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It highlights trends over time, aligns results to ACT College Readiness Standards, and compares achievement across demographics, preparation levels, and course patterns. 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courses, based on empirical student performance.",{"name":74,"@type":61,"acceptedAnswer":75},"Which areas and optional tests are included in the ACT results discussed here?",{"text":76,"@type":64},"The report describes ACT components including tests of academic achievement in English, math, reading, science, and optional writing, and it also includes optional writing test results for students who took ACT Writing.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},529979,1791564682,{"code":4,"msg":86,"data":87},"success",[88,92,96,99,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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\nGraduating Class 2009 Code 219999  \nMaryland  \nTotal Students in Report: 11,317  \nTable of Contents  \nSection I: Executive Summary  \nPercent of Your Students Ready for College-Level Coursework  \nFive Year Trends—Percent of Students Meeting College Readiness Benchmarks  \nFive Year Trends—Average ACT Scores  \nFive Year Trends—Average ACT Scores by Level of Preparation  \nFive Year Trends—Percent and Average Composite Score by Race/Ethnicity  \nSection II: Academic Achievement  \nACT Score Distributions, Cumulative Percentages, Averages, and Quartile Values  \nAverage ACT Composite Scores for Race/Ethnicity by Level of Preparation  \nAverage ACT Scores by Race/Ethnicity  \nPercent of Students in College Readiness Standards Score Ranges  \nAverage ACT Scores by Gender  \nPercent of Students Meeting College Readiness Benchmark Scores by Gender  \nCollege Readiness Benchmark Percent and Average ACT Scores by Overall High School Curriculum College Readiness Benchmark Percent and Average ACT Scores by Content-Specific Curriculum  \nSection III: College Readiness & Impact of Course Rigor  \nPercent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity Average ACT Scores and Average ACT Score Changes by Common Course Patterns  \nCollege Readiness Percents by Common Course Patterns  \nSection IV: Career and Educational Aspirations  \nDistribution of Planned Educational Majors for All Students by College Plans  \nAverage ACT Composite Scores for Racial/Ethnic Groups by Post-Secondary Educational Aspirations Students' Score Report Preferences at Time of Testing  \nSection V: Optional Writing Test Results  \nPage 5  \nPage 9  \nPage 15  \nPage 23  \nPage 27  \nAverage ACT English and Writing Scores by Race/Ethnicity and Gender for students who took ACT Writing  \nACT PROFILE REPORT-State PAGE 2  \nGraduating Class 2009 Code 219999  \nMaryland  \nTotal Students in Report: 11,317  \nThis report provides information about the performance of your 2009 graduating seniors who took the ACT as sophomores, juniors, or seniors; 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 219999  \nMaryland  \nTotal Students in Report: 11,317  \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","cbCaidnZNCxdqgqN","https://ap.wps.com/l/cbCaidnZNCxdqgqN","pdf",117955,32,"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\n## College Readiness Benchmark Percent and Average ACT Scores by Content-Specific Curriculum\n# Section III: 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# Section IV: Career and Educational Aspirations\n## Distribution of Planned Educational Majors by College Plans\n## Average ACT Composite Scores by Racial/Ethnic Groups by Post-Secondary Aspirations\n## Students' Score Report Preferences at Time of Testing\n# Section V: Optional Writing Test Results\n## Average ACT English and Writing Scores by Race/Ethnicity and Gender","[{\"question\":\"What student group does the report cover for Maryland in 2009?\",\"answer\":\"The report covers the performance of 2009 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2009 under standard time conditions.\"},{\"question\":\"What does the report emphasize when evaluating college readiness?\",\"answer\":\"It emphasizes the number and percentage of students meeting or exceeding ACT College Readiness Benchmark Scores, using these measures as more meaningful indicators than average composite scores alone.\"},{\"question\":\"How does the report define ACT College Readiness Benchmark Scores?\",\"answer\":\"A benchmark score is the minimum ACT subject-area score needed to indicate about a 50% chance of obtaining a B or higher (or about a 75% chance of obtaining a C or higher) in corresponding credit-bearing college courses, based on empirical student performance.\"},{\"question\":\"Which areas and optional tests are included in the ACT results discussed here?\",\"answer\":\"The report describes ACT components including tests of academic achievement in English, math, reading, science, and optional writing, and it also includes optional writing test results for students who took ACT Writing.\"}]","ACT Profile Report-State - Graduating Class 2009 - Maryland | PDF",1791522329,81]