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The report explains that changes in average scores correspond to real differences in student preparation and performance as well as varying participation rates across states. Content is organized around executive summary trends and multiple tables comparing average ACT scores by academic preparation, racial/ethnic groups, ability levels, and educational experience satisfaction, with additional distributions, subscores, and score statistics by gender, race, course patterns, and GPA ranges.",{"@graph":69,"@context":123},[70,84,106],{"@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-hs-graduating-class-2004-national-report-executive-summary-and-tables/528941/",{"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-hs-graduating-class-2004-national-report-executive-summary-and-tables/528941.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the report handle students who took the ACT more than once?","Question",{"text":113,"@type":114},"It uses the most recent test record for students testing more than once. A refined methodology for identifying the most recent record began in 2002.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What factors does the report say drive changes in average ACT assessment scores?",{"text":118,"@type":114},"Changes reflect real differences in student preparation and performance, along with increases in the percentage of tested graduates in each state, including states requiring students to take the ACT.",{"name":120,"@type":111,"acceptedAnswer":121},"Which comparisons are presented in the executive summary tables?",{"text":122,"@type":114},"The tables compare average ACT scores by academic preparation level, racial/ethnic groups, ability levels, student satisfaction with high school experiences, and detailed score distributions and subscores for all students.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},528941,1791711433,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2004  \nHS GRADUATING CLASS NATIONAL REPORT  \nCODE 990-000  \nTHE 2004 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 2004.  \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 2004  \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| 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 .3 |\n| 2003-04 | 661290 405328 | 56/ | 35 | 21 .5/18 .7 | 21 .7/19 .1 | 22 .3/19 .8 | 21 .7/19 .6 | 21 .9/19","cbCaiioErOAg1ssM","https://ap.wps.com/l/cbCaiioErOAg1ssM","pdf",49633,24,"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 and Averages\n## Table 5 ACT Subscore Distributions and Averages\n## Table 6 Average ACT Scores by Gender and Sex\n## Table 7 Expressed Adequacy of HS Education According to Curriculum or Program\n## Table 8 Average ACT Scores by Course Patterns and HS GPA Ranges\n## Table 9 High School GPAs and Average ACT Scores by Course Patterns\n## Table 10 Planned Educational Major and First Vocational Choice\n## Table 11 Summary of Responses to Demographic Items\n## Table 13 Average ACT Scores by Student Planned Educational Majors\n## Table 14 Average ACT Composite Score by Career Clusters\n## Table 15 High School Academic Area Grade Averages by Gender and Race/Ethnicity\n## Appendix","[{\"question\":\"How does the report handle students who took the ACT more than once?\",\"answer\":\"It uses the most recent test record for students testing more than once. A refined methodology for identifying the most recent record began in 2002.\"},{\"question\":\"What factors does the report say drive changes in average ACT assessment scores?\",\"answer\":\"Changes reflect real differences in student preparation and performance, along with increases in the percentage of tested graduates in each state, including states requiring students to take the ACT.\"},{\"question\":\"Which comparisons are presented in the executive summary tables?\",\"answer\":\"The tables compare average ACT scores by academic preparation level, racial/ethnic groups, ability levels, student satisfaction with high school experiences, and detailed score distributions and subscores for all students.\"}]","ACT High School Profile HS Graduating Class 2004 - National Report - Executive Summary and Tables | PDF",1791520105]