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The report emphasizes college readiness through benchmark-based measures rather than relying only on average composite scores. It analyzes academic achievement, course selection and rigor, and connections between performance and student aspirations, alongside career and educational intent. Optional writing outcomes are also summarized, with guidance on interpreting trends over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/act-profile-report-state-graduating-class-2014-new-mexico/527910/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/act-profile-report-state-graduating-class-2014-new-mexico/527910.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the ACT Profile Report-State for New Mexico (Graduating Class 2014) measure?","Question",{"text":112,"@type":113},"It reports student performance in the context of college readiness using ACT College Readiness Benchmark Scores, along with related measures such as course selection, course rigor, and alignment between aspirations and performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report encourage educators to interpret changes across years?",{"text":117,"@type":113},"It encourages focusing on trends over multiple years (e.g., 3, 5, 10 years) rather than year-to-year fluctuations, since changes can reflect expected normal variation.",{"name":119,"@type":110,"acceptedAnswer":120},"What are ACT College Readiness Benchmark Scores and how are they defined?",{"text":121,"@type":113},"Benchmark scores indicate 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 relevant credit-bearing college courses. Scores were empirically derived from actual student performance in college.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},527910,1791565124,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ACT Profile Report-State  \nGraduating Class 2014  \nNew Mexico  \n*070066110*  \nACT, INC. --CONFIDENTIAL  \nACT PROFILE REPORT-State PAGE 1  \nGraduating Class 2014 Code 329999  \nNew Mexico  \nTotal Students in Report: 12,945  \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 329999  \nNew Mexico  \nTotal Students in Report: 12,945  \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","cbCairZWSyHBTfPh","https://ap.wps.com/l/cbCairZWSyHBTfPh","pdf",640301,34,"English","# Section I: Executive Summary\n## Percent of Your Students Ready for College-Level Coursework\n## Five Year Trends—Percent and Average ACT Scores\n## Percent of Students in College Readiness Standards Score Ranges\n# Section II: Academic Achievement\n## ACT Score Distributions and Quartile Values\n## Average ACT Scores by Race/Ethnicity and Level of Preparation\n## Percent Meeting Benchmarks by Gender\n# Section III: College Readiness & Impact of Course Rigor\n## Common Course Patterns and Readiness Percents\n# Section IV: Career and Educational Aspirations\n## Planned Educational Majors and College Plans\n## Post-Secondary Aspirations and Score Outcomes\n# Section V: Optional Writing Test Results","[{\"question\":\"What does the ACT Profile Report-State for New Mexico (Graduating Class 2014) measure?\",\"answer\":\"It reports student performance in the context of college readiness using ACT College Readiness Benchmark Scores, along with related measures such as course selection, course rigor, and alignment between aspirations and performance.\"},{\"question\":\"How does the report encourage educators to interpret changes across years?\",\"answer\":\"It encourages focusing on trends over multiple years (e.g., 3, 5, 10 years) rather than year-to-year fluctuations, since changes can reflect expected normal variation.\"},{\"question\":\"What are ACT College Readiness Benchmark Scores and how are they defined?\",\"answer\":\"Benchmark scores indicate 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 relevant credit-bearing college courses. Scores were empirically derived from actual student performance in college.\"}]","ACT Profile Report-State - Graduating Class 2014 - New Mexico | PDF",1791515476,86]