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Highlights that only 51% meet the benchmark and that readiness is higher in earlier grades than by twelfth grade. Analyzes differences by gender, race/ethnicity, and family income, identifying groups with substantially lower readiness. Offers insights into strengthening state reading standards and improving high school reading instruction to boost student achievement.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/college-readiness-reading-between-the-lines-what-the-act-reveals-about-college-readiness-in-reading/529316/",{"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/college-readiness-reading-between-the-lines-what-the-act-reveals-about-college-readiness-in-reading/529316.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the ACT College Readiness Benchmark for Reading represent?","Question",{"text":112,"@type":113},"It represents an achievement level associated with a high probability of success in typical credit-bearing first-year college reading-dependent courses, including a specified probability of earning grades of C or better and B or better. 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Each year, we serve millions of people in high schools, colleges, professional associations, businesses, and government agencies—nationally and internationally. Though designed to meet a wide array of needs, all ACT programs and services have one guiding purpose—helping people achieve education and workplace success.  \n© 2006 by ACT, Inc. All rights reserved. 7538  \nReading Between the Lines  \nWhat the ACT Reveals About College Readiness in Reading  \nContents  \nA Message from ACT’s CEO and Chairman ......................... i  \n1 Our Students Are Not Ready for College and Workplace Reading ....................................................... 1  \n2 Ready or Not: What Matters in Reading? ....................... 11  \n3 Taking Action: How to Help All Students Become Ready for College-Level Reading .................... 23  \nAppendix .................................................................................... 29  \nReferences ................................................................................... 51  \nA Message from ACT’s CEO and Chairman  \nThis report, which is anchored in ACT data, focuses on steps for improving the reading skills of students attending our nation’s high schools. The conclusions reported are based both on what ACT test scores tell us about the reading skills of ACT-tested high school students who graduated in 2005 and trends derived from students who have taken the tests during the past ten years.  \nWhat appears, according to our data, to make the biggest difference in students’ being ready to read at the college level is something that, for the most part, is neither addressed in state standards nor reflected in the high school curriculum. Our report offers insights into how state standards in reading can be strengthened and how reading instruction at the high school level can be changed to positively impact students’reading achievement.  \nIt is our hope that the insights gained from our data will stimulate discussion and action by educators and policymakers who share our interest in ensuring that all students leave high school with the reading skills needed for successful study in college or a workforce training program.  \nWe share a common interest with teachers, school administrators, parents, school boards, and those making policies affecting school curricula—we all want the very best for our children. We also recognize the challenges inherent in achieving improvements in the reading skills of students from diverse, and sometimes nonsupportive, backgrounds. Daunting and enduring as those challenges are, we believe that, working together, we can overcome them and prevail in our goal of ensuring that all of our nation’s children leave high school armed with the reading skills needed both in college and in the workplace.  \nSincerely,  \nRichard L. Ferguson  \nACT Chief Executive Officer and Chairman of the Board  \n1  \nOur Students Are Not Ready for College and Workplace Reading  \nOnly 51 percent of 2005 ACT-tested high school graduates are ready for college-level reading—and, what’s worse, more students are on track to being ready for college-level reading in eighth and tenth grade than are actually ready by the time they reach twelfth grade.  \nJust over half of our students are able to meet the demands of college-level reading, based on ACT’s national readiness indicator. Only 51 percent of ACTtested high school graduates met ACT’s College Readiness Benchmark for Reading, demonstrating their readiness to handle the reading requirements for typical credit-bearing first-year college coursework, based on the 2004–2005 results of the ACT.  \nAC","cbCaidUnAjAGDDaM","https://ap.wps.com/l/cbCaidUnAjAGDDaM","pdf",497329,63,"English","# Contents\n## A Message from ACT’s CEO and Chairman\n## Our Students Are Not Ready for College and Workplace Reading\n## Ready or Not: What Matters in Reading?\n## Taking Action: How to Help All Students Become Ready for College-Level Reading\n## Appendix\n## References","[{\"question\":\"What does the ACT College Readiness Benchmark for Reading represent?\",\"answer\":\"It represents an achievement level associated with a high probability of success in typical credit-bearing first-year college reading-dependent courses, including a specified probability of earning grades of C or better and B or better. The benchmark corresponds to a score of 21 on the ACT Reading Test.\"},{\"question\":\"How many ACT-tested high school graduates were ready for college-level reading in 2005?\",\"answer\":\"Only 51% of 2005 ACT-tested high school graduates met ACT’s College Readiness Benchmark for Reading, indicating readiness for typical credit-bearing first-year college coursework.\"},{\"question\":\"What does the report suggest about improving reading readiness?\",\"answer\":\"It proposes strengthening state reading standards and changing high school reading instruction to positively impact students’ reading achievement, with the goal of ensuring students graduate with the reading skills needed for college study or workforce training.\"}]","COLLEGE READINESS - Reading Between the Lines - What the ACT Reveals About College Readiness in Reading | PDF",1791520921,159]