[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-528976-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-528976-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","act-high-school-profile-h-s-graduating-class-2005-executive-summary-and-tables-528976","ACT High School Profile - H S Graduating Class 2005 - Executive Summary and Tables","","ACT High School Profile Report (State Composite for New Mexico, Code 320-000) summarizes how students who took the ACT in sophomore, junior, or senior year performed on the assessment upon graduating in spring 2005. It documents trends in average ACT scores over a five-year period and provides structured comparisons by academic preparation, racial/ethnic group, ability level, and other student characteristics. The executive summary includes average composite and subscores, distributions and adequacy indicators, and supporting tables with quantitative results.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/act-high-school-profile-h-s-graduating-class-2005-executive-summary-and-tables-528976/528976/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/act-high-school-profile-h-s-graduating-class-2005-executive-summary-and-tables-528976/528976.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the 2005 ACT High School Profile Report for New Mexico cover?","Question",{"text":63,"@type":64},"It reflects ACT performance and characteristics of students who took the ACT during sophomore, junior, or senior year and graduated high school in spring 2005, using the most recent test record.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report handle students who tested more than once?",{"text":68,"@type":64},"For students testing more than once, the report uses the most recent test record; beginning in 2002 a refined methodology was used to identify the most recent record.",{"name":70,"@type":61,"acceptedAnswer":71},"Which types of comparisons are presented in the tables?",{"text":72,"@type":64},"The tables compare average ACT scores and distributions by academic preparation level, racial/ethnic groups, ability level, gender, course patterns, curriculum or program adequacy, and planned educational majors or career clusters.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},528976,1791586255,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR NEW MEXICO  \nCODE 320-000  \nTHE 2005 ACT HIGH SCHOOL PROFILE REPORT REFLECTS THE CHARACTERISTICS OF STUDENTS WHO TOOK THE ACT ASSESSMENT DURING THEIR SOPHOMORE, JUNIOR OR SENIOR YEAR, AND WHO GRADUATED FROM HIGH SCHOOL IN THE SPRING OF 2005.  \nTHE MOST RECENT TEST RECORD IS USED FOR STUDENTS TESTING MORE THAN ONCE . BEGINNING IN 2002, A REFINED METHODOLOGY FOR IDENTIFYING A STUDENT’S MOSTRECENT TEST RECORD WAS USED (SEE APPENDIX FOR A DESCRIPTION) .  \nCHANGES IN AVERAGE ACT ASSESSMENT SCORES REFLECT REAL DIFFERENCES IN STUDENT PREPARATION AND PERFORMANCE AS WELL AS INCREASES IN THE PERCENTAGE OF TESTED GRADUATES IN EACH STATE, INCLUDING STATES REQUIRING STUDENTS TO TAKE THE ACT ASSESSMENT .  \nEXECUTIVE SUMMARY  \nFIVE YEAR ACT SCORE TREND HISTORY .............................1  \nTABLE 1 AVERAGE ACT SCORES BY ACADEMIC PREPARATION FOR RACIAL/ETHNIC GROUPS ........................................3  \nTABLE 2 AVERAGE ACT COMPOSITE SCORES BY ABILITY LEVEL FOR RACIAL/ETHNIC GROUPS ........................................4  \nTABLE 3 STUDENT SATISFACTION WITH VARIOUS ASPECTS OF HIGH SCHOOL EXPERIENCE ..................................................5  \nTABLE 4 ACT SCORE DISTRIBUTIONS, CUMULATIVE PERCENTAGES, AND AVERAGES FOR ALL STUDENTS ............................................6  \nTABLE 5 ACT SUBSCORE DISTRIBUTIONS, CUMULATIVE PERCENTAGES, AND AVERAGES FOR ALL STUDENTS ...............................7  \nTABLE 6 AVERAGE ACT SCORES AND STANDARD DEVIATIONS FOR MALES AND FEMALES ...........................................8  \nTABLE 7 EXPRESSED ADEQUACY OF HS EDUCATION ACCORDING TO HS CURRICULUM OR PROGRAM ....................................8  \nTABLE 8 AVERAGE ACT SCORES AND STANDARD DEVIATIONS BY COURSE PATTERNS AND HIGH SCHOOL GPA RANGES ..................................8  \nTABLE 9 HIGH SCHOOL GPAS AND AVERAGE ACT SCORES BY COMMON COURSE PATTERNS (TOTAL, MALE, AND FEMALE) ...................9  \nTABLE 10 DISTRIBUTION OF PLANNED EDUCATIONAL MAJOR AND FIRST VOCATIONAL CHOICE ....................................12  \nTABLE 11 SUMMARY OF RESPONSES TO VARIOUS DEMOGRAPHIC ITEMS ............13  \nTABLE 12 STUDENTS’ SCORE REPORT PREFERENCES AT TIME OF TESTING ........14  \nTABLE 13 AVERAGE ACT SCORES BY STUDENT PLANNED EDUCATIONAL MAJORS .....15  \nTABLE 14 AVERAGE ACT COMPOSITE SCORE BY CAREER CLUSTERS ...............19  \nTABLE 15 HIGH SCHOOL ACADEMIC AREA GRADE AVERAGES BY GENDER AND RACE/ETHNICITY .............................................19  \nAPPENDIX ..............................................................20  \nA C T HIGH SCHOOL PROFILE H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR HS CODE 320-000 PAGE - 1  \nNEW MEXICO  \nTHE TABLE BELOW COMPARES AVERAGE ACT SCORES FOR STUDENTS WHO REPORTED THEY COMPLETED OR PLANNED TO COMPLETE THE RECOMMENDED CORE COLLEGE PREPARATORY CURRICULUM WITH THOSE WHO HAD NOT . PLEASE NOTE THAT STATE DEPARTMENTS OF EDUCATION MAY HAVE A DIFFERENT DEFINITION OF THE COLLEGE PREPARATORY COURSES AND MAY, THEREFORE, PUBLISH REPORTS SHOWING SLIGHTLY DIFFERENT DATA . SEE APPENDIX FOR DEFINITION OF CORE .  \nEXECUTIVE SUMMARY - AVERAGE ACT SCORES BY LEVEL OF ACADEMIC PREPARATION  \n\n|  | NUMBER\u003Cbr>CORE/LESS |  | PERCENT\u003Cbr>CORE/LESS |  | ENGLISH\u003Cbr>CORE/LESS | MATH\u003Cbr>CORE/LESS | READING\u003Cbr>CORE/LESS | SCIENCE\u003Cbr>CORE/LESS | COMPOSITE\u003Cbr>CORE/LESS |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| 2000-01 | 6582 | 5087 | 54/ | 42 | 20 .6/17 .5 | 20 .5/17 .7 | 21 .6/18 .9 | 21 .3/18 .9 | 21 . 1/18 .4 |\n| 2001-02 | 6345 | 4887 | 54/ | 41 | 20 .5/17 .6 | 20 .5/17 .9 | 21 .8/19 .1 | 21 .2/18 .9 | 21 . 1/18 .5 |\n| 2002-03 | 6207 | 5036 | 52/ | 42 | 20 .6/17 .7 | 20 .4/17 .9 | 21 .7/19 .3 | 21 . 1/19 .0 | 21 . 1/18 .6 |\n| 2003-04 | 6118 | 4995 | 51/ | 42 | 20 .8/17 .8 | 20 .7/17 .9 | 22 .0/19 .3 | 21 .3/18 .9 | 21 .3/18 .6 |\n| 2004-05 | 6008 | 4922 | 51/ | 42 | 20 .7/17 .9 | 20 .5/18 .0 | 21 .8/19 .4 | 21 . 1/18 .9 | 21 . 1/18 .7 |","cbCaif1Yvb5Np4Ys","https://ap.wps.com/l/cbCaif1Yvb5Np4Ys","pdf",48906,26,"English","# Executive Summary\n## Five Year ACT Score Trend History\n## Tables 1-15 Overview\n## Appendix","[{\"question\":\"What does the 2005 ACT High School Profile Report for New Mexico cover?\",\"answer\":\"It reflects ACT performance and characteristics of students who took the ACT during sophomore, junior, or senior year and graduated high school in spring 2005, using the most recent test record.\"},{\"question\":\"How does the report handle students who tested more than once?\",\"answer\":\"For students testing more than once, the report uses the most recent test record; beginning in 2002 a refined methodology was used to identify the most recent record.\"},{\"question\":\"Which types of comparisons are presented in the tables?\",\"answer\":\"The tables compare average ACT scores and distributions by academic preparation level, racial/ethnic groups, ability level, gender, course patterns, curriculum or program adequacy, and planned educational majors or career clusters.\"}]","ACT High School Profile - H S Graduating Class 2005 - Executive Summary and Tables | PDF",1791520186,66]