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It describes how the most recent ACT test record is selected and explains changes in average scores as reflecting differences in preparation, performance, and the share of tested graduates. The report consolidates multiple tables showing average ACT scores by academic preparation, racial/ethnic groups, ability levels, score distributions, subscores, gender and race differences, curriculum adequacy perceptions, course patterns with GPA, GPAs with course patterns, and planned educational majors and career clusters.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/act-high-school-profile-h-s-graduating-class-2005-nebraska-state-composite-code-280-000/528971/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/act-high-school-profile-h-s-graduating-class-2005-nebraska-state-composite-code-280-000/528971.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the Nebraska ACT High School Profile Report for 2005 measure?","Question",{"text":112,"@type":113},"It summarizes ACT assessment results for students who took the ACT during sophomore, junior, or senior year and graduated in spring 2005 in Nebraska.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the most recent test record selected for students who tested more than once?",{"text":117,"@type":113},"The report uses the most recent ACT test record. Beginning in 2002, a refined methodology was used to identify the most recent record, with details provided in the appendix.",{"name":119,"@type":110,"acceptedAnswer":120},"What explains changes in average ACT scores across years?",{"text":121,"@type":113},"Changes reflect real differences in student preparation and performance, along with increases in the percentage of tested graduates in each state, including states that require students to take the ACT.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},528971,1791711435,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR NEBRASKA  \nCODE 280-000  \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 280-000 PAGE - 1  \nNEBRASKA  \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 | 11122 | 5101 | 67/ | 31 | 22 . 1/19 .0 | 22 .3/19 .3 | 22 .6/19 .8 | 22 .6/20 .2 | 22 .5/19 .7 |\n| 2001-02 | 10863 | 5064 | 66/ | 31 | 22 . 1/19 .0 | 22 .5/19 .6 | 22 .9/20 .1 | 22 .5/20 .2 | 22 .6/19 .9 |\n| 2002-03 | 11087 | 4860 | 67/ | 29 | 22 .2/19 .1 | 22 .4/19 .5 | 22 .9/20 .1 | 22 .5/20 .1 | 22 .6/19 .8 |\n| 2003-04 | 11022 | 4766 | 67/ | 29 | 22 .2/19 .0 | 22 .4/19 .5 | 22 .8/20 .2 | 22 .4/20 .1 | 22 .6/19 .8 |\n| 2004-05 | 10913 | 4397 | 67/ | 27 | 22 .4/19 .3 | 22 .5/19 .7 | 22 .8/20 .1 | 22 .4/20 .1 | 22 .6/19 .9 |\n| ","cbCais0AzEMFY1NT","https://ap.wps.com/l/cbCais0AzEMFY1NT","pdf",49026,26,"English","# Executive Summary\n## Five-Year ACT Score Trend History\n## Table 1 Average ACT Scores by Academic Preparation for Racial/Ethnic Groups\n## Table 2 Average ACT Composite Scores by Ability Level for Racial/Ethnic Groups\n## Table 3 Student Satisfaction With High School Experience\n## Table 4 ACT Score Distributions, Cumulative Percentages, and Averages\n## Table 5 ACT Subscore Distributions, Cumulative Percentages, and Averages\n## Table 6 Average ACT Scores for Males and Females\n## Table 7 Expressed Adequacy of HS Education by Curriculum/Program\n## Table 8 Average ACT Scores by Course Patterns and HS GPA Ranges\n## Table 9 HS GPAs and Average ACT Scores by Common Course Patterns\n## Table 10 Planned Educational Major and First Vocational Choice\n## Table 11 Responses to Demographic Items\n## Table 12 Score Report Preferences at Time of Testing\n## Table 13 Average ACT Scores by Student Planned Educational Majors\n## Table 14 Average ACT Composite Score by Career Clusters\n## Table 15 HS Academic Area Grade Averages by Gender and Race/Ethnicity\n# Appendix","[{\"question\":\"What does the Nebraska ACT High School Profile Report for 2005 measure?\",\"answer\":\"It summarizes ACT assessment results for students who took the ACT during sophomore, junior, or senior year and graduated in spring 2005 in Nebraska.\"},{\"question\":\"How is the most recent test record selected for students who tested more than once?\",\"answer\":\"The report uses the most recent ACT test record. Beginning in 2002, a refined methodology was used to identify the most recent record, with details provided in the appendix.\"},{\"question\":\"What explains changes in average ACT scores across years?\",\"answer\":\"Changes reflect real differences in student preparation and performance, along with increases in the percentage of tested graduates in each state, including states that require students to take the ACT.\"}]","ACT High School Profile - H S Graduating Class 2005 - Nebraska State Composite (Code 280-000) | PDF",1791520172,66]