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The report organizes results by executive summary, academic achievement, college readiness and the impact of course rigor, career and educational aspirations, and optional writing test results. 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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 3  ","cbCaiufqrcmnhPQX","https://ap.wps.com/l/cbCaiufqrcmnhPQX","pdf",660813,34,"English","# Executive Summary\n## Percent of Your Students Ready for College-Level Coursework\n## Five Year Trends\n## Section II: Academic Achievement\n## Academic Achievement Overview\n## Section III: College Readiness & Impact of Course Rigor\n## College Readiness & Course Rigor\n## Section IV: Career and Educational Aspirations\n## Planned Educational Majors and Aspirations\n## Section V: Optional Writing Test Results","[{\"question\":\"What does the ACT Profile Report-State for Alabama cover for the Graduating Class of 2014?\",\"answer\":\"It reports student performance in the context of college readiness for 2014 graduates who took the ACT and self-reported they would graduate in 2014. It also includes access, course selection, course rigor, readiness benchmarks, and related aspiration information.\"},{\"question\":\"How does the report encourage interpreting changes in ACT data over time?\",\"answer\":\"ACT recommends focusing on trends across 3, 5, or 10 years rather than relying on year-to-year changes, since fluctuations can be normal or expected.\"},{\"question\":\"What are ACT College Readiness Benchmark Scores and why are they emphasized?\",\"answer\":\"Benchmark scores are minimum ACT subject-area scores indicating 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. The report emphasizes meeting or exceeding benchmarks because they are described as more meaningful than average composite scores.\"}]","ACT Profile Report - State - Graduating Class 2014 - Alabama | PDF",1791515410,86]