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It details ACT components, college readiness standards, benchmark score definitions, and key improvement recommendations such as expanding access, prioritizing core curriculum, aligning course selection, and evaluating course rigor to increase the share of students meeting benchmarks.",{"@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-the-graduating-class-of-2006-idaho/529866/",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-the-graduating-class-of-2006-idaho/529866.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","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 ACT High School Profile Report for Idaho’s 2006 graduating class focus on?","Question",{"text":63,"@type":64},"It provides information about the performance of 2006 graduating seniors who took the ACT, interpreting results in the context of college readiness, course selection, course rigor, and student aspirations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the report emphasize college readiness benchmarks instead of average composite scores?",{"text":68,"@type":64},"The report recommends focusing on the number and percentage of students meeting or exceeding ACT’s College Readiness Benchmark Scores, described as more meaningful and understandable than average composite scores.",{"name":70,"@type":61,"acceptedAnswer":71},"What are ACT’s benchmark scores used in the report and how are they defined?",{"text":72,"@type":64},"Benchmark scores are the minimum ACT subject-area scores indicating a 50% chance of obtaining a B or higher (or about a 75% chance of obtaining a C or higher) in corresponding credit-bearing college courses; 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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.  \nFurther, 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.  \n\n| ACT HIGH SCHOOL PROFILE\u003Cbr>HS Graduating Class of 2006\u003Cbr>State Report\u003Cbr>Total Students in Report: 9,602 | PAGE 3\u003Cbr>Code 139999 Idaho |\n| --- | --- |\n\nThe ACT is a curriculum-based measure of college readiness. ACT components include:  \nTests of academic achievement in English, math, reading, science, and writing (optional)  \nHigh school grade and course information  \nStudent Profile Section  \nCareer Interest Inventory  \nThe ACT: A Test Like No Other  \nEvery 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.  \nACT’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.  \nOnly 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:  \n\n| College Course/Course Area | ACT Test | Benchmark Score |\n| --- | --- | --- |\n| English Composition | English | 18 |\n| Algebra | Mathematics | 22 |\n| Social Sciences | Reading | 21 |\n| Biology | Science | 24 |\n\nFor more information, [g","cbCaih4U1blQYyxT","https://ap.wps.com/l/cbCaih4U1blQYyxT","pdf",90205,32,"English","# Section I: Executive Summary\n## Section II: Academic Achievement\n## Section III: College Readiness & the Impact of Course Rigor\n## Section IV: Career and Educational Aspirations\n## Section V: Optional Writing Test Results\n# How to Improve Scores and Increase College Readiness","[{\"question\":\"What does the ACT High School Profile Report for Idaho’s 2006 graduating class focus on?\",\"answer\":\"It provides information about the performance of 2006 graduating seniors who took the ACT, interpreting results in the context of college readiness, course selection, course rigor, and student aspirations.\"},{\"question\":\"Why does the report emphasize college readiness benchmarks instead of average composite scores?\",\"answer\":\"The report recommends focusing on the number and percentage of students meeting or exceeding ACT’s College Readiness Benchmark Scores, described as more meaningful and understandable than average composite scores.\"},{\"question\":\"What are ACT’s benchmark scores used in the report and how are they defined?\",\"answer\":\"Benchmark scores are the minimum ACT subject-area scores indicating a 50% chance of obtaining a B or higher (or about a 75% chance of obtaining a C or higher) in corresponding credit-bearing college courses; the table lists English 18, Mathematics 22, Reading 21, and Science 24.\"}]","ACT High School Profile Report - The Graduating Class of 2006 Idaho | PDF",1791522113,81]