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Defines readiness based on empirically grounded knowledge and skills needed to enroll and succeed in credit-bearing first-year college courses without remediation. Traces enrollment, retention, re-enrollment, and migration patterns, linking benchmark-meeting behavior to college persistence, progress to degree, GPA, and degree completion while highlighting non-linear pathways and policy implications.",{"@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/indiana-the-reality-of-college-readiness-2012/528802/",{"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/indiana-the-reality-of-college-readiness-2012/528802.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does ACT define “college and career readiness” in this report?","Question",{"text":112,"@type":113},"It is defined as the acquisition of knowledge and skills a student needs to enroll and succeed in credit-bearing first-year college courses without the need for remediation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What outcomes does the report track for the 2010 ACT-tested Indiana high school graduates?",{"text":117,"@type":113},"It traces college enrollment, retention, re-enrollment, and migration patterns, and examines how benchmark-meeting behavior affects success in college.",{"name":119,"@type":110,"acceptedAnswer":120},"What are ACT College Readiness Benchmarks and how are they used?",{"text":121,"@type":113},"Benchmarks are subject-area scores representing the level of achievement associated with about a 50% chance of earning a B or higher or about a 75% chance of earning a C or higher in corresponding first-year credit-bearing courses. 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Based on extensive empirical research, ACT has defined “college and career readiness” as the acquisition of knowledge and skills a student needs to enroll and succeed in credit-bearing first-year college courses at a postsecondary institution without the need for remediation. This definition has been adopted by the Common Core State Standards Initiative.  \nThis Report  \nThis report is a companion to The Condition of College & Career Readiness. The report traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in your state. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college.  \nWhy Is This Report Important?  \nSince the middle of the 20th century, attention has been focused on institutional retention and persistence-to-degree rates. Yet, in spite of significant institutional efforts, those rates remain disappointingly stagnant.  \nSince 1983, ACT has been collecting and reporting on institutional retention and persistence-to-degree rates. Annual reports include data from more than 2,500 colleges and universities. Over that period, first-to-second-year retention rates for four-year colleges have ranged from 72.3%(2008) to 74.9%(1991) and five-year persistence-to-degree rates have ranged from 50.9%(2001) to 55.1%(1989) . Narrow and stagnant ranges also characterize statistics for two-year public colleges. Retention rates range from 51.3%(2004) to 55.7%(2010), and  \nthree-year persistence-to-degree rates range from 25.5%(2010) to 38.8%(1989) . In spite of significant efforts to increase student success, rates remain virtually unchanged.  \nUnfortunately, retention and persistence-to-degree rates have been used as proxies for institutional effectiveness, and accountability models are built on factors over which the institution exhibits only limited control. Our opinion is that it  \nis shortsighted to believe that institutional effectiveness is rooted solely in the notion that students should enroll, persist, and graduate in a reasonable timeframe from the institution where they first enrolled.  \nThis report is intended to raise awareness of the fact that the path to college success is not a linear one for many students. There are significant numbers of qualified students who move through (or in and out of) multiple postsecondary experiences as they pursue their educational goals.  \nConsider for a moment the following characteristics of undergraduate students:  \n• 11% of students simultaneously enrolled in more than one institution  \n• 41% of graduates attended more than one institution  \n• 38% enrolled part time  \n• More than 2 million students brought college credit with them at the time of first full-time enrollment (dual credit, AP, online, or CLEP)  \n• 30% delayed enrollment a year or more  \n• 25% of undergraduates are over age 25  \n• 30% of undergraduates enrolled in an online course  \n• 29% of community college students transfer to four-year colleges  \n• 14% transfer from four-year to two-year colleges  \nMany of these students fail to reach their goals because transitions between and among institutions are fraught with complexities and are far from transparent. In that respect, the discussion must shift to students’ achievement of individual postsecondary goals regardless of where they enroll, where they re-enroll, the length of time it takes, and where they ultimately complete their goals.  \nWhile we provide information on institutional retention, we hope that reader attention will be directed to the significant numbers and the academic capabilities of other groups of students: those who never enroll, those who d","cbCairNeFbXCFocm","https://ap.wps.com/l/cbCairNeFbXCFocm","pdf",1937168,12,"English","# This Report\n## Why Is This Report Important?\n## Attainment of ACT’s College Readiness Benchmarks\n## Benchmark Relationship and Outcomes","[{\"question\":\"How does ACT define “college and career readiness” in this report?\",\"answer\":\"It is defined as the acquisition of knowledge and skills a student needs to enroll and succeed in credit-bearing first-year college courses without the need for remediation.\"},{\"question\":\"What outcomes does the report track for the 2010 ACT-tested Indiana high school graduates?\",\"answer\":\"It traces college enrollment, retention, re-enrollment, and migration patterns, and examines how benchmark-meeting behavior affects success in college.\"},{\"question\":\"What are ACT College Readiness Benchmarks and how are they used?\",\"answer\":\"Benchmarks are subject-area scores representing the level of achievement associated with about a 50% chance of earning a B or higher or about a 75% chance of earning a C or higher in corresponding first-year credit-bearing courses. The report connects the number of benchmarks met to retention, progress to degree, GPA, and degree completion.\"}]","Indiana - The Reality of College Readiness - 2012 | PDF",1791519805]