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It summarizes student test performance within college readiness, including course selection and curriculum exposure, and evaluates the impact of course rigor on academic achievement. The report also analyzes college readiness benchmark results by race/ethnicity and gender, course patterns, student aspirations, planned majors, and optional writing test 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population does the ACT Profile Report-State for 2011 describe?","Question",{"text":112,"@type":113},"The report covers 2011 graduating seniors who took the ACT as sophomores, juniors, or seniors, and self-reported at testing that they were scheduled to graduate in 2011.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report evaluate college readiness?",{"text":117,"@type":113},"It emphasizes the percentage and number of students meeting or exceeding ACT College Readiness Benchmark Scores in each content area rather than relying mainly on average composite scores.",{"name":119,"@type":110,"acceptedAnswer":120},"What benchmark scores are used for key subject areas?",{"text":121,"@type":113},"Benchmarks listed include English Composition (18), Algebra/Mathematics (22), Social Sciences via Reading (21), and Biology/Science (24).",{"name":123,"@type":110,"acceptedAnswer":124},"What additional results are included for students who took the ACT Writing 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\nConnecticut  \nTotal Students in Report: 10,809  \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  \nPercent of Students in College Readiness Standards Score Ranges  \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 11  \nPage 17  \nPage 25  \nPage 29  \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 2011 Code 079999  \nConnecticut  \nTotal Students in Report: 10,809  \nThis report provides information about the performance of your 2011 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 2011 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.  \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-State PAGE 3  \nGraduating Class 2011 Code 079999  \nConnecticut  \nTotal Students in Report: 10,809  \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 in","cbCaicOhhmwcnFpa","https://ap.wps.com/l/cbCaicOhhmwcnFpa","pdf",164451,34,"English","# Executive Summary\n## Percent of Your Students Ready for College-Level Coursework\n## Five Year Trends—Percent of Students Meeting Benchmarks\n## Five Year Trends—Average ACT Scores\n## Five Year Trends—Composite Score by Race/Ethnicity\n## Percent in Readiness Standards Score Ranges\n# Academic Achievement\n## Score Distributions, Cumulative Percentages, Averages, and Quartiles\n## Average ACT Scores by Race/Ethnicity and Preparation Level\n## Average ACT Scores by Race/Ethnicity\n## Average ACT Scores by Gender\n## Benchmarks by Gender\n## Benchmarks by Overall High School Curriculum and Content-Specific Curriculum\n# College Readiness & Impact of Course Rigor\n## Benchmarks by Race/Ethnicity and Average Score Changes\n## Readiness Percents by Common Course Patterns\n# Career and Educational Aspirations\n## Planned Educational Majors by College Plans\n## Aspirations and Average Composite Scores by Racial/Ethnic Groups\n## Score Report Preferences at Time of Testing\n# Optional Writing Test Results\n## Average English and Writing Scores by Race/Ethnicity and Gender","[{\"question\":\"What population does the ACT Profile Report-State for 2011 describe?\",\"answer\":\"The report covers 2011 graduating seniors who took the ACT as sophomores, juniors, or seniors, and self-reported at testing that they were scheduled to graduate in 2011.\"},{\"question\":\"How does the report evaluate college readiness?\",\"answer\":\"It emphasizes the percentage and number of students meeting or exceeding ACT College Readiness Benchmark Scores in each content area rather than relying mainly on average composite scores.\"},{\"question\":\"What benchmark scores are used for key subject areas?\",\"answer\":\"Benchmarks listed include English Composition (18), Algebra/Mathematics (22), Social Sciences via Reading (21), and Biology/Science (24).\"},{\"question\":\"What additional results are included for students who took the ACT Writing test?\",\"answer\":\"The report provides average ACT English and Writing scores broken down by race/ethnicity and gender for students who took ACT Writing.\"}]","ACT Profile Report - State - Graduating Class 2011 - Connecticut | PDF",1791520405,86]