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It reports that while 74% of ACT-tested 2011 graduates completed a core curriculum, readiness rates vary widely by subject: 68% for English Composition, 47% for College Algebra, 54% for introductory social sciences, and 33% for Biology. The brief argues for an integrated longitudinal, data-driven system using EXPLORE, PLAN, and the ACT, emphasizing timely guidance and feedback tied to benchmark results.",{"@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/staying-on-target-the-importance-of-monitoring-student-progress-toward-college-and-career-readiness-research-brief/529256/",{"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/staying-on-target-the-importance-of-monitoring-student-progress-toward-college-and-career-readiness-research-brief/529256.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-11","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the document identify as the main purpose of early monitoring?","Question",{"text":112,"@type":113},"It explains that early monitoring is intended to increase students’ college and career readiness by providing timely feedback and encouraging coherent planning and course-taking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do EXPLORE, PLAN, and the ACT fit into the framework?",{"text":117,"@type":113},"The brief states that it uses EXPLORE, PLAN, and the ACT to create a multidimensional framework for college and career readiness, with results designed to inform strengths and weaknesses and continue from grade 8 through high school.",{"name":119,"@type":110,"acceptedAnswer":120},"Which readiness areas show the biggest gaps reported for 2011 ACT-tested graduates?",{"text":121,"@type":113},"The document reports comparatively lower readiness for college Biology (33%) and College Algebra (47%), while college English Composition readiness is 68% and introductory social sciences readiness is 54%.","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},529256,1791688641,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ACT Research and Policy  \nResearch Brief  \n74%  \nPercentage of ACT-tested 2011 highschool graduates took a core curriculum in high school (ACT 2011) .  \nAmong those taking coursework within a given subject area, only  \n68%  \nof students are ready for college English Composition,  \n47%  \nare ready for College Algebra,  \n54%  \nare ready for introductory college social sciences courses, and  \n33%  \nare ready for college Biology (ACT 2011) .  \nStaying on Target  \nThe Importance of Monitoring Student Progress toward College and Career Readiness  \nJune 2012  \nEducators, administrators, and policymakers are seeking effective solutions to increase student achievement and reduce achievement gaps as schools, districts, and states continue to work to demonstrate accountability and school improvement. While about three-quarters of high school graduates enroll in postsecondary education within two years of graduation, slightly more than half of students entering fouryear institutions complete a degree, with an even lower completion rate at two-year colleges (US Department of Education, National Center for Education Statistics, 2008) . An important factor contributing to these outcomes is the inadequate preparation of students for college:  \nonly 74 percent of ACT-tested 2011 high school graduates took a core curriculum in high school (ACT, 2011) . Even among those taking core coursework within a given subject area, only 68 percent are ready for college English Composition, 47 percent for College Algebra, 54 percent for introductory college social sciences courses, and 33 percent for Biology (ACT, 2011) .  \nThe problems are clear and very well documented. ACT research strongly supports the need for an integrated, longitudinal data-driven system to inform and encourage coherence in school, district, and state efforts to prepare all high school graduates for college and career. Our high schools must provide rigorous courses that are aligned with college and career readiness standards, and more students must be prepared and have the opportunity to take these core courses. All students must also have systematic guidance and feedback about their progress, and get that feedback early and often.  \nThe following research uses three ACT solutions, EXPLORE®, PLAN®, and the ACT® test, to provide a multidimensional framework focused on the attainment of college and career readiness by students, as measured by the ACT College Readiness Standards™ . These College Readiness  \n[www.act.org/research](www.act.org/research)  \n© 2012 by ACT, Inc. All rights reserved. 18120  \nResearch Brief  \nKEY FINDINGS:  \nThe most important findings show the relevance and importance of early monitoring of students. In particular, the data support that early monitoring:  \n• is associated with increased college and career readiness,  \n• promotes taking more collegepreparatory courses in highschool,  \n• promotes educational and career planning, and  \n• is associated with increased college enrollment, achievement, and persistence.  \nStaying on Target: The Importance of Monitoring Student Progress toward College and Career Readiness  \nStandards were key contributors to the development of the Common Core State Standards, and reflect what students know and are able to doin grades 8 through 12. The content of EXPLORE and PLAN are aligned with that of the ACT, and thus are aligned with the Common Core State Standards. The assessment results, which are reported on a single score scale across all programs, are designed to inform students, parents, and educators about students’ academic strengths and weaknesses. This information is provided initially in 8th grade with EXPLORE and continues throughout high school (with PLAN in grade 10 and the ACT in grade 11 or 12), while there is still time to intervene with students who are not on target tobe college and career ready.  \nEXPLORE, PLAN, and the ACT also help students plan for further education and explore career options based on their o","cbCair2UFwAfKpc1","https://ap.wps.com/l/cbCair2UFwAfKpc1","pdf",1071855,12,"English","# Key Findings\n## Early monitoring outcomes\n# Research Framework and Assessments\n## EXPLORE, PLAN, and ACT alignment\n## Benchmark-based guidance\n# College and Career Readiness Benchmarks\n## Percentages meeting ACT benchmarks","[{\"question\":\"What does the document identify as the main purpose of early monitoring?\",\"answer\":\"It explains that early monitoring is intended to increase students’ college and career readiness by providing timely feedback and encouraging coherent planning and course-taking.\"},{\"question\":\"How do EXPLORE, PLAN, and the ACT fit into the framework?\",\"answer\":\"The brief states that it uses EXPLORE, PLAN, and the ACT to create a multidimensional framework for college and career readiness, with results designed to inform strengths and weaknesses and continue from grade 8 through high school.\"},{\"question\":\"Which readiness areas show the biggest gaps reported for 2011 ACT-tested graduates?\",\"answer\":\"The document reports comparatively lower readiness for college Biology (33%) and College Algebra (47%), while college English Composition readiness is 68% and introductory social sciences readiness is 54%.\"}]","Staying on Target - The Importance of Monitoring Student Progress toward College and Career Readiness - Research Brief | PDF",1791520801]