencing academic difculties.
Identify interventions to help them persist in their
studies and achieve academic success.
Strengthen academic behavior that
leads to academic successfor
students from middle school to
college age.
Monitor and track academic
behavior development.
High School Curriculum Improvement-Adding Rigor
QualityCore

is the high school instructional improvement component of

ACTs College and Career Readiness solutions. QualityCore contains a
series of linked and longitudinal assessments and instructional improvement
programs that improve rigor and prepare students for success in college
and beyond. www.act.org/qualitycore
School or District-wide Improvement Program
Core Practice Audit is an objective evaluation of your district-level
practices correlated to teaching and learning. The hands-on audit
compares the practices of your district to those of higher performing
districts and provides a map to align your practices to those of high
performing districts. www.act.org/k12
CoreWork

Diagnostics is an online, research-based program that

empowers district and school leaders to self-assess and benchmark their
teaching and learning practices against those of higher performing school
systems in order to raise student achievement to the level of college and
career readiness. www.act.org/k12
Research Supported Solutions
ACT is the only organization with more than ve decades of research data underpinning
college and career readinessshowing exactly what happens to high school graduates once
they get to college or to work and how they can maximize success, based on their preparation
from kindergarten through high school.
This research supported the development of the ACT College and Career Readiness solutions
that are designed to help educators and students:
Measure what they know
Identify what they need to learn
Plan for college and career
ACT research shows that students who take all three ACT College and Career Readiness
assessmentsEXPLORE, PLAN, and the ACTare more likely to be ready for college than
those who do not participate. The curriculum-based assessments measure students
knowledge, detect what they still need to learn, and help students and educators develop a
plan to prepare students for college and career.
The research further explains that students who participate in both EXPLORE and PLAN
programs increase their odds of meeting the ACT College Readiness Benchmarks by
anywhere from 24 to 44 percent. Find out more about the Benchmarks at
www.act.org/research/policymakers.
QualityCore
Core
Practice
Audit
CoreWork
Diagnostics
2 11
www.act.org/engage
Assess and
strengthen
academic
behavior
www.act.org
West Region
(AK, AZ, CA, HI, ID, NV, OR, WA)
Sacramento Office
916.631.9200
westreg@act.org
Mountain/Plains Region
(CO, KS, MT, ND, NE, SD, UT, WY)
Denver Office
303.337.3273
denver@act.org
Southwest Region
(AR, LA, NM, OK, TX)
Austin Office
512.320.1850
austin@act.org
Midwest Region
(IA, IL, IN, MI, MN, MO, OH, WI, WV)
Chicago Office
847.634.2560
midwest.region@act.org
Lansing Office
517.327.5919
midwest.region@act.org
Columbus Office
614.470.9828
ohio@act.org
ACT National Office
500 ACT Drive
Iowa City, Iowa 52243-0168
319.337.1000
Washington, DC, Office
Washington, DC
202.223.2318
Northeast Region
(CT, MA, ME, NH, NJ, NY, PA, RI, VT)
Boston Office
508.229.0111
boston@act.org
Southeast Region
(AL, DC, DE, FL, GA,
KY, MD, MS, NC, SC, TN, VA)
Atlanta Office
404.231.1952
atlanta@act.org
Tallahassee Office
850.878.2729
tallahassee@act.org
Learn more about ENGAGE by visiting
www.act.org/engage or contacting your local
ACT regional offce.
*025080120* Rev 1
18100 2012 by ACT, Inc. All rights reserved.
Research confrms that measuring both academic
achievement and psychosocial characteristics is the
best predictor of academic success and persistence.
ACT is an independent, not-for-prot organization that provides a broad
array of assessment, research, information, and program management
solutions in the areas of education and workforce development.
Each year, ACT serves millions of people in high schools, colleges,
professional associations, businesses, and government agencies
nationally and internationally. ACT has ofces across the United States
and throughout the world.
12