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It presents executive summary trends over five years, academic achievement distributions by race/ethnicity and gender, course-selection and rigor links to achievement, and students’ college and career aspirations. 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student group does the Idaho 2011 ACT Profile Report-State cover?","Question",{"text":112,"@type":113},"The report analyzes 2011 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2011 under standard time conditions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define and use ACT College Readiness Benchmark Scores?",{"text":117,"@type":113},"Benchmark scores represent the minimum ACT subject-area score associated with 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.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors does the report examine beyond overall ACT scores?",{"text":121,"@type":113},"It includes trends in college readiness, performance by race/ethnicity and gender, course selection and course rigor patterns, and how student aspirations align with 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\nTotal Students in Report: 11,321  \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 139999  \nIdaho  \nTotal Students in Report: 11,321  \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 139999  \nIdaho  \nTotal Students in Report: 11,321  \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 Prof","cbCaimx3WfqYD3b3","https://ap.wps.com/l/cbCaimx3WfqYD3b3","pdf",163263,34,"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## College Readiness Benchmark by Overall High School Curriculum and 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## Average ACT Scores and Average ACT Score Changes by Common Course Patterns\n## College Readiness Percents by Common Course Patterns\n# Section IV: Career and Educational Aspirations\n## Planned Educational Majors by College Plans\n## Average ACT Composite Scores by Racial/Ethnic Groups and Post-Secondary Aspirations\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 Idaho 2011 ACT Profile Report-State cover?\",\"answer\":\"The report analyzes 2011 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2011 under standard time conditions.\"},{\"question\":\"How does the report define and use ACT College Readiness Benchmark Scores?\",\"answer\":\"Benchmark scores represent the minimum ACT subject-area score associated with 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.\"},{\"question\":\"Which factors does the report examine beyond overall ACT scores?\",\"answer\":\"It includes trends in college readiness, performance by race/ethnicity and gender, course selection and course rigor patterns, and how student aspirations align with performance.\"}]","ACT Profile Report - State - Graduating Class 2011 - Idaho | PDF",1791520413,86]