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7/27/2019 Condition of College & Career Readiness 2013
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TheCondition
of College& CareerReadiness2013Oregon
7/27/2019 Condition of College & Career Readiness 2013
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19878
2013 by ACT, Inc. A rihts reserved. The ACT coee readiness assessment and ACT WorkKeys are reistered trademarkso ACT, Inc., in the U.S.A . and other countries. The ACT Nationa Curricuum Survey , ACT Enae, ACT Expore, ACT Pan, and ACT QuaityCore
are reistered trademarks o ACT, Inc. ACT Aspire, Core Practice and the ACT Nationa Career Readiness Certicate are trademarks o ACT, Inc.
The Condition of College & Career Readiness 2013
ACT has been measurin coee readiness trends orsevera years. The Condition o College & Career Readinessis ACTs annua report on the proress o the raduatincass reative to coee readiness. This year, 54.3% othe raduatin cass took the ACT coee readinessassessment. The increased number o test takers enhancesthe breadth and depth o the data poo, providin acomprehensive picture o the current raduatin cass inthe context o readiness eves as we as oerin a impseo the emerin educationa pipeine.
A Holistic View o College Readiness
Recent ACT research (The Reality o College Readiness ,2013; Readiness Matters, 2013) demonstrates that
academicay prepared students, as measured by the ACTCoee Readiness Benchmarks, have reater chances orsuccess in their uture educationa endeavors. However,academic readiness is just one o severa actors thatcontributes to educationa success. The academic behaviorso students and the interest eves in their specic major orcareer are other key actors. Toether, these eementsdene a cear picture o student readiness orpostsecondary education. To encourae proress, theeducationa system needs to monitor and sustain a keyactors o success.
The Science o ACT Assessments
In 2012, ACT conducted the ACT Nationa Curricuum
Survey
. Competed every three to ve years, the survey isused to buid and update a vaid suite o ACT assessments,empiricay ained to coee readiness standards. Thesurvey inorms the test bueprint or the assessments.Resuts rom the assessments vaidate the ACT CoeeReadiness Standards as we as the ACT Coee ReadinessBenchmarks.
ACT is committed to vaidity research, the rst type o whichis research into content vaidity. This step invoves thevaidation o the ACT Coee Readiness Standards, buitupon a oundation o empirica data and vaidated throuhthe ACT Nationa Curricuum Survey, pus requent externastandards reviews.
Predictive vaidity is equay important. Usin actua student
course perormance, we vaidate that the test correctypredicts perormance.
Our evidence-based assessments and onoin researchare critica components to answerin the key question owhat matters most with coee and career readiness. Thisevidence and the vaidity cyce drive the deveopment andcontinuous improvement o ACTs current and uturesoutions, as we as the associated research aenda.Research is one o the many ways that ACT us itsmission o hepin a individuas achieve success.
Evidence and Validity Monitoring and a Review oReporting Practices Led to Minor but ImportantChanges at ACT
As part o ACTs commitment to continuous improvementand our eorts toward improvin student achievement at aeves and based on resuts o the 2012 ACT NationaCurricuum Survey, onoin research, and user requests,ACT wi make severa proressive modications, which aredescribed beow. (For more inormation about thesemodications, o to www.act.org/announce/improvements .)
1. Minor reormatting o the ACT College ReadinessStandards. As part o our onoin content vaidityprocess, ACT reconized that tihter ainment wasneeded between the ACT Coee Readiness Standardsand the Common Core State Standards. Our oa wassimpeeiminate conusion by providin a moretransparent connection. It is important to reaize that theACT Coee Readiness Standards have not chaned.Where practica and easibe, we reormatted theanuae to ain with the Common Core StateStandards to aciitate comparison by users. TheACT Coee Readiness Standards wi continue torepresent the backbone o our assessment systems.
