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It presents a five-year trend, averages by academic preparation, racial/ethnic groups, ability levels, distributions, subscores, gender comparisons, curriculum adequacy, course pattern and GPA ranges, and students’ responses to multiple educational experience and score-report preference items, with an appendix for 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-state-composite-for-hs-code-140-000/528955/",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-state-composite-for-hs-code-140-000/528955.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",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the report determine which ACT test record to use for each student?","Question",{"text":63,"@type":64},"It uses the most recent test record. Beginning in 2002, a refined methodology identified a student’s most recent test record, with details provided in the appendix.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What factors does the report say explain changes in average ACT assessment scores?",{"text":68,"@type":64},"The report states changes reflect real differences in student preparation and performance, as well as increases in the percentage of tested graduates, including states requiring students to take the ACT.",{"name":70,"@type":61,"acceptedAnswer":71},"Which main categories of results are presented for the Illinois 2005 graduating class?",{"text":72,"@type":64},"Results cover five-year score trends, average scores by academic preparation and racial/ethnic groups, ability levels and score distributions, subscores, gender comparisons, curriculum adequacy, course patterns and GPA ranges, and students’ planned majors, demographic responses, and score-report 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},528955,1791614289,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"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":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"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":55,"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 ILLINOIS  \nCODE 140-000  \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 140-000 PAGE - 1  \nILLINOIS  \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 | 46889 39441 | 53/ 44 | 22 .4/19 .4 | 22 .9/19 .9 | 23 . 1/20 .3 | 22 .7/20 .3 | 22 .9/20 .1 |\n| 2001-02 | 53526 64604 | 42/ 50 | 22 .0/17 .5 | 22 .5/18 .5 | 22 .6/18 .6 | 22 .0/18 .6 | 22 .4/18 .4 |\n| 2002-03 | 55057 65235 | 41/ 49 | 22 .2/17 .7 | 22 .5/18 .5 | 22 .6/18 .7 | 22 .2/18 .6 | 22 .5/18 .5 |\n| 2003-04 | 54589 63039 | 41/ 48 | 22 .2/17 .8 | 22 .3/18 .4 | 22 .6/18 .8 | 22 .0/18 .7 | 22 .4/18 .6 |\n| 2004-05 | 55892 62027 | 41/ 46 | 22 .4/17 .9 | 22 .5/18 .5 | 22 .4/18 .6 | 22 .2/18 .9 | 22 .5/18 .6 |\n| EXECUTIVE SUMMARY - AVERAGE ACT SC","cbCaib52SoJfRQoF","https://ap.wps.com/l/cbCaib52SoJfRQoF","pdf",49693,26,"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 by Gender and Race/Ethnicity\n## Expressed Adequacy of HS Education by Curriculum/Program\n## Average ACT Scores by Course Patterns and High School GPA Ranges\n## High School GPAs and Average ACT Scores by 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\":\"How does the report determine which ACT test record to use for each student?\",\"answer\":\"It uses the most recent test record. Beginning in 2002, a refined methodology identified a student’s most recent test record, with details provided in the appendix.\"},{\"question\":\"What factors does the report say explain changes in average ACT assessment scores?\",\"answer\":\"The report states changes reflect real differences in student preparation and performance, as well as increases in the percentage of tested graduates, including states requiring students to take the ACT.\"},{\"question\":\"Which main categories of results are presented for the Illinois 2005 graduating class?\",\"answer\":\"Results cover five-year score trends, average scores by academic preparation and racial/ethnic groups, ability levels and score distributions, subscores, gender comparisons, curriculum adequacy, course patterns and GPA ranges, and students’ planned majors, demographic responses, and score-report preferences.\"}]","ACT High School Profile - State Composite for HS Code 140-000 | PDF",1791520138,66]