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The report explains how ACT measures curriculum-based academic achievement across English, mathematics, reading, science, and optional writing, and how high school coursework and student interest inventories are used. It details college readiness benchmark standards, describes benchmark rates (including the share meeting all four benchmarks), and outlines guidance to improve scores through broader access, prioritizing core curricula, selecting appropriate course pathways, and evaluating rigor of 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School Profile Report  \nThe Graduating Class of 2006  \nNew Mexico  \nACT High School Profile  \nReport  \nThe Graduating Class of 2006  \nNew Mexico  \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 2006\u003Cbr>State Report\u003Cbr>Total Students in Report: 11,539 | PAGE 2\u003Cbr>Code 329999\u003Cbr>New Mexico |\n| --- | --- |\n\nThis report provides information about the performance of your 2006 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-college 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 2006\u003Cbr>State Report\u003Cbr>Total Students in Report: 11,539 | PAGE 3\u003Cbr>Code 329999\u003Cbr>New Mexico |\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 | ","cbCaikhQoFCBU6F9","https://ap.wps.com/l/cbCaikhQoFCBU6F9","pdf",91676,32,"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 the 2006 graduates in New Mexico?\",\"answer\":\"The report provides information on how the 2006 graduating seniors performed on the ACT and how those results relate to college readiness, including access to testing, course selection, course rigor, and student aspirations.\"},{\"question\":\"How does ACT define college readiness benchmark scores?\",\"answer\":\"Benchmark scores represent the minimum ACT subject-area score needed to indicate about a 50% chance of earning a B or higher (or about a 75% chance of earning a C or higher) in corresponding credit-bearing college courses.\"},{\"question\":\"What strategies does ACT recommend to improve scores and increase college readiness?\",\"answer\":\"ACT recommends increasing access for all students to take the ACT, making core curriculum a priority, ensuring students take the right kinds of courses (including appropriate math and science coursework), and evaluating the rigor of coursework and its impact on achievement.\"}]","ACT High School Profile - The Graduating Class of 2006 - New Mexico | PDF",1791522143,81]