[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-529905-105":59,"doc-detail-529905-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","act-high-school-profile-report-the-graduating-class-of-2007-connecticut","ACT High School Profile Report - The Graduating Class of 2007 - Connecticut","","ACT High School Profile Report presents performance details for the 2007 graduating cohort in Connecticut who took the ACT as sophomores, juniors, or seniors. The report emphasizes college readiness by analyzing results across academic achievement areas and describing how course selection, course rigor, and student aspirations relate to meeting or exceeding ACT College Readiness Benchmark Scores. It also covers college readiness access, articulation destinations, and optional writing test results.",{"@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-the-graduating-class-of-2007-connecticut/529905/",{"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-the-graduating-class-of-2007-connecticut/529905.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the ACT High School Profile report for Connecticut’s 2007 graduates?","Question",{"text":112,"@type":113},"It summarizes how the 2007 graduating cohort performed on the ACT and how that performance relates to college readiness, including the role of course selection and rigor. It also highlights access to ACT testing and how student aspirations align with results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which ACT content areas and benchmark scores are used to define college readiness?",{"text":117,"@type":113},"The report uses ACT subject-area benchmark scores: English Composition (18), Algebra/Mathematics (22), Social Sciences via Reading (21), and Biology/Science (24). These benchmarks correspond to likely chances of earning grades such as B or higher in related college coursework.",{"name":119,"@type":110,"acceptedAnswer":120},"How does course rigor and course selection influence college readiness in the report?",{"text":121,"@type":113},"The report states that students taking more rigorous coursework are more likely to meet college readiness benchmarks. It provides comparisons showing higher readiness among students who progressed beyond minimum core math and science coursework versus those taking less than three years.","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},529905,1791564929,{"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":44,"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},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","ACT High School Profile Report  \nThe Graduating Class of 2007  \nConnecticut  \nACT High School Profile  \nReport  \nThe Graduating Class of 2007  \nConnecticut  \nSection I: Executive Summary P. 5  \nSection II: Academic Achievement P. 9  \nSection III: College Readiness & the Impact of Course Rigor P. 14  \nSection IV: Career and Educational Aspirations P. 22  \nSection V: Optional Writing Test Results P. 26  \n| ACT HIGH SCHOOL PROFILE\u003Cbr>HS Graduating Class of 2007\u003Cbr>State Report\u003Cbr>Total Students in Report: 6,651 | PAGE 2\u003Cbr>Code 079999\u003Cbr>Connecticut |\n| --- | --- |\n\nThis report provides information about the performance of your 2007 graduating seniors who took the ACT as sophomores, juniors, or seniors.  \nThis report focuses on :  \nPerformance-student test performance in the context of college readiness  \nAccess-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  \nCourse Rigor- impact of rigorous coursework on achievement  \nCollege Readiness-percent of students meeting ACT College Readiness Benchmark Scores in each content area Awareness-extent to which student aspirations match performance  \nArticulation-colleges and universities to which your students send test results  \nEach 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.  \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 2007\u003Cbr>State Report\u003Cbr>Total Students in Report: 6,651 | PAGE 3\u003Cbr>Code 079999\u003Cbr>Connecticut |\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:  \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 inf","cbCaijVVJNy1cPsf","https://ap.wps.com/l/cbCaijVVJNy1cPsf","pdf",144824,32,"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","[{\"question\":\"What is the purpose of the ACT High School Profile report for Connecticut’s 2007 graduates?\",\"answer\":\"It summarizes how the 2007 graduating cohort performed on the ACT and how that performance relates to college readiness, including the role of course selection and rigor. It also highlights access to ACT testing and how student aspirations align with results.\"},{\"question\":\"Which ACT content areas and benchmark scores are used to define college readiness?\",\"answer\":\"The report uses ACT subject-area benchmark scores: English Composition (18), Algebra/Mathematics (22), Social Sciences via Reading (21), and Biology/Science (24). These benchmarks correspond to likely chances of earning grades such as B or higher in related college coursework.\"},{\"question\":\"How does course rigor and course selection influence college readiness in the report?\",\"answer\":\"The report states that students taking more rigorous coursework are more likely to meet college readiness benchmarks. It provides comparisons showing higher readiness among students who progressed beyond minimum core math and science coursework versus those taking less than three years.\"}]","ACT High School Profile Report - The Graduating Class of 2007 - Connecticut | PDF",1791522181,81]