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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© 2007 by ACT, Inc. All rights reserved. IC 0508A2070 9437  \nRigor at Risk: Reaffirming Quality in the High School Core Curriculum  \nContents  \nA Message from the President and COO of ACT’s Education Division ......................................................... iii  \nIntroduction ................................................................................... 1  \n1. The Core Curriculum: An Unfulfilled Promise ............. 5  \n2. A Rigorous Core: Aligning the Essentials ..................... 15  \n3. The Impact of Rigor: Real Evidence of Progress ........ 26  \n4. It Can Be Done .................................................................. 30  \nAppendix ..................................................................................... 35  \nReferences ................................................................................... 47  \nA Message from the President and COO of ACT’s Education Division  \nFor decades, ACT research has consistently shown that high school students who take a minimum recommended core curriculum—four years of English and three years each of mathematics, science, and social studies—are likely to be more prepared for college when they graduate than are students who do not take this curriculum.  \nBut in recent years it has become increasingly apparent that, while taking the right number of courses is certainly better than not, it is no longer enough to guarantee that students will graduate ready for life after high school. Only one-quarter of ACT-tested 2006 high school graduates who took a core curriculum were prepared to take creditbearing entry-level college courses in all four subject areas with a reasonable chance of succeeding in those courses. Even students who take a number of additional higher-level courses beyond the minimum core curriculum are not always likely to be ready for college either.  \nWe at ACT believe that these findings are evidence of a need for greater rigor in the high school core curriculum—specifically, the need for high school core courses to focus on the essential knowledge and skills needed for success in postsecondary education. This report identifies the large gap between secondary and postsecondary education in the U.S. and focuses on successful strategies for eliminating this gap. Our nation’s high schools must offer every student a rigorous core curriculum that will prepare them for college and work by the time they graduate.  \nIt is time to reaffirm quality in the high school core curriculum. We can meet the challenge.  \nCynthia B. Schmeiser  \nPresident and Chief Operating Officer, ACT Education Division March 2007  \nIntroduction  \nAmong the motivations behind the federal government’s publication of  \nA Nation at Risk (National Commission on Excellence in Education, 1983) were the desire to see more students graduate from high school prepared for college and work and the need for more students to attend college. Another motivation was the importance of enabling more first-year college students to succeed in college: that is, to perform well in their courses, return to college for their second year (and beyond), and persist to a degree. The authors of A Nation at Risk proposed, among  \nother recommendations, that every high school in the United States require its graduates to take a“core” curriculum: a minimum number of courses designed to provide students with","cbCaiqxRqUAyCtgW","https://ap.wps.com/l/cbCaiqxRqUAyCtgW","pdf",392706,"English","# A Message from the President and COO of ACT’s Education Division\n# Introduction\n# The Core Curriculum: An Unfulfilled Promise\n# A Rigorous Core: Aligning the Essentials\n# The Impact of Rigor: Real Evidence of Progress\n# It Can Be Done\n# Appendix\n# References","[{\"question\":\"What does ACT say about the effectiveness of minimum recommended core course requirements?\",\"answer\":\"ACT research indicates that taking the recommended minimum core curriculum improves college preparation compared with not taking it, but it is no longer enough to ensure readiness for life after high school.\"},{\"question\":\"How does the report describe the preparedness gap between secondary and postsecondary education?\",\"answer\":\"The report identifies a large gap between secondary and postsecondary education in the U.S., focusing on strategies to eliminate the gap by strengthening the high school core.\"},{\"question\":\"What core curriculum structure does the report recommend?\",\"answer\":\"It recommends strengthening state and local graduation requirements so that, at minimum, all students complete the Five New Basics over four years: 4 years of English, 3 years each of mathematics, science, and social studies, and at least half a year of computer science; two years of foreign language are strongly recommended for college-bound students.\"}]","Rigor at Risk - Reaffirming Quality in the High School Core Curriculum | PDF",1791520962,151]