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It also highlights how changes in average ACT scores reflect differences in preparation and participation rates across states. 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It uses the most recent test record for students who tested more than once.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report determine which ACT score to use for repeat testers?",{"text":68,"@type":64},"Beginning in 2002, the report uses a refined methodology to identify a student’s most recent test record, with details provided in the appendix.",{"name":70,"@type":61,"acceptedAnswer":71},"What do changes in average ACT scores represent in the report?",{"text":72,"@type":64},"Changes 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.","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},529823,1791607196,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"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":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"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},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2003  \nHS GRADUATING CLASS NATIONAL REPORT  \nCODE 990-000  \nTHE 2003 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 2003.  \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 (TABLE NOT PRESENT IN NATIONAL REPORT) .......................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 2003  \nHS GRADUATING CLASS HS CODE 990-000 PAGE - 1  \nNATIONAL REPORT  \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| 1998-99 | 615545 367537 | 60/ | 36 | 21 .6/18 .7 | 21 .8/18 .9 | 22 .4/19 .8 | 21 .9/19 .6 | 22 .0/19 .4 |\n| 1999-00 | 645513 376645 | 61/ | 35 | 21 .5/18 .8 | 21 .8/19 .0 | 22 .4/19 .8 | 21 .9/19 .7 | 22 .0/19 .5 |\n| 2000-01 | 645258 369921 | 60/ | 35 | 21 .5/18 .8 | 21 .7/19 .0 | 22 .2/19 .8 | 21 .8/19 .8 | 21 .9/19 .5 |\n| 2001-02 | 643596 397544 | 58/ | 36 | 21 .4/18 .4 | 21 .6/18 .8 | 22 .2/19 .5 | 21 .7/19 .4 | 21 .8/19 .2 |\n| 2002-03 | 667526 410753 | 57/ | 35 | 21 .4/18 .5 | 21 .6/18 .9 | 22 .2/19 .7 | 21 .7/19 .5 | 21 .8/19","cbCaiulDkcOA0R4L","https://ap.wps.com/l/cbCaiulDkcOA0R4L","pdf",58561,22,"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 Aspects of High School Experience\n## Table 4 ACT Score Distributions and Averages for All Students\n## Table 5 ACT Subscore Distributions and Averages for All Students\n## Table 6 Average ACT Scores and Standard Deviations for Males and Females\n## Table 7 Expressed Adequacy of HS Education by Curriculum or 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 Distribution of Planned Educational Major and First Vocational Choice\n## Table 11 Summary of Responses to Demographic Items\n## Appendix","[{\"question\":\"What period and student groups does the 2003 national report cover?\",\"answer\":\"The report covers students who took the ACT during sophomore, junior, or senior year and graduated from high school in spring 2003. It uses the most recent test record for students who tested more than once.\"},{\"question\":\"How does the report determine which ACT score to use for repeat testers?\",\"answer\":\"Beginning in 2002, the report uses a refined methodology to identify a student’s most recent test record, with details provided in the appendix.\"},{\"question\":\"What do changes in average ACT scores represent in the report?\",\"answer\":\"Changes 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.\"}]","ACT High School Profile - HS Graduating Class 2003 - National Report - Executive Summary and Tables | PDF",1791522032,55]