By: Rhoda Frimpog
When Kentucky announced it will drop the ACT in favor of the SAT beginning in spring 2026, the move raised more than a few eyebrows. On paper, the decision seems straightforward: reduce costs, modernize testing, and better align with digital learning environments. But for many education observers, the timing also invites a broader question—does changing tests create a kind of reset after years of flat or declining student performance?
So what’s really behind the change?
Starting in spring 2026, all Kentucky juniors will take the SAT as their state-funded college admissions exam. According to the Kentucky Department of Education (KDE), the new four-year contract with the College Board costs roughly $30 per student, saving the state up to $350,000 annually (KDE, 2025). ACT filed a formal protest over the decision, but the state’s Finance and Administration Cabinet denied the complaint and confirmed the SAT contract.
KDE cites several reasons for the switch: digital and adaptive testing formats, faster score reporting, free SAT prep resources through Khan Academy, and overall cost savings. Nothing in official documents suggests the change was meant to alter accountability outcomes, but whenever assessment systems change, comparisons across years become harder, making transparency in reporting even more important.
Kentucky’s ACT Trends: Flat and Falling
Kentucky’s ACT composite scores have declined slightly over the past several years. In 2018–19, the state average composite score was 19.0. By 2021–22, it dropped to 18.3, and the Class of 2024 posted an average of 18.6 (Kentucky Teacher, 2024). While not catastrophic, the numbers show limited improvement at a time when many states are pushing for stronger academic gains.
Other indicators reinforce concerns. A 2023 state report showed only 6% of Kentucky high school students reached proficiency in science (AP News, 2024). For policymakers focused on improving outcomes, reassessing how readiness is measured may feel like a logical step.
How Other States Stack Up
Kentucky is not alone in reevaluating testing choices. Illinois recently moved in the opposite direction, switching from the SAT back to the ACT for the 2024–25 school year. Illinois officials cited stronger alignment with science standards—since ACT includes a science section—as a primary reason (ISBE FAQ, 2024). Illinois students average an ACT composite score around 24.5, notably higher than Kentucky’s average.
Colorado made its change earlier, replacing the ACT with the SAT in 2017. Current SAT averages for Colorado juniors hover around 1000–1010, roughly equivalent to ACT scores of 19–20 (Colorado DOE, 2024; ACT, 2018). In other words, testing shifts alone don’t automatically change outcomes.
SAT vs. ACT: What’s the Difference?
Both exams aim to measure college readiness, but they approach it differently:
• The SAT uses a digital, adaptive format and focuses on reading, writing, and math, without a standalone science section.
• The ACT remains linear and includes a dedicated science reasoning portion.
• The SAT allows more time per question; the ACT is more fast-paced.
• Both exams are accepted nationwide and provide free preparation resources.
In practice, a state’s choice of assessment can subtly influence classroom priorities, whether emphasizing algebra skills, data reasoning, or science analysis.
Fresh Start or Accountability Shift?
So, is Kentucky trying to reset performance data or simply modernize its assessment system?
The evidence points to a combination of factors: cost savings, digital modernization, and alignment with current tools. However, changing exams inevitably interrupts year-to-year comparisons, which makes continued transparency and clear communication even more critical.
For parents, educators, and policymakers, the larger issue remains unchanged: accountability systems only work when performance data remains clear and comparable, regardless of which test students take.
Switching from ACT to SAT may offer Kentucky an opportunity to refine how readiness is measured, but it does not change the underlying challenge. True accountability comes not from changing the exam name, but from using results to improve instruction, strengthen literacy and math outcomes, and ensure students graduate prepared for college, careers, and citizenship.
A new test can mark a new chapter—but student success still depends on what happens in classrooms every day.
