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 \nReport  \nThe Graduating Class of 2006  \nNew York  \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 | PAGE 2 |\n| --- | --- |\n| HS Graduating Class of 2006 | Code 339999 |\n| State Report | New York |\n| Total Students in Report: 29,967 |  |\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 | PAGE 3 |\n| --- | --- |\n| HS Graduating Class of 2006 | Code 339999 |\n| State Report | New York |\n| Total Students in Report: 29,967 |  |\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 | ","cbCait0ktXiV0vdD","https://ap.wps.com/l/cbCait0ktXiV0vdD","pdf",91153,32,"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 New York (Class of 2006)?\",\"answer\":\"It provides information about the performance of 2006 graduating seniors who took the ACT and focuses on results in the context of college readiness, course selection, and rigor.\"},{\"question\":\"How does ACT define college readiness benchmarks in this report?\",\"answer\":\"Benchmark scores indicate the minimum ACT subject-area score associated with a stated likelihood of earning a B or higher or about a C or higher in corresponding credit-bearing college courses.\"},{\"question\":\"What actions does ACT recommend to improve scores and increase college readiness?\",\"answer\":\"ACT recommends providing access for all students to take the ACT, prioritizing a core curriculum, ensuring students take the right types of courses (especially math and science sequencing), and evaluating rigor of coursework.\"}]","ACT High School Profile - The Graduating Class of 2006 - New York | PDF",1791522145,81]