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Turner, L., Calvert, H.G., Fleming, C.M., Lewis, T., Siebert, C., Anderson, N., et al. (2022) Study Protocol for a Cluster-Randomized Trial of a Bundle of Implementation Support Strategies to Improve the Fidelity of Implementation of Schoolwide Positive Behavioral Interventions and Supports in Rural Schools. Contemporary Clinical Trials Communications, 28, Article ID: 100949.
https://doi.org/10.1016/j.conctc.2022.100949

has been cited by the following article:

• TITLE: Solving the Problem of Low ACT Scores in Oklahoma

  AUTHORS: Oscar Loza Hoyos

  KEYWORDS: English Language Learners (ELL), Emergency Certified Teacher, Mobility Rate, Literacy, Socioeconomic Status, Spiral Curriculum Theory

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.9, September 24, 2025

  ABSTRACT: Oklahoma’s average composite ACT score for the Class of 2024 is 17.6, placing the state second-to-last nationally and well below the national average of 19.4 [1]. With the ACT as a statewide accountability measure and a college readiness indicator, this underperformance signals systemic challenges in curriculum alignment, educator capacity, and student support systems. This article employs a narrative synthesis of educational literature grounded in factors like GPA, attendance, literacy, teacher readiness, and equitable access. Drawing from frameworks such as Bruner’s Spiral Curriculum [2] and Multi-Tiered Systems of Support [3], it proposes actionable strategies for elevating ACT performance in Oklahoma through coherent curriculum alignment, strengthened teacher development and retention, integrated ACT preparation, and systemic equity supports including MTSS, PBIS, and family engagement. The article concludes with implications for practice and policy that can foster improved cognitive readiness, testing stamina, and equitable outcomes, thereby enhancing postsecondary access for all Oklahoma students.