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It details how students performed within the framework of college readiness, including exposure to college entrance testing, course selection and rigor, and the alignment between aspirations and achievement. 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It includes students whose scores are college reportable, including standard and extended time tests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define and use college readiness measures?",{"text":117,"@type":113},"The report focuses on the number and percentage of students who met or exceeded ACT’s College Readiness Benchmark Scores across content areas. 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Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report.  \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 who met or exceeded 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 ","cbCaidVlz5Q5a6CV","https://ap.wps.com/l/cbCaidVlz5Q5a6CV","pdf",623562,34,"English","# Section I: Executive Summary\n## Percent of Your Students Ready for College-Level Coursework\n## Five Year Trends—Percent of Students Who Met 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## Average ACT College Reportable Scores by Test Session Duration\n## Percent of Students Who Met College Readiness Benchmark Scores by Test Session Duration\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 Who Met College Readiness Benchmark Scores by Gender\n## College Readiness Benchmark Percent and Average ACT Scores by Overall High School Curriculum and Content-Specific Curriculum\n# Section III: College Readiness & Impact of Course Rigor\n## Percent of Students Who Met 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## 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## Students' Score Report Preferences at Time of Testing\n# Section V: Optional Writing Test Results\n## Average ACT English and Writing Scores by Race/Ethnicity and Gender for students who took ACT Writing","[{\"question\":\"What audience and student group does the ACT Profile Report-State cover for Illinois 2013?\",\"answer\":\"It provides information about Illinois 2013 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2013. It includes students whose scores are college reportable, including standard and extended time tests.\"},{\"question\":\"How does the report define and use college readiness measures?\",\"answer\":\"The report focuses on the number and percentage of students who met or exceeded ACT’s College Readiness Benchmark Scores across content areas. Benchmark scores indicate a probability of earning a B or higher (around 50%) or a C or higher (about 75%) in corresponding credit-bearing college courses.\"},{\"question\":\"Why does the report recommend using trends rather than year-to-year changes?\",\"answer\":\"The report explains that year-to-year changes can reflect normal, even expected fluctuations, while trend lines provide more insight into what is happening in a school, district, or the state.\"}]","ACT Profile Report-State - Graduating Class 2013 Illinois | PDF",1791515324,86]