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It distinguishes performance standards from proficiency standards (cut scores) and explains how these create proficiency rates reported publicly. Drawing on examples from Kentucky, Florida, New York, and the District of Columbia, it outlines communication planning for short-term score declines while new baselines are established and highlights rigor concerns linked to minimum competency.",{"@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-research-policy-issue-brief-june-2014-communicating-college-and-career-readiness-through-proficiency-standards/528758/",{"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-research-policy-issue-brief-june-2014-communicating-college-and-career-readiness-through-proficiency-standards/528758.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do performance standards differ from proficiency standards (cut scores)?","Question",{"text":112,"@type":113},"Performance standards describe categories of student performance with descriptions of what students are likely to know and be able to do. Proficiency standards specify the score needed to be classified into a performance category associated with that performance standard.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is communication about new state assessments critical during transitions?",{"text":117,"@type":113},"Because changes to curriculum, instruction, and assessments are unprecedented in many cases, communicating clearly the meaning and implications of student performance on new assessments in the context of college and career readiness is essential.",{"name":119,"@type":110,"acceptedAnswer":120},"What actions should states take when seeking to raise proficiency standards?",{"text":121,"@type":113},"The brief recommends reinforcing college and career readiness for all students, setting proficiency standards using empirical data tied to whether students are on target, and developing communication plans to address expected short-term declines in average state scores as new baselines are established.","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},528758,1791750657,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ACT Research & Policy  \n\n| Issue Brief |\n| --- |\n| June 2014 |\n\nThe examples of Kentucky, Florida, New York, and the District of Columbia show that states seeking to raise proficiency standards should take the following actions:  \n• Reinforce why college and career readiness for all students is the right goal.  \n• Set proficiency standards using empirical data that indicate whether a student is on target for college and career readiness.  \n• Develop—and carry out—a communication planto prepare the public fora short-term decline in average state scores asa new baseline is being established.  \nCommunicating College and Career Readiness through Proficiency Standards  \nBy Michelle Croft, Gretchen Guffy, and Dan Vitale  \nIntroduction  \nOne of the promises of public education is that, when students graduate from high school, they are prepared for college or for workforce training. The unfortunate reality is that many students leave high school academically unprepared for college and career. Nationwide, only 39% of 2013 high school graduates taking the ACT® college readiness assessment met more than two of the four ACT College Readiness Benchmarks (in English, Reading, Mathematics, or Science), and nearly one-third (31%) did not meet any.1  \nThe need to adequately prepare all students for the next stage in their lives has led a number of states to adopt new educational standards that reflect the expectation that all high school students will be ready for college and career when they graduate. States are in various stages of implementing these standards,2  \nand, as part of that effort, are strengthening curriculum, instruction, and assessments to reflect the standards. Because these changes are unprecedented in many cases, how they are communicated to students, parents, educators, and the public is a critical component of this work. In particular, it is especially important to explain clearly the meaning and implications of student performance on new state assessments in the context of college and career readiness.  \nBackground  \nResults of state assessments are typically discussed in two ways: with respect to a performance standard or with respect to a proficiency standard. A performance standard (also known as a proficiency level) is distinct from  \nthe academic content standards on which the testis based. The performance standard establishes categories of student performance (such as“advanced,”“proficient,”“basic,” and “below basic”) along with descriptions of what students who fall within each category are likely to know and be able to do. For example, in the District of Columbia, a student classified as “proficient” in sixth-grade mathematics is able, among other things, to “apply order of operations to numeric and algebraic expressions, convert between different numerical representations, construct a graph, identify an expression for the graph and use the graph to make predictions.”3  \nA proficiency standard (also known as a cut score) is the specific score a student needs to achieve on an assessment to be classified into a particular performance category associated with a performance standard. Using the previous example, a sixth-grade student would need to score between 654 and 667 on a scale of 600 to 699 to be considered proficient in mathematics.4 By meeting the proficiency standard, the  \nsixth-grade student is demonstrating that she is capable applying the order of operations, constructing a graph, and so forth.  \nThe performance and proficiency standards provide the basis for calculating proficiency rates—the statistics most often communicatedin the media. The proficiency rates are the percentage of students at or above the proficient performance standard at a particular grade level, school, or district.  \nWith the enactment of the No Child Left Behind Act in 2002, states became responsible for  \n[www.act.org/research-policy](www.act.org/research-policy)  \n[research.policy@act.org](research.policy@act.org) for more inform","cbCaifoWBy5JRxYS","https://ap.wps.com/l/cbCaifoWBy5JRxYS","pdf",138142,"English","# Introduction\n# Background\n# What States Are Doing","[{\"question\":\"How do performance standards differ from proficiency standards (cut scores)?\",\"answer\":\"Performance standards describe categories of student performance with descriptions of what students are likely to know and be able to do. Proficiency standards specify the score needed to be classified into a performance category associated with that performance standard.\"},{\"question\":\"Why is communication about new state assessments critical during transitions?\",\"answer\":\"Because changes to curriculum, instruction, and assessments are unprecedented in many cases, communicating clearly the meaning and implications of student performance on new assessments in the context of college and career readiness is essential.\"},{\"question\":\"What actions should states take when seeking to raise proficiency standards?\",\"answer\":\"The brief recommends reinforcing college and career readiness for all students, setting proficiency standards using empirical data tied to whether students are on target, and developing communication plans to address expected short-term declines in average state scores as new baselines are established.\"}]","ACT Research & Policy - Issue Brief - June 2014 - Communicating College and Career Readiness through Proficiency Standards | PDF",1791519712,15]