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The report emphasizes college readiness and performance context, covering trends in readiness benchmarks, five-year patterns in ACT scores, achievement distributions, and subgroup comparisons by race/ethnicity and gender. 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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, or the state.  \nFurthermore, 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.  \nACT PROFILE REPORT-National PAGE 3  \nGraduating Class 2011 Code 999999  \nNational  \nTotal Students in Report: 1,623,112  \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 an","cbCaiuDB9bB2r7m2","https://ap.wps.com/l/cbCaiuDB9bB2r7m2","pdf",178234,34,"English","# Executive Summary\n## Percent of Your Students Ready for College-Level Coursework\n## Five Year Trends—Percent of Students Meeting College Readiness Benchmarks\n## Five Year Trends—Average ACT Scores\n## Five Year Trends—Average ACT Scores by Level of Preparation\n## Five Year Trends—Percent and Average Composite Score by Race/Ethnicity\n## Percent of Students in College Readiness Standards Score Ranges\n# Academic Achievement\n## ACT Score Distributions, Cumulative Percentages, Averages, and Quartile Values\n## Average ACT Composite Scores for Race/Ethnicity by Level of Preparation\n## Average ACT Scores by Race/Ethnicity\n## Average ACT Scores by Gender\n## Percent of Students Meeting College Readiness Benchmark Scores by Gender\n## Impact of College Readiness in College Readiness Standards by Course Rigor\n# College Readiness & Impact of Course Rigor\n## Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity\n## College Readiness Percents by Common Course Patterns\n# Career and Educational Aspirations\n## Distribution of Planned Educational Majors by College Plans\n## Average ACT Composite Scores by Post-Secondary Educational Aspirations\n# Optional Writing Test Results\n## Average ACT English and Writing Scores by Race/Ethnicity and Gender","[{\"question\":\"What population and testing conditions does the report cover for Graduating Class 2011?\",\"answer\":\"The report covers 2011 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2011. It includes students tested under standard time conditions.\"},{\"question\":\"How does the report define and use college readiness benchmarks?\",\"answer\":\"It focuses on the number and percentage of students meeting or exceeding ACT College Readiness Benchmark Scores. Benchmarks represent a minimum score on each ACT subject-area test linked to the likelihood of success in corresponding credit-bearing college courses.\"},{\"question\":\"What topics are included in the academic achievement and subgroup analyses?\",\"answer\":\"The report presents ACT score distributions and averages, plus comparisons by race/ethnicity, level of preparation, and gender. It also summarizes percent of students in readiness score ranges and how curriculum and course rigor relate to outcomes.\"}]","ACT Profile Report - National - Graduating Class 2011 | PDF",1790053383,86]