This branch reviews empirical studies on the American College Testing (ACT) Program's validity as a measure of reading comprehension and its use for student placement and outcome prediction. Two studies are detailed in child nodes: an estimation of reading grade-level equivalents from the ACT English and Social Studies Reading sections, and an analysis of the ACT's validity as an indicator of reading ability. Additional studies referenced in this literature (not yet expanded into child nodes) examine the ACT's validity for developmental students over a four-year college program, reading and language abilities of college freshmen, predictive validity for students from low socioeconomic backgrounds, and comparisons of the ACT with the Descriptive Tests of Language Skills for freshmen in basic-skills programs.