ACT High School Profile - HS Graduating Class of 2008 - Minnesota - College Readiness Report

Oct 9, 2026

ACT High School Profile Report for Minnesota’s graduating class of 2008 summarizes results from ACT-tested seniors who self-reported a 2008 graduation plan under standard time conditions. It presents executive summary sections covering academic achievement, college readiness and course rigor impact, student career and education aspirations, and optional writing test results. The report explains ACT as a curriculum-based readiness measure, defines College Readiness Benchmark Scores by subject area, provides benchmark probabilities tied to college grades, and outlines actions to improve scores and increase the proportion of students meeting benchmarks through access, core curriculum priority, and appropriate course selection.

LanguageEnglish

CategoryExam

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Executive Summary

Academic Achievement

College Readiness & the Impact of Course Rigor

Career and Educational Aspirations

Optional Writing Test Results

College Readiness Benchmarks

ACT High School Profile Report The Graduating Class of 2008 Minnesota ACT High School Profile Report The Graduating Class of 2008 Minnesota Section I: Executive Summary P. 5 Section II: Academic Achievement P. 9 Section III: College Readiness & the Impact of Course Rigor P. 15 Section IV: Career and Educational Aspirations P. 23 Section V: Optional Writing Test Results P. 27 | ACT HIGH SCHOOL PROFILE
HS Graduating Class of 2008
State Report
Total Students in Report: 44,863 | PAGE 2
Code 249999 Minnesota | | --- | --- | This report provides information about the performance of your 2008 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2008 and tested under standard time conditions. This report focuses on : Performance-student test performance in the context of college readiness Access-number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation Course Selection-percent of students pursuing a core curriculum Course Rigor- impact of rigorous coursework on achievement College Readiness-percent of students meeting ACT College Readiness Benchmark Scores in each content area Awareness-extent to which student aspirations match performance Articulation-colleges and universities to which your students send test results Each year, the graduating class data for a school, district, state, and the nation represents a different cohort of students. ACT encourages educators to focus on trends (3, 5, 10 years), not year-to-year changes. Such changes can represent normal – even expected – fluctuations. On the other hand, trend lines offer more insight into what is happening in a school, district, state, or the nation. Further, ACT encourages educators to measure student performance in the context of college readiness measures. The focus should be on the number and percentage of students meeting or exceeding ACT’s College Readiness Benchmark Scores, a measure that is much more meaningful and understandable than an average composite score for a group of students. | ACT HIGH SCHOOL PROFILE
HS Graduating Class of 2008
State Report
Total Students in Report: 44,863 | PAGE 3
Code 249999 Minnesota | | --- | --- | The ACT is a curriculum-based measure of college readiness. ACT components include: Tests of academic achievement in English, math, reading, science, and writing (optional) High school grade and course information Student Profile Section Career Interest Inventory The ACT: Every few years, ACT conducts the ACT National Curriculum Survey to ensure its curriculum-based assessment tools accurately measure the skills high school teachers teach and instructors of entry-level college courses expect. The ACT is the only college readiness test designed to reflect the results of such a survey. ACT’s College Readiness Standards are sets of statements intended to help students, parents and educators understand the meaning of test scores. The standards relate test scores to the types of skills needed for success in high school and beyond. They serve as a direct link between what students have learned and what they are ready to do next. The ACT is the only college readiness test for which scores can be tied directly to standards. Only the ACT reports College Readiness Benchmark Scores – A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses, which include English Composition, Algebra, Social Science and Biology. These scores were empirically derived based on the actual performance of students in college. The College Readiness Benchmark Scores are: | College Course/Course Area | ACT Test | Benchmark Score | | --- | --- | --- | | English Composition | Engl

FAQs

What students and test conditions does the Minnesota 2008 report cover?

The report includes 2008 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported they were scheduled to graduate in 2008 under standard time conditions.

What are College Readiness Benchmark Scores and how are they used?

Benchmark scores are the minimum ACT subject-area scores indicating about a 50% chance of earning a B or higher (or about a 75% chance of earning a C or higher) in corresponding college courses. These are the primary thresholds the report uses to describe college readiness.

How does the report suggest improving ACT scores and college readiness?

It recommends providing access for all students to take the ACT, prioritizing a core curriculum, and ensuring students take the right kinds of courses (including adequate math and natural science course duration and progression).

Oct 9, 2026

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