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The report explains that changes in average ACT scores reflect both real differences in student preparation and shifting shares of tested graduates by state. Executive summary content includes a five-year ACT score trend, average score tables by academic preparation and demographic groups, distributions and subscores for all students, and related comparisons including gender and course patterns, followed by an appendix with definitions.",{"@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-report-2005-hs-graduating-class-minnesota-executive-summary-and-tables/528962/",{"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-report-2005-hs-graduating-class-minnesota-executive-summary-and-tables/528962.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 population does the Minnesota 2005 ACT High School Profile report cover?","Question",{"text":112,"@type":113},"The report covers students who took the ACT as sophomores, juniors, or seniors and who graduated from high school in the spring of 2005 in Minnesota.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report handle students who tested more than once?",{"text":117,"@type":113},"It uses the most recent test record for students who took the ACT more than once, with a refined methodology introduced beginning in 2002.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of analyses are included in the executive summary tables?",{"text":121,"@type":113},"The executive summary includes five-year ACT score trends and multiple tables comparing average ACT scores and composite scores by academic preparation, ability level, demographic groups, and other factors such as course patterns and gender, followed by additional distributions and subscores.","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},528962,1791557469,{"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 MINNESOTA  \nCODE 240-000  \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 240-000 PAGE - 1  \nMINNESOTA  \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 | 27580 | 11696 | 67/ | 29 | 22 .0/19 .4 | 22 .8/19 .9 | 23 . 1/20 .8 | 22 .9/20 .8 | 22 .8/20 .3 |\n| 2001-02 | 27160 | 11531 | 66/ | 28 | 22 .0/19 .3 | 22 .9/19 .9 | 23 .2/20 .8 | 22 .9/20 .8 | 22 .9/20 .3 |\n| 2002-03 | 27557 | 12415 | 64/ | 29 | 22 .0/19 .3 | 22 .7/19 .8 | 23 .2/20 .8 | 22 .9/20 .8 | 22 .8/20 .3 |\n| 2003-04 | 26465 | 12199 | 63/ | 29 | 22 .2/19 .6 | 22 .8/20 .1 | 23 .3/21 .1 | 22 .9/20 .9 | 22 .9/20 .6 |\n| 2004-05 | 25926 | 11868 | 62/ | 28 | 22 .3/19 .9 | 22 .9/20 .5 | 23 .3/21 .2 | 23 .0/21 .1 | 23 .0/20 .","cbCaiovi12AufIPL","https://ap.wps.com/l/cbCaiovi12AufIPL","pdf",49117,26,"English","# Executive Summary\n## Five Year ACT Score Trend History\n## Average ACT Scores by Academic Preparation for Racial/Ethnic Groups\n## Average ACT Composite Scores by Ability Level for Racial/Ethnic Groups\n## Student Satisfaction with Various Aspects of High School Experience\n## ACT Score Distributions, Cumulative Percentages, and Averages for All Students\n## ACT Subscore Distributions, Cumulative Percentages, and Averages for All Students\n## Average ACT Scores and Standard Deviations for Males and Females\n## Expressed Adequacy of HS Education According to HS Curriculum or Program\n## Average ACT Scores and Standard Deviations by Course Patterns and High School GPA Ranges\n## High School GPAs and Average ACT Scores by Common Course Patterns\n## Distribution of Planned Educational Major and First Vocational Choice\n## Summary of Responses to Various Demographic Items\n## Students’ Score Report Preferences at Time of Testing\n## Average ACT Scores by Student Planned Educational Majors\n## Average ACT Composite Score by Career Clusters\n## High School Academic Area Grade Averages by Gender and Race/Ethnicity\n# Appendix","[{\"question\":\"What population does the Minnesota 2005 ACT High School Profile report cover?\",\"answer\":\"The report covers students who took the ACT as sophomores, juniors, or seniors and who graduated from high school in the spring of 2005 in Minnesota.\"},{\"question\":\"How does the report handle students who tested more than once?\",\"answer\":\"It uses the most recent test record for students who took the ACT more than once, with a refined methodology introduced beginning in 2002.\"},{\"question\":\"What types of analyses are included in the executive summary tables?\",\"answer\":\"The executive summary includes five-year ACT score trends and multiple tables comparing average ACT scores and composite scores by academic preparation, ability level, demographic groups, and other factors such as course patterns and gender, followed by additional distributions and subscores.\"}]","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2005 - State Composite for Minnesota - Executive Summary and Tables | PDF",1791520156,66]