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The report details college readiness measures and benchmarking, including trends over five years, score distributions by race/ethnicity and gender, and impacts of course rigor. It also covers access to college entrance testing, course selection for core curricula, career and educational aspirations, optional writing results, and guidance on interpreting trends and readiness benchmarks.",{"@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-west-virginia/527928/",{"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-west-virginia/527928.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What student group does this West Virginia ACT Profile Report cover for the Graduating Class of 2014?","Question",{"text":112,"@type":113},"The report covers 2014 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2014. It includes students whose scores are college reportable on standard and extended time tests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define and use college readiness benchmark scores?",{"text":117,"@type":113},"College readiness benchmark scores are the 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 the percent of students meeting or exceeding these benchmarks rather than relying only on average composite scores.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does ACT recommend focusing on trend lines instead of year-to-year changes?",{"text":121,"@type":113},"ACT recommends analyzing trends over periods such as 3, 5, or 10 years because year-to-year variation can reflect normal expected fluctuations. Trend lines provide clearer insight into what is happening in a school, district, or the state.","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},527928,1791552336,{"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":39,"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},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ACT Profile Report-State  \nGraduating Class 2014  \nWest Virginia  \n*070086110*  \nACT, INC. --CONFIDENTIAL  \nACT PROFILE REPORT-State PAGE 1  \nGraduating Class 2014 Code 499999  \nWest Virginia  \nTotal Students in Report: 11,191  \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 499999  \nWest Virginia  \nTotal Students in Report: 11,191  \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 REP","cbCaitFs4fkpTUxX","https://ap.wps.com/l/cbCaitFs4fkpTUxX","pdf",639554,34,"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## Average ACT Scores and College Readiness Benchmark Results by High School 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## College Readiness Percents by Common Course Patterns\n# Section IV: Career and Educational Aspirations\n## Distribution of Planned Educational Majors by College Plans\n## Average ACT Composite Scores by Post-Secondary Aspirations\n# Section V: Optional Writing Test Results\n## Average ACT English and Writing Scores by Race/Ethnicity and Gender","[{\"question\":\"What student group does this West Virginia ACT Profile Report cover for the Graduating Class of 2014?\",\"answer\":\"The report covers 2014 graduating seniors who took the ACT as sophomores, juniors, or seniors and self-reported that they were scheduled to graduate in 2014. It includes students whose scores are college reportable on standard and extended time tests.\"},{\"question\":\"How does the report define and use college readiness benchmark scores?\",\"answer\":\"College readiness benchmark scores are the 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 the percent of students meeting or exceeding these benchmarks rather than relying only on average composite scores.\"},{\"question\":\"Why does ACT recommend focusing on trend lines instead of year-to-year changes?\",\"answer\":\"ACT recommends analyzing trends over periods such as 3, 5, or 10 years because year-to-year variation can reflect normal expected fluctuations. Trend lines provide clearer insight into what is happening in a school, district, or the state.\"}]","ACT Profile Report-State - Graduating Class 2014 - West Virginia | PDF",1791515519,86]