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It highlights complex student pathways, then links ACT College Readiness Benchmarks to outcomes such as retention, progress to degree, GPA, and degree 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ACT provides each state with The Condition of College & Career Readiness, a report that details the college readiness of students who took the ACT® test. 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","cbCaiuM6spy9wqpO","https://ap.wps.com/l/cbCaiuM6spy9wqpO","pdf",3428486,12,"English","# Why Is This Report Important?\n## College Readiness Definition and Purpose\n## Institutional Retention and Persistence-to-Degree Rates\n# College Readiness Benchmarks\n## Benchmarks and Course-Subject Mapping\n## Results for 2010 ACT-Tested Michigan Graduates","[{\"question\":\"How does ACT define “college and career readiness” in this report?\",\"answer\":\"ACT defines college and career readiness as the knowledge and skills students need to enroll and succeed in credit-bearing first-year college courses without remediation.\"},{\"question\":\"Why does the report say retention and persistence-to-degree rates are an imperfect measure?\",\"answer\":\"It argues these rates have been used as proxies for institutional effectiveness, even though accountability models rely on factors over which institutions have only limited control.\"},{\"question\":\"What do ACT College Readiness Benchmarks predict, according to the report?\",\"answer\":\"The report states that ACT research shows a direct relationship between the number of benchmarks met and outcomes such as retention to the second year, progress to degree, GPA, and degree completion.\"}]","Michigan - The Reality of College Readiness - 2012 | PDF",1791520056]