ACT Review for College Applicants
This program targets senior high school students in the US. FONAA provides in person and remote training for high school students applying to go to college to take the ACT.
FONAA uses the latest edition of 10 ACT Practice Tests published by Wiley and takes students thru all 10 practice tests before taking the actual test. Students are encouraged to do all the tests and seek assistance with challenging topics.
FONAA’s ACT tutorial program is free to all high school students. FONAA also assists student with college applications, especially on essays or personal statements, and completion of FAFSA forms. FONAA maintains a database of colleges offering scholarships to African Americans.
For remote assistance, students email in questions to FONAA listing the test number and question number. An instructor for FONAA reviews questions and email back to the student answers to the questions asked and sends the student additional study material.
FONAA has volunteers on standby and ready to respond to students regardless the time. Students can also schedule time to chat with an instructor on a specific topic. Zoom video sessions are also available to students, individually or in groups.
FONAA consistently recruits volunteer teachers from different time zones, so an instructor is available regardless the time. Instructors sign in on FONAA online bulletin board and accepts a question when a student poses a question online.
Instructors also indicate areas of specialty so that FONAA has multiple instructors covering different topics available online.
It is the hope of FONAA that minority students in underserved communities will take advantage of this tutorial program.
African Americans score below Caucasians and Asians in the composite score for ACT.
According to the organizers of the ACT, only 13% of total number of students taking the test are African American and 52% are Caucasian.
For Further references:
Status and Trends in the Education of Racial and Ethnic Groups 2016 - https://nces.ed.gov/pubs2016/2016007.pdf
Journal of Blacks in Higher Education