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The report analyzes college readiness using ACT College Readiness Benchmark Scores, including five-year trends, achievement distributions, course selection and rigor, course pattern impacts, and gender and race/ethnicity breakdowns. It also addresses career and educational aspirations alignment and optional writing test results, emphasizing trend-based interpretation over year-to-year 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does the ACT Profile Report-State measure for the Graduating Class 2009 in Minnesota?","Question",{"text":112,"@type":113},"It reports student ACT performance in the context of college readiness, including scores against ACT College Readiness Benchmark Scores and related participation and course-rigor factors for the 2009 cohort.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are ACT College Readiness Benchmark Scores used in the report?",{"text":117,"@type":113},"They represent the minimum ACT subject-area scores needed to indicate 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.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the report recommend regarding interpreting ACT results over time?",{"text":121,"@type":113},"ACT encourages educators to focus on trends across periods (such as 3, 5, or 10 years) rather than year-to-year changes, since fluctuations can be normal and expected.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},529980,1791593347,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ACT Profile Report-State  \nGraduating Class 2009 Minnesota  \nACT PROFILE REPORT-State PAGE 1  \nGraduating Class 2009 Code 249999  \nMinnesota  \nTotal Students in Report: 43,642  \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 249999  \nMinnesota  \nTotal Students in Report: 43,642  \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 249999  \nMinnesota  \nTotal Students in Report: 43,642  \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,","cbCaigZGdauDBG2z","https://ap.wps.com/l/cbCaigZGdauDBG2z","pdf",117918,32,"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## Benchmark Percent and Average ACT Scores by High School 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## Planned Educational Majors by College Plans\n## Post-Secondary Educational Aspirations and ACT Composite 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 measure for the Graduating Class 2009 in Minnesota?\",\"answer\":\"It reports student ACT performance in the context of college readiness, including scores against ACT College Readiness Benchmark Scores and related participation and course-rigor factors for the 2009 cohort.\"},{\"question\":\"How are ACT College Readiness Benchmark Scores used in the report?\",\"answer\":\"They represent the minimum ACT subject-area scores needed to indicate 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.\"},{\"question\":\"What does the report recommend regarding interpreting ACT results over time?\",\"answer\":\"ACT encourages educators to focus on trends across periods (such as 3, 5, or 10 years) rather than year-to-year changes, since fluctuations can be normal and expected.\"}]","ACT Profile Report-State - Graduating Class 2009 Minnesota | PDF",1791522330,81]