by Roxanna Rozehee, 2026 member of ACT's Learner Advisory Council
When educators, policymakers, and workforce leaders consider college and career readiness, students are at the center of the conversation; however, they are not usually active participants.
As a high school student, I have experienced firsthand how policies, assessments, and preparation programs can define a student's confidence, opportunities, and future. I have seen how much more effective those systems can become when students are included in the conversation.
College and career readiness is more than simply preparing students to take a standardized test or submit an application. Rather, it is about assisting students in developing the skills, confidence, and direction that lead to success after high school.
Assessments like the ACT and programs that support career exploration play a key role in that process by providing structure, feedback, and opportunities for students to better understand their strengths. Simultaneously, students consistently experience these systems differently than adults may predict, which is why the student perspective can be invaluable when developing educational policies and resources.
The Challenge of Testing Pressure
One challenge many students face is the pressure associated with standardized testing and college preparation. For many students across the country, the ACT is more than just an exam; it can provide guidance on future opportunities, scholarships, and college admissions.
While educators and administrators may view the test as mainly a measure of academic and college readiness, students experience the stressful and realistic side of preparation. Balancing test preparation with coursework, extracurricular activities, family responsibilities, and future plans can often cause anxiety and pressure for students that educators and parents may underestimate.
I believe this challenge demonstrates an opportunity rather than a problem. Schools and organizations can support students by fostering environments where preparation feels both empowering and rewarding rather than overwhelming. For example, ACT preparation resources are most effective when they are accessible, flexible, and easy for students to integrate into busy schedules. Schools can further help by creating open conversations regarding testing and encouraging students to view assessments as tools for growth and preparation rather than as definitions of success. When students better understand how testing connects to their personal goals, preparation becomes more meaningful and productive.
Connecting the Classroom to Workforce Pathways
Another challenge involves limited exposure to workforce pathways and career opportunities during high school. Many students are expected to consider the college pathway; however, fewer are given opportunities to explore and develop workforce options, career skills, or professional interests early during high school.
Programs such as WorkKeys and career readiness initiatives assist students in better connecting classroom learning to their goals. From a student perspective, career preparation becomes more meaningful when students have a defined understanding of how the skills they develop in school apply once they graduate.
Students consistently hear about the importance of communication, problem-solving, and time management. However, these skills become more effective when students can see the connections between their academic abilities and future opportunities.
Schools can further strengthen career readiness by fostering career exploration events, workforce advisory groups, internships, or mentorship opportunities that allow students to directly interact with professionals and ask questions regarding career paths. These experiences not only increase engagement but also further assist students in feeling more motivated and confident about their future goals in both academic and workplace settings.
The Value of Student Feedback
A third challenge is that students are not always given meaningful opportunities to share feedback regarding the systems designed to support them. Throughout my own experiences, one of the most valuable tools schools and organizations provide is creating more opportunities for students to share honest feedback.
Students can provide firsthand accounts of which resources feel accessible, which expectations feel reachable, and which forms of support are most effective. Student advisory councils, surveys, and collaborative discussions can assist educators and organizations in better understanding how policies and programs are both interpreted and experienced at the student level.
Furthermore, these opportunities allow students to feel heard about their own educational experiences. In my experience, when students are included in conversations regarding educational policies or readiness initiatives, they become more engaged and more likely to take advantage of the resources available to them.
Building Success with Students
Involving students in these conversations does not indicate a shift of responsibility away from educators or policymakers. Rather, it strengthens decision-making by incorporating perspectives from the people directly impacted by those decisions, policies, and products.
Students provide valuable information, perspectives, and real-world experiences regarding current educational pressures, learning environments, and post-graduation concerns that adults may not always be able to understand.
As someone who has balanced a rigorous course load incorporating multiple AP classes, extracurricular activities, college preparation, and long-term planning for career goals, I have learned that readiness is not defined by a score; it is shaped by the systems, resources, and relationships that support students in feeling prepared for outcomes.
Organizations like ACT already play a key role in assisting students as they navigate those transitions, and continuing to incorporate student perspectives can make those efforts more functional.
College and career readiness work at optimal levels when they are built with students rather than for them. When students are involved in conversations regarding policies, assessments, and preparation tools, education becomes more effective for everyone involved.
Roxanna Rozehee is an 11th grade high school student from Maryland who was selected to be a member of the inaugural ACT Learner’s Advisory Council which brought together 70 learners from 31 states for a series of interactive meetings to share their insights about preparing for college and career with ACT.
