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The report frames results through five-year trends, achievement distributions, course rigor and selection, benchmark attainment by race/ethnicity and gender, and links scores to ACT College Readiness Standards and specific subject-area benchmarks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/act-profile-report-state-graduating-class-2011-district-of-columbia/529077/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/act-profile-report-state-graduating-class-2011-district-of-columbia/529077.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What student group does the report cover and how was testing conducted?","Question",{"text":112,"@type":113},"The report covers the District of Columbia graduating seniors in the 2011 cohort (1,480 students) who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2011. 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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.  \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 099999  \nDistrict of Columbia  \nTotal Students in Report: 1,480  \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) ","cbCaivptsGZwBFSb","https://ap.wps.com/l/cbCaivptsGZwBFSb","pdf",166084,34,"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## Percent of Students in College Readiness Standards Score Ranges\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# Section III: College Readiness & Impact of Course Rigor\n## Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity\n# Section IV: Career and Educational Aspirations\n## Distribution of Planned Educational Majors for All Students by College Plans\n# Section V: Optional Writing Test Results","[{\"question\":\"What student group does the report cover and how was testing conducted?\",\"answer\":\"The report covers the District of Columbia graduating seniors in the 2011 cohort (1,480 students) who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2011. Testing occurred under standard time conditions.\"},{\"question\":\"How does the report define college readiness and benchmark scores?\",\"answer\":\"College readiness is measured using ACT College Readiness Benchmark Scores. Benchmark scores indicate the minimum ACT subject-area score associated with about a 50% chance of earning a B or higher and about a 75% chance of earning a C or higher in corresponding college courses, with the scores derived empirically from student performance.\"},{\"question\":\"What areas of academic performance and course-related factors does the report analyze?\",\"answer\":\"The report examines academic achievement through score distributions and averages, benchmark attainment by race/ethnicity and gender, and the impact of course rigor and common course patterns on achievement and readiness outcomes.\"}]","ACT Profile Report - State - Graduating Class 2011 - District of Columbia | PDF",1791520408,86]