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The report emphasizes use of the most recent ACT test record, describes a refined methodology beginning in 2002, and links changes in average scores to real differences in preparation and increased participation. It presents a five-year score trend and detailed tables covering average scores by preparation level, demographic groups, ability levels, score distributions, gender and race/ethnicity, and related student satisfaction and curriculum adequacy measures.",{"@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-hs-graduating-class-2005-indiana-state-composite-code-150-000/528954/",{"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-2005-indiana-state-composite-code-150-000/528954.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":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What student records does the report use for ACT results in Indiana’s 2005 profile?","Question",{"text":112,"@type":113},"The report uses the most recent test record for students who tested more than once. It also notes that a refined methodology for identifying the most recent record began in 2002.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report explain changes in average ACT scores over time?",{"text":117,"@type":113},"Changes in average ACT scores are attributed to real differences in student preparation and performance, as well as increases in the percentage of tested graduates in each state.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of tables are included in the executive summary section?",{"text":121,"@type":113},"The executive summary includes trend history and multiple tables showing average ACT scores by academic preparation, demographic groups, ability levels, score distributions, and other measures such as student satisfaction and curriculum adequacy.","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},528954,1791558428,{"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":34,"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 INDIANA  \nCODE 150-000  \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 150-000 PAGE - 1  \nINDIANA  \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 | 8304 | 4002 | 63/ | 30 | 21 .5/19 .3 | 22 . 1/19 .4 | 22 .6/20 .5 | 22 .0/20 .0 | 22 .2/19 .9 |\n| 2001-02 | 7646 | 3879 | 61/ | 31 | 21 .5/19 .4 | 22 .2/19 .6 | 22 .6/20 .6 | 22 .0/20 .0 | 22 .2/20 .0 |\n| 2002-03 | 7964 | 4066 | 59/ | 30 | 21 .7/19 .6 | 22 . 1/19 .7 | 22 .7/21 .0 | 22 .0/20 .1 | 22 .3/20 .2 |\n| 2003-04 | 7748 | 4022 | 59/ | 31 | 21 .6/19 .9 | 22 .2/20 .0 | 22 .7/21 .2 | 22 .0/20 .3 | 22 .3/20 .5 |\n| 2004-05 | 7603 | 4083 | 57/ | 31 | 21 .9/20 .0 | 22 .3/20 .3 | 22 .8/21 .2 | 22 .0/20 .5 | 22 .4/20 .6 |\n| EXECUTI","cbCaimX3nhfYdjvB","https://ap.wps.com/l/cbCaimX3nhfYdjvB","pdf",48640,26,"English","# Executive Summary\n## Five-Year ACT Score Trend History\n## Average ACT Scores by Academic Preparation (Racial/Ethnic Groups)\n## Average ACT Composite Scores by Ability Level (Racial/Ethnic Groups)\n## Student Satisfaction with High School Experience\n## ACT Score Distributions and Subscores\n## Gender Differences in Average ACT Scores\n## Adequacy of HS Education by Curriculum/Program\n## ACT Scores by Course Patterns and GPA Ranges\n## High School GPAs and ACT Scores by Course Patterns\n## Planned Educational Major and First Vocational Choice\n## Responses to Demographic Items\n## Score Report Preferences at Time of Testing\n## Planned Educational Majors and ACT Scores\n## Career Clusters and ACT Composite Scores\n## Academic Area Grade Averages by Gender and Race/Ethnicity\n# Appendix","[{\"question\":\"What student records does the report use for ACT results in Indiana’s 2005 profile?\",\"answer\":\"The report uses the most recent test record for students who tested more than once. It also notes that a refined methodology for identifying the most recent record began in 2002.\"},{\"question\":\"How does the report explain changes in average ACT scores over time?\",\"answer\":\"Changes in average ACT scores are attributed to real differences in student preparation and performance, as well as increases in the percentage of tested graduates in each state.\"},{\"question\":\"What kinds of tables are included in the executive summary section?\",\"answer\":\"The executive summary includes trend history and multiple tables showing average ACT scores by academic preparation, demographic groups, ability levels, score distributions, and other measures such as student satisfaction and curriculum adequacy.\"}]","ACT High School Profile - HS Graduating Class 2005 - Indiana State Composite (Code 150-000) | PDF",1791520137,66]