[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-528960-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-528960-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","act-high-school-profile-report-state-composite-for-maine-hs-graduating-class-2005","ACT High School Profile Report - State Composite for Maine HS Graduating Class 2005","","State composite report for Maine analyzing ACT performance for the 2005 high school graduating class. The document describes how the most recent ACT test record is selected for students testing multiple times, and how changes in average scores relate to differences in student preparation and shifts in tested graduation participation. It presents an executive summary and multiple tables covering score trends over five years, averages by academic preparation and demographic groups, distributions and quartiles, and supporting subgroup metrics, plus an appendix with definitions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/act-high-school-profile-report-state-composite-for-maine-hs-graduating-class-2005/528960/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/act-high-school-profile-report-state-composite-for-maine-hs-graduating-class-2005/528960.png","ImageObject",300,407,{"name":42,"@type":43},"Dipper","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the Maine ACT high school profile report for 2005 focus on?","Question",{"text":63,"@type":64},"It summarizes ACT assessment results for students in the Maine high school graduating class of 2005, including how their ACT records relate to preparation and other background factors.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report handle students who took the ACT more than once?",{"text":68,"@type":64},"It uses the most recent test record. Beginning in 2002, a refined methodology identified the student’s most recent test record (with details provided in the appendix).",{"name":70,"@type":61,"acceptedAnswer":71},"What is included in the executive summary and table set?",{"text":72,"@type":64},"The executive summary and tables cover a five-year ACT score trend history, average scores by academic preparation and demographic groups, distributions and cumulative percentages, subsections for English/MATH/READING/SCIENCE/composite, and additional subgroup analyses and preferences.","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},528960,1791607198,{"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},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR MAINE  \nCODE 200-000  \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 200-000 PAGE - 1  \nMAINE  \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 | 409 | 401 | 44/ 43 | 21 .8/20 .4 | 21 .8/21 .2 | 22 .8/21 .4 | 21 .8/21 .1 | 22 .2/21 .2 |\n| 2001-02 | 383 | 399 | 42/ 44 | 22 .8/21 .5 | 22 .4/21 .8 | 23 .9/23 .1 | 22 .4/21 .6 | 23 .0/22 .1 |\n| 2002-03 | 501 | 468 | 43/ 40 | 23 .0/21 .9 | 22 .5/21 .8 | 24 .4/23 .0 | 22 .5/21 .4 | 23 .2/22 .1 |\n| 2003-04 | 550 | 512 | 42/ 39 | 22 .8/22 .0 | 22 .5/21 .7 | 24 .0/23 .1 | 22 .5/21 .7 | 23 . 1/22 .3 |\n| 2004-05 | 587 | 610 | 40/ 41 | 22 .5/22 .0 | 22 .3/21 .9 | 23 .6/23 .1 | 22 .4/21 .9 | 22 .8/22 .4 |\n| EXECUTIVE SUMMARY - AVERAGE ACT SCORES FO","cbCaiq8poisuTyA9","https://ap.wps.com/l/cbCaiq8poisuTyA9","pdf",47387,26,"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 High School Experience\n## ACT Score Distributions, Cumulative Percentages, and Averages\n## ACT Subscore Distributions and Averages\n## Average ACT Scores for Males and Females\n## Expressed Adequacy of High School Education\n## Average ACT Scores by Course Patterns and 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 Demographic Items\n## Students’ Score Report Preferences at Time of Testing\n## Average ACT Scores by 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 does the Maine ACT high school profile report for 2005 focus on?\",\"answer\":\"It summarizes ACT assessment results for students in the Maine high school graduating class of 2005, including how their ACT records relate to preparation and other background factors.\"},{\"question\":\"How does the report handle students who took the ACT more than once?\",\"answer\":\"It uses the most recent test record. Beginning in 2002, a refined methodology identified the student’s most recent test record (with details provided in the appendix).\"},{\"question\":\"What is included in the executive summary and table set?\",\"answer\":\"The executive summary and tables cover a five-year ACT score trend history, average scores by academic preparation and demographic groups, distributions and cumulative percentages, subsections for English/MATH/READING/SCIENCE/composite, and additional subgroup analyses and preferences.\"}]","ACT High School Profile Report - State Composite for Maine HS Graduating Class 2005 | PDF",1791520148,66]