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The report emphasizes trends over single-year fluctuations and evaluates outcomes using ACT College Readiness Benchmark Scores rather than only average composite scores. 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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 | PAGE 3 |\n| --- | --- |\n| HS Graduating Class of 2008 | Code 279999 |\n| State Report | Montana |\n| Total Students in Report: 6,286 |  |\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 | ","cbCailzdcUNMKAlc","https://ap.wps.com/l/cbCailzdcUNMKAlc","pdf",148098,32,"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 group does the Montana 2008 ACT High School Profile Report cover?\",\"answer\":\"It covers the 2008 graduating cohort whose members reported being scheduled to graduate in 2008 and took the ACT under standard time conditions as sophomores, juniors, or seniors.\"},{\"question\":\"How does the report define college readiness in this context?\",\"answer\":\"College readiness is based on meeting or exceeding ACT College Readiness Benchmark Scores for each subject area, which indicates expected performance in related credit-bearing college courses.\"},{\"question\":\"What does ACT recommend to improve students’ scores and increase college readiness?\",\"answer\":\"ACT recommends increasing access for all students to take the ACT, prioritizing core curriculum, and ensuring students take the right types of courses, such as adequate math and natural science course sequences.\"}]","ACT High School Profile Report - The Graduating Class of 2008 - Montana | PDF",1791520310,81]