[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-527904-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-527904-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","act-profile-report-state-graduating-class-2014-missouri","ACT Profile Report-State - Graduating Class 2014 - Missouri","","ACT Profile Report-State（Missouri，Graduating Class 2014）以参加ACT并在测试时自报计划于2014年毕业的高中毕业生数据为基础，汇总其在大学入学准备方面的表现。报告围绕学院准备基准达成比例、各内容领域的成绩分布与五年趋势，分析不同族裔、性别与课程准备程度下的差异，并评估课程严谨度与课程选择对成绩及达标情况的影响，同时涵盖职业与教育志向、写作可选测试结果及成绩报告偏好等内容。",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/act-profile-report-state-graduating-class-2014-missouri/527904/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/act-profile-report-state-graduating-class-2014-missouri/527904.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-09",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",16,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"本报告使用哪些学生数据口径？","Question",{"text":63,"@type":64},"报告以2014届毕业生为对象，要求其在参加ACT时作为二年级、三年级或四年级学生作答，并在测试时自报计划于2014年毕业。","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"报告如何衡量“大学入学准备”？",{"text":68,"@type":64},"通过ACT College Readiness Benchmark Scores衡量各内容领域的达标情况，强调达标的数量与百分比，比单纯平均综合分更具可解释性。",{"name":70,"@type":61,"acceptedAnswer":71},"为什么要使用五年趋势而不是逐年对比？",{"text":72,"@type":64},"报告指出逐年变化可能代表正常甚至预期波动，但趋势线能提供更深入的学校、学区或州层面的变化洞察。","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},527904,1791565253,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ACT Profile Report-State  \nGraduating Class 2014  \nMissouri  \n*070060110*  \nACT, INC. --CONFIDENTIAL  \nACT PROFILE REPORT-State PAGE 1  \nGraduating Class 2014 Code 269999  \nMissouri  \nTotal Students in Report: 48,865  \nTable of Contents  \nSection I: Executive Summary  \nPercent of Your Students Ready for College-Level Coursework  \nFive Year Trends—Percent of Students Who Met 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  \nAverage ACT College Reportable Scores by Test Session Duration  \nPercent of Students Who Met College Readiness Benchmark Scores by Test Session Duration  \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 Who Met 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 Who Met 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 2014 Code 269999  \nMissouri  \nTotal Students in Report: 48,865  \nThis report provides information about the performance of your 2014 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 2014. 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 ","cbCaiin04TCXqCvy","https://ap.wps.com/l/cbCaiin04TCXqCvy","pdf",639774,34,"English","# Executive Summary\n## Percent of Your Students Ready for College-Level Coursework\n## Five Year Trends\n## Section II: Academic Achievement\n## Section III: College Readiness & Impact of Course Rigor\n## Section IV: Career and Educational Aspirations\n## Section V: Optional Writing Test Results","[{\"question\":\"本报告使用哪些学生数据口径？\",\"answer\":\"报告以2014届毕业生为对象，要求其在参加ACT时作为二年级、三年级或四年级学生作答，并在测试时自报计划于2014年毕业。\"},{\"question\":\"报告如何衡量“大学入学准备”？\",\"answer\":\"通过ACT College Readiness Benchmark Scores衡量各内容领域的达标情况，强调达标的数量与百分比，比单纯平均综合分更具可解释性。\"},{\"question\":\"为什么要使用五年趋势而不是逐年对比？\",\"answer\":\"报告指出逐年变化可能代表正常甚至预期波动，但趋势线能提供更深入的学校、学区或州层面的变化洞察。\"}]","ACT Profile Report-State - Graduating Class 2014 - Missouri | PDF",1791515459,86]