2. Updating o the ACT College ReadinessBenchmarks. The empiricay derived ACT CoeeReadiness Benchmarks predict the ikeihood o success
in correspondin credit-bearin rst-year coeecourses in each specic subject area. Durin the routinepractice o monitorin predictive vaidity, ACT anayzesthe perormance o students in coee, ookin at whatis happenin to students in the credit-bearin rst-yearcoee course in each specic content area. The dataathered throuh this routine review indicated a need tomake adjustments to current ACT Coee ReadinessBenchmarks in Science and Readin. Reer to the tabeon pae 3 or more detai about the Benchmarks.
3. Changes to the ACT aggregate reporting practicesregarding the inclusion o college-reportablescores or accommodated students. Startinwith the raduatin cass o 2013, resuts rom a
ACT-approved accommodated administrations that resutin coee-reportabe ACT scores wi be incuded as parto the ACT summary reports. Prior to this year, scores orthese time-extended accommodated students wereexcuded rom our summary reportin. Two we-knownsummary reports are aected by these chanes: theACT Profle ReportState: Graduating Class 2013 andThe Condition o College & Career Readiness. This doesnot impact the rues concernin who is eiibe oraccommodations or the actua accommodations that
Oregon
7/27/2019 Condition of College & Career Readiness 2013
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3OREGON
How Does ACT Determine if Students Are College Ready?
The ACT Coee Readiness Benchmarks are scores on the ACT subject area tests that represent the eve o achievementrequired or students to have a 50% chance o obtainin a B or hiher or about a 75% chance o obtainin a C or hiher incorrespondin credit-bearin rst-year coee courses. Based on a nationay stratied sampe, the Benchmarks are mediancourse pacement vaues or these institutions and represent a typica set o expectations. The ACT Coee ReadinessBenchmarks are:
College Course Subject Area TestOriginal ACT College
Readiness BenchmarkRevised ACT College
Readiness Benchmark
Enish Composition Enish 18 18
Socia Sciences Readin 21 22
Coee Aebra Mathematics 22 22
Biooy Science 24 23
are made. It simpy means that we are incudin theresuts or these students in our summary reports.
4. Future modifcations to the ACT. We are committedto a research-based sustainabiity mode that:
ensures vaidity
reviews test bueprints reuary
empoys a robust research and support aenda
eatures vaidated coee readiness benchmarkscores
ACT makes chanes ony ater a thorouh anaysis o userneed, couped with our commitment to the hihest-quaitytest deveopment. It is with this in mind that ACT is peasedto announce the deveopment o an onine administration othe ACT as we as optiona constructed-response questionsor the ACT. We have aready started deveopment, incudinitem testin, in preparation or a sprin 2015 aunch oin-schoo testin at the state, district, and schoo eves. Weare peased to ead with the cuttin-ede chanes that wiserve to redene the assessment industry.
Early Student Monitoring and Intervention
ACT research shows the importance o eary monitorino student achievement and appropriate interventions.Staying on Target(ACT, 2012) ound that students who aremonitored eary beore takin the ACT are more ikey to becoee and career ready than those not monitored eary(i.e., students who take the ACT ony), reardess o thehih schoo they attend and their eve o prior achievement.In act, students who are monitored eary are more ikey tomeet three or a our o the ACT Coee ReadinessBenchmarks than students who are not monitored eary,reardess o ender, race, or annua amiy income.The research ceary shows that these probems can beovercome by creatin an interated, onitudina, data-drivensystem to inorm and encourae coherence in schoo,district, and state eorts to prepare a hih schooraduates or coee and career. A students must asohave systematic uidance and eedback about theirproress and et that eedback eary and oten.
An Aligned, Coherent System
Startin in sprin 2014 with the aunch o ACT Aspire,ACT wi provide an ained, coherent system that wi spanrades 312, ivin states, districts, and schoos a suite oopportunities. This new system ains to the ACT CoeeReadiness Standards, which aows monitorin andintervenin to take pace much earier and heps preparestudents to succeed at coee-eve work. Utimatey, this
system wi provide educators with assessment toos tointervene and et more students on the riht track tocoee and career success.
