[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-529967-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-529967-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","act-profile-report-state-graduating-class-2009-connecticut","ACT Profile Report-State - Graduating Class 2009 Connecticut","","ACT Profile Report-State - Graduating Class 2009 Connecticut summarizes the performance of 2009 graduating seniors who took the ACT under standard time conditions as sophomores, juniors, or seniors, using self-reported planned graduation timing. It details access to college entrance testing, course selection and rigor, and how student aspirations align with outcomes. 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and self-reported at the time of testing that they were scheduled to graduate in 2009 and tested under standard time conditions.  \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-colleges and universities to which your students send test results  \nEach year, test data for a school, district, and the state 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, 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 079999  \nConnecticut  \nTotal Students in Report: 9,240  \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 y","cbCaihsLdc1x3Wbd","https://ap.wps.com/l/cbCaihsLdc1x3Wbd","pdf",117480,32,"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—Average ACT Scores by Level of Preparation\n## Five Year Trends—Percent and Average Composite Score by Race/Ethnicity\n# Section II: 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## Percent of Students in College Readiness Standards Score Ranges\n## Average ACT Scores by Gender\n## Percent of Students Meeting College Readiness Benchmark Scores by Gender\n## College Readiness Benchmark Percent and Average ACT Scores by Overall High School Curriculum","[{\"question\":\"What is the purpose of the ACT Profile Report-State for Connecticut’s 2009 graduating class?\",\"answer\":\"It provides information about the performance of Connecticut 2009 graduating seniors who took the ACT and highlights achievement in the context of college readiness benchmarks. It also examines access to testing, course selection, and the impact of rigorous coursework.\"},{\"question\":\"How does the report define college readiness benchmarks?\",\"answer\":\"College readiness benchmarks are minimum ACT subject-area scores intended 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. The report links benchmarks to skill areas needed for success in high school and beyond.\"},{\"question\":\"What data trends does the report include beyond single-year results?\",\"answer\":\"The report encourages viewing trends over multiple years, including 3, 5, and 10 years, rather than relying on year-to-year changes. It presents five-year trends for readiness percentages and average ACT scores.\"}]","ACT Profile Report-State - Graduating Class 2009 Connecticut | PDF",1791522299,81]