When applicants take the ACT® more than once, how do colleges and universities reconcile and make sense of the multiple scores? In terms of validity, fairness, and impact on subgroup differences, are certain score-use polices better than others? The focus of this issue brief is to summarize evidence on the validity and fairness of various score-use policies with an emphasis on superscoring. The intent is to arm higher education professionals with the most recent evidence to help support informed decision making on their own campus.