A Commitment to STEM
ACT is uniquey positioned to report on STEM (Science,Technooy, Enineerin, and Math) proress in the UnitedStates in severa vauabe ways. The rst is by assessinand reportin both Mathematics and Science abiity. Thesecond is our abiity throuh the ACT Interest Inventory onACT Expore, ACT Pan, and the ACT to determine thosestudents who have either an expressed or measuredinterest in STEM-reated majors or occupations. The charton pae 8 is ACTs rst attempt to show academic abiity
reated to interest in STEM eds. We are currenty panninto reease nationa- and state-eve reports on STEM aterthis year.
Using This Report1
This report is desined to hep inorm the oowinquestions drivin nationa eorts to strenthen P16education.
Are your students prepared or coee and career?
Are enouh o your students takin core courses?
Are your core courses riorous enouh?
Are your youner students on taret or coee andcareer?
What other dimensions o coee and career readiness,ike academic behaviors, shoud educators track?
How are educators trackin proress on STEMinitiatives?
7/27/2019 Condition of College & Career Readiness 2013
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4 THE CONDITION OF COllEgE & CAREER READINESS 2013
Attainment of College and Career Readiness
12,857 o your raduates,which is an estimated 34%
o your raduatin cass,
took the ACT.*
From 20092013, the
number o ACT test-takin
raduates has increased by
11.2%, whie the number o
raduates in your state has
decreased by 2.1%.
66 66 66 66 66
56 57 55 5550
47 4849 49
50
3133 32
3542
26 27 2729
31
0
20
40
60
80
100
2009 2010 2011 2012 2013
Percent
English Reading Mathematics Science All Four Subjects
Percent o 20092013 ACT-Tested High School Graduates
Meeting ACT College Readiness Benchmarks
Percent o 2013 ACT-Tested High School Graduates MeetingCollege Readiness Benchmarks by Subject
66
50 50
42
31
64
44 44
36
26
0
20
40
60
80
100
English Reading Mathematics Science All FourSubjects
Percent
Oregon Nation
Oregon
* Totas or raduatin seniors wereobtained rom Knocking at theCollege Door: Projections o High
School Graduates, 8th edition. December 2012 by the WesternInterstate Commission or HiherEducation.
Note: Percents in this report may notsum to 100% due to roundin.
7/27/2019 Condition of College & Career Readiness 2013
5/20
5
Met 1
Benchmark
13%
Met 2
Benchmarks
14%
Met 3
Benchmarks
14%Met All 4
Benchmarks
31%
Met No
Benchmarks
27%
Percent o 2013 ACT-Tested High School Graduates by
Number o ACT College Readiness Benchmarks Attained
Percent o 2013 ACT-Tested High School Graduates byBenchmark Attainment and Subject
66
50 50
42
8
12 10
15
25
37 40 44
0
20
40
60
80
100
English Reading Mathematics Science
Percent
Below Benchmarkby 3+ Points
Within 2 Pointsof Benchmark
Met Benchmark
OREGON
Near Attainment of College and Career Readiness
7/27/2019 Condition of College & Career Readiness 2013
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6 THE CONDITION OF COllEgE & CAREER READINESS 2013
13 11 11 9 7
34 4 6
7
6463 61 60 61
1 1
89 11 13
14
8 8 8 67
1 2 1 113 4 4 3
3
0
20
40
60
80
100
2009 2010 2011 2012 2013
Percent
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More RacesNo Response
Participation and Opportunity
Over the past decade, ACT hasexperienced unprecedented
rowth in the number o
students tested, as we as
statewide partnerships in
13 dierent states and in many
districts across the country. As
a resut, the 2013 Condition o
College & Career Readiness
report provides a much deeper
and more representative
sampe in comparison to apurey se-seected
coee-oin popuation.
