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It examines readiness percentages and trends over multiple years, score distributions and quartiles by race/ethnicity and gender, and the impact of course rigor and common course patterns. 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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 309999  \nNew Hampshire  \nTotal Students in Report: 2,884  \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 cour","cbCaiedMw5Lr2ejg","https://ap.wps.com/l/cbCaiedMw5Lr2ejg","pdf",157570,34,"English","# 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—Percent and Average Composite Score by Race/Ethnicity\n## Percent of Students in College Readiness Standards Score Ranges\n# 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## Average ACT Scores by Gender\n## College Readiness Benchmark Scores by Overall High School Curriculum and Content-Specific Curriculum\n# 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# Career and Educational Aspirations\n## Distribution of Planned Educational Majors for All Students by College Plans\n## Average ACT Composite Scores for Racial/Ethnic Groups by Post-Secondary Educational Aspirations\n# Optional Writing Test Results\n## Average ACT English and Writing Scores by Race/Ethnicity and Gender","[{\"question\":\"Who is this ACT Profile Report-State for and what does it cover?\",\"answer\":\"It provides information about New Hampshire’s 2011 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported they were scheduled to graduate in 2011 under standard time conditions.\"},{\"question\":\"How does the report define and use college readiness?\",\"answer\":\"College readiness is measured using ACT’s College Readiness Benchmark Scores. The report emphasizes the number and percentage of students meeting or exceeding those benchmark scores across subject areas rather than relying only on average composite scores.\"},{\"question\":\"What factors does the report analyze under academic achievement and preparedness?\",\"answer\":\"It includes score distributions, averages, and quartile values; comparisons by race/ethnicity and gender; and results by level of preparation and by high school curriculum and course selection.\"},{\"question\":\"What additional results are included beyond standard ACT testing?\",\"answer\":\"The report includes optional writing test results, including average ACT English and writing scores by race/ethnicity and gender for students who took the ACT Writing.\"}]","ACT Profile Report-State - Graduating Class 2011 - New Hampshire | PDF",1791520424,86]