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Assess your abilities

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Who uses the certificate? 

Employers use it to:
• Identify and interview only those applicants with skills required for a job 
• Hire and promote employees 
• Determine employee’s training and development needs according to specific jobs. 

Job seekers (students, adults, retires, etc.) benefit by: 
• Standing out among the crowd of job seekers 
• Showing prospective employers concrete proof of skills achieved
• Determining skill improvement and training needs
• Improving opportunities for career changes and advancement.

Educators use it to:
• Help identify gaps between student skills and employment needs 
• Align curricula to meet the job skills employers need 
• Enable students to see a reason to take coursework seriously 
• Improve students’ success in entry-level and subsequent jobs 
• Provide students with a structured career pathway. 
(For more info: act.org/certificate.)  

What careers does it encompass? 

Higher-paying jobs require high job skills, which in turn give access to those high-paying jobs.   

ACT research shows that occupations that require the lowest applied mathematics skill level usually pay beginning salaries of about $16,000. On the other hand, occupations that require the highest applied mathematics skill level typically pay beginning salaries of about $30,000. 

For example, if you are interested in working in the automotive body repair field, the lowest skill level required is 3 in applied Math, Reading Information and Locating Information. 

On the other hand, if you are interested in working as an accountant, the skill level required in each, Applied Math, Reading Information and Locating Information, is 6, 5 and 5 respectively. 

Visit act.org/workkeys/skillsearch.html to find an alphabetical list of job titles and the skill levels required for each one.

Source: ACT, an independent, not-for-profit organization that provides a broad array of assessment, research, information and program management solutions in the areas of education and workforce development.

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