Percent o 20092013 ACT-Tested High School Graduates
Meeting Three or More Benchmarks by Race/Ethnicity*
1410
13 13 13
17
2218
20 15
4345
49
52 54
15 1516
2119
38
2119
4851 51
51 53
0
20
40
60
80
100
2009 2010 2011 2012 2013
Percent
AfricanAmerican
AmericanIndian
Asian Hispanic PacificIslander
White
Percent o 20092013 ACT-Tested High School Graduatesby Race/Ethnicity*
Oregon
Note: less than 0.5% wi not appear.
* Race/ethnicity cateorieschaned in 2011 to refect updatedUS Department o Educationreportin requirements.2
7/27/2019 Condition of College & Career Readiness 2013
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7
Percent o 2013 ACT-Tested High School Graduates Meeting CollegeReadiness Benchmarks by Race/Ethnicity and Subject*
66
76
33
36
69
38
29
AllStudents
White
PacificIslander
Hispanic
Asian
AmericanIndian
AfricanAmerican
English
50
58
20
25
51
28
18
AllStudents
White
PacificIslander
Hispanic
Asian
AmericanIndian
AfricanAmerican
50
57
23
24
71
19
15
AllStudents
White
PacificIslander
Hispanic
Asian
AmericanIndian
AfricanAmerican
Mathematics
Reading
42
49
18
17
51
11
10
AllStudents
White
PacificIslander
Hispanic
Asian
AmericanIndian
AfricanAmerican
Science
OREGON
Participation and Opportunity by Subject
* Race/ethnicity cateorieschaned in 2011 to refect updatedUS Department o Educationreportin requirements.2
7/27/2019 Condition of College & Career Readiness 2013
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8 THE CONDITION OF COllEgE & CAREER READINESS 2013
71
55 55
48
4038
10
25
0
20
40
60
80
100
English Reading Mathematics Science
Percent
Core or More Less Than Core
Course-Taking Patterns and Benchmark Performance
Within subjects, ACT hasconsistenty ound that
students who take the
recommended core curricuum
are more ikey to be ready or
coee or career than those
who do not. A core curricuum
is dened as our years o
Enish and three years each o
mathematics, socia studies,
and science.3
Percent o 2013 ACT-Tested High School Graduates inCore or More vs. Less Than Core Courses MeetingACT College Readiness Benchmarks by Subject
Oregon
70
57 57
41
59
44
33
21
0
20
40
60
80
100
English Reading Mathematics Science
P
ercent
STEM (11.6%) Non-STEM (88.4%)
Percent Meeting ACT College Readiness Benchmarks byNational Science Foundation STEM Status
A First look at STEM
This chart depicts ACT Coee
Readiness Benchmark
attainment by student interest
in STEM majors/occupations,
as dened by the Nationa
Science Foundation, rom
the 20102012 nationa
ACT-tested raduatin casses(N = 1,167,221). ACT pans
to reease a report on the
condition o the STEM pipeine
in 2013.
7/27/2019 Condition of College & Career Readiness 2013
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9
Early Preparation
ACT research shows that youner students who take riorous curricua are moreprepared to raduate rom hih schoo ready or coee or career. Moreover, our research
(The Forgotten Middle, 2008) ound that the eve o academic achievement that students
attain by 8th rade has a arer impact on their coee and career readiness by the time
they raduate rom hih schoo than anythin that happens academicay in hih schoo.
77
55
4235
12
21
22
19
11
24
3645
0
20
40
60
80
100
English Reading Mathematics Science
Percent
Below Benchmarkby 3+ Points
Within 2 Pointsof Benchmark
Met Benchmark
Percent o 20122013 ACT PlanTested 10th Graders Meeting ACT College Readiness Benchmarks(N = 11,189)
69
53
43
26
16
24
25
17
1423
33
57
0
20
40
60
80
100
English Reading Mathematics Science
Percent
Below Benchmarkby 3+ Points
Within 2 Pointsof Benchmark
Met Benchmark
Percent o 20122013 ACT ExploreTested 8th Graders Meeting ACT College Readiness Benchmarks(N = 10,040)
OREGON
Met 1
Benchmark19%
Met 2
Benchmarks
19%
Met 3
Benchmarks
15%
Met All 4
Benchmarks
27%
Met No
Benchmarks
20%
Met 1
Benchmark
18%
Met 2
Benchmarks19%
Met 3
Benchmarks
17%
Met All 4
Benchmarks
21%
Met No
Benchmarks
25%
7/27/2019 Condition of College & Career Readiness 2013
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7/27/2019 Condition of College & Career Readiness 2013
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11
Academic Achievement and Academic Behaviors: Both Matter
40 39
5
16
0
20
40
60
80
100
Graduate/Professional
Degree
BachelorsDegree
Associates/Voc-tech Degree
Other/NoResponse
Percent
Aligning StudentBehaviors, Planning,and Aspirations
Most students aspire to a
posthih schoo credentia.
