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The report explains how college readiness is measured through ACT College Readiness Benchmark scores across English, mathematics, reading, and science, links results to college course skills, and highlights trends and patterns by preparation level, race/ethnicity, gender, and course rigor. 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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.  \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.  \nACT PROFILE REPORT-State PAGE 3  \nGraduating Class 2009 Code 029999  \nAlaska  \nTotal Students in Report: 2,254  \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 t","cbCaifhn2sfpI4hi","https://ap.wps.com/l/cbCaifhn2sfpI4hi","pdf",117305,32,"English","# Section I: 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—Percent and Average Composite Score by Race/Ethnicity\n# Section II: Academic Achievement\n## ACT Score Distributions and Quartile Values\n## Average ACT Scores by Race/Ethnicity and Preparation Level\n## Percent of Students in College Readiness Score Ranges\n## Average ACT Scores by Gender\n## College Readiness Benchmark Scores by Gender\n# Section III: College Readiness & Impact of Course Rigor\n## College Readiness by Race/Ethnicity and Preparation\n## Impact of Rigorous Coursework on Achievement\n# Section IV: Career and Educational Aspirations\n## Planned Educational Majors by College Plans\n## Post-Secondary Educational Aspirations and Scores\n# Section V: Optional Writing Test Results\n## Average ACT English and Writing Scores by Race/Ethnicity and Gender","[{\"question\":\"What does the ACT Profile Report-State for Alaska’s Graduating Class of 2009 cover?\",\"answer\":\"It summarizes student performance on the ACT in the context of college readiness, including trends, academic achievement results, course rigor, and how aspirations align with performance. It also includes optional writing test results when available.\"},{\"question\":\"How is college readiness defined in this report?\",\"answer\":\"College readiness is measured using ACT College Readiness Benchmark scores, which represent the minimum ACT subject-area score associated with a 50% chance of earning a B or higher (and about a 75% chance of earning a C or higher) in corresponding credit-bearing college courses.\"},{\"question\":\"Why does the report encourage using trends rather than year-to-year changes?\",\"answer\":\"The report notes that year-to-year changes can reflect normal expected fluctuations, while trend lines provide more insight into what is happening in a school, district, or the state over time.\"}]","ACT Profile Report - State - Graduating Class 2009 - Alaska | PDF",1791522297,81]