To hep them meet those
aspirations, educationa
pannin, monitorin, and
interventions must be ained
to their aspirations, bein eary,
and continue throuhout their
educationa careers.
Percent o 2013 ACT-Tested High School Graduates byEducational Aspirations
13
20
3127
46
69
49
64
83
0
20
40
60
80
100
0 Benchmarks 1 or 2 Benchmarks 3 or 4 Benchmarks
PercentEnrolled
Low Graduation Index Moderate Graduation Index High Graduation Index
OREGON
First-Year College Enrollment Rates by 8th GradeACT Explore Benchmarks and ACT Engage
Graduation Index Level*
ACT research iustrates the importanceo combinin measures o academic
achievement and behavior to obtain a morehoistic picture o students, incudin theirikeihood o enroin in coee oowinhih schoo raduation. Since thisinormation can be avaiabe in middeschoo, it aows or eary identication ostudents who may be ess ikey tocompete hih schoo and o to coee.These students can be enaed ininterventions that can assist them toprepare or the transition to postsecondaryeducation or work ater hih schoo.
Across a ACT Expore Benchmark
attainment eves, students with hiherACT Enae graduation Index scores(which are based on a combination oACT Enae scae scores and otherse-reported student inormation) enroedin a postsecondary institution ater hihschoo at substantiay hiher rates thanstudents with ower ACT Enaegraduation Index scores.
* Based on N = 3,356 8th raders in 24 midde schoos across thecountry who took ACT Expore and ACT Enae grades 69. Thesedata do not refect the 2013 ACT-tested hih schoo raduate cohortrom your state.
Other College and Career Readiness Factors
7/27/2019 Condition of College & Career Readiness 2013
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12 THE CONDITION OF COllEgE & CAREER READINESS 2013
OregonAcademic Achievement and Academic Behaviors: Both Matter
Academic achievement is essentia but not theony actor in determinin coee and career
readiness. Students aso need to have the
behaviora skis (e.., oa settin, workin
with others, oowin rues) to succeed
beyond hih schoo or postsecondary
education. Over the past 10 years, ACT
research has ocused on the behavior domains
that are essentia or success across a variety
o settins, incudin schoo and work. These
domains incude motivation, socia
enaement, and se-reuation.Motivation: Persona characteristics that hep
students to succeed academicay by ocusin
and maintainin eneries on oa-directed
activities. Behaviors in this domain are
important or maintainin the eve o eort
required to achieve ood rades.
Social Engagement: Interpersona actors
that infuence students successu interation
into their environment. Behaviors in this
domain are reated to participation andenaement in socia and community
activities, such as extracurricuar activities.
Sel-Regulation:The thinkin processes and
emotiona responses o students that overn
how we they monitor, reuate, and contro
their behavior reated to schoo and earnin.
Behaviors in this domain are important or
oowin rues and maintainin ood conduct.
ACT Engage Grades 69 is a se-report
assessment used to measure the academicbehaviors noted above and determine
students persona strenths and weaknesses.
For more inormation about ACT Enae, see
www.act.org/engage.
3944 43
4651
58
65 6771
80
0
20
40
60
80
100
19 1019 2029 3039 4049 5059 6069 7079 8089 9099
Perce
ntReportingTwoorMoreActivities
Social Engagement Score
Mean High School GPA by Motivation Score*
Students Reporting Two or More ExtracurricularActivities in High School by Social Engagement Score**
Average Number o Disciplinary Events bySel-Regulation Score***
* Based on N = 3,949 students who took ACT Enae grades 69.** Based on N = 1,635 students who took ACT Enae grades 69.
*** Based on N = 16,234 students who took ACT Enae grades 69.
These data do not refect the 2013 ACT-tested hih schooraduate cohort rom your state.
1.8 1.8
2.12.2
2.42.5
2.7 2.7
2.9
3.2
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
19 1019 2029 3039 4049 5059 6069 7079 8089 9099
MeanHighSchoolGPA
Motivation Score
2.9
2.3
2.0
1.6
1.2
0.9
0.7
0.50.4
0.3
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
19 1019 2029 3039 4049 5059 6069 7079 8089 9099
MeanDisciplinaryEvents
Self-Regulation Score
7/27/2019 Condition of College & Career Readiness 2013
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Looking Back at the Class of 2012
Oregon
Percent o 2012 ACT-Tested High School Graduates byNumber o ACT College Readiness Benchmarks Attained
Percent o 2012 ACT-Tested High School Graduates by
Number o ACT College Readiness Benchmarks Attainedand Fall 2012 College Enrollment Status
Met 1
Benchmark
13%
Met 2
Benchmarks
16%
Met 3
Benchmarks
15%
Met All 4Benchmarks
29%
Met No
Benchmarks
27%
40
13
12
38
5
55
46
15
0
20
40
60
80
100
Zero One Two Three Four
Percent
2-Year Public 4-Year Private 4-Year Other/Unknown
ACT College ReadinessBenchmarks andFall2012 CollegeEnrollment
Academic achievement, as
measured by ACT College
Readiness Benchmark
attainment, has a clear and
distinctive relationship with the
path taken by high school
graduates. Those who were
more academically ready were
more likely to enroll in 4-year
institutions. Graduates who
enrolled in 2-year colleges or
pursued other options after
high school were more likely to
have met fewer Benchmarks.
For the sizeable number of
2012 graduates who did not
meet any Benchmarks, their
posthigh school opportunities
appear to have been limited
compared to their college-
ready peers.
13OREGON
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14 THE CONDITION OF COllEgE & CAREER READINESS 2013
State
Percent oGraduates
Tested*
AverageComposite
Score
PercentMeetingEnglish
Benchmark
PercentMeetingReading
Benchmark
PercentMeeting
MathBenchmark
PercentMeetingScience
Benchmark
Alabama 78 20.4 66 41 31 30
Alaska 37 21.1 65 48 48 38
Arizona 50 19.6 53 37 38 28
Arkansas 90 20.2 63 39 35 29
Caliornia 26 22.2 72 51 58 41
Colorado 100 20.4 62 42 39 36
Connecticut 27 24.0 86 66 68 56
Delaware 15 22.9 77 59 59 49
District o Columbia 38 20.4 54 43 39 33
Florida 74 19.6 54 38 35 26
Georgia 51 20.7 64 43 38 33
Hawaii 40 20.1 56 37 43 30
Idaho 49 22.1 74 54 52 43
Illinois 100 20.6 63 41 42 35
Indiana 38 21.7 70 51 53 41
Iowa 66 22.1 76 54 50 46Kansas 75 21.8 72 51 51 42
Kentucky 100 19.6 57 36 30 28
Louisiana 100 19.5 60 33 29 25
Maine 8 23.5 83 62 64 53
Maryland 21 22.3 73 54 54 45
Massachusetts 22 24.1 84 66 72 55
Michigan 100 19.9 57 37 35 33
Minnesota 74 23.0 78 57 62 52
Mississippi 95 18.9 54 29 21 20
Missouri 74 21.6 72 49 45 41Montana 72 21.3 66 50 49 39
Nebraska 84 21.5 71 48 46 41
Nevada 32 21.3 66 48 47 37
New Hampshire 19 23.8 84 64 66 54
New Jersey 23 23.0 77 58 64 48
New Mexico 70 19.9 56 38 33 29
New York 26 23.4 80 61 68 54
Oregon2013 State Percent of High School GraduatesTested, Average Composite Score, and Percent
Meeting Benchmarks by Subject
7/27/2019 Condition of College & Career Readiness 2013
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15
State
Percent oGraduates
Tested*
AverageComposite
Score
PercentMeetingEnglish
Benchmark
PercentMeetingReading
Benchmark
PercentMeeting
MathBenchmark
PercentMeetingScience
Benchmark
North Carolina 100 18.7 43 31 33 25
North Dakota 98 20.5 61 41 43 35
Ohio 72 21.8 71 51 49 44
Oklahoma 75 20.8 66 45 37 35
Oregon 34 21.5 66 50 50 42
Pennsylvania 18 22.7 77 57 61 47Rhode Island 14 22.7 78 60 58 48
South Carolina 51 20.4 62 41 39 32
South Dakota 78 21.9 72 52 53 46
Tennessee 100 19.5 58 36 29 27
Texas 37 20.9 61 43 48 36
Utah 100 20.7 63 45 38 36
Vermont 26 23.0 79 59 61 50
Virginia 26 22.6 76 57 57 47
Washington 21 22.8 75 58 60 49
West Virginia 63 20.6 69 45 33 34Wisconsin 71 22.1 75 53 54 47
Wyoming 100 19.8 55 39 33 30
National 54 20.9 64 44 44 36
* Totas or raduatin seniors were obtained rom Knocking at the College Door: Projections o High School Graduates ,8th edition. December 2012 by the Western Interstate Commission or Hiher Education.
OREGON
2013 State Percent of High School GraduatesTested, Average Composite Score, and Percent
Meeting Benchmarks by Subject
7/27/2019 Condition of College & Career Readiness 2013
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16 THE CONDITION OF COllEgE & CAREER READINESS 2013
How to Increase College Readiness
Approximatey 31% o a 2013 ACT-tested hih schooraduates did not meet any o the ACT Coee ReadinessBenchmarks, meanin they were not preparedacademicay or rst-year coee courses in EnishComposition, Coee Aebra, Biooy, and socia sciences.There are steps that states, districts, schoos, andcassrooms can take to increase student readiness orcoee-eve work.
Essential Standards. Since ACT rst reeased Making theDream a Realityin 2008, we have caed or states to adopteducation standards that prepare a students or the riorso coee or career trainin prorams. With the adoption othe Common Core State Standards by 45 states and theDistrict o Coumbia, most states have taken that rst step
on the road to ensurin a students are ready or coee orcareer. It is imperative now that poicymakers andpractitioners continue this process by ainin a aspectso their systems to coee and career readiness.
Common Expectations. A statesespeciay those thathave adopted the Common Core State Standardsshoudbe ainin coee and career readiness standards to ariorous core curricuum or a hih schoo studentswhether they are bound or coee or work. The eves oexpectation or coee readiness and workorce traininreadiness shoud be comparabe. To ensure studentsmaster the knowede and skis to succeed aterhih schoo, ACT supports the core curricuumrecommendations oA Nation at Risk: The Imperative orEducational Reormspecicay that students take a corecurricuum consistin o at east our years o Enish andthree years each o mathematics, science, and sociastudies.
Clear Perormance Standards. States must denehow ood is ood enouh or coee and careerreadiness. In addition to a consistent, riorous set oessentia K12 content standards, states must deneperormance standards so that students, parents, andteachers know how we students must perormacademicay to have a reasonabe chance o success atcoee or on the job. Based on decades o studentperormance data, ACT denes coee readiness as
students havin a 50% chance o earnin a rade o B orhiher or about a 75% chance o earnin a rade o C orhiher in rst-year coee Enish Composition; CoeeAebra; Biooy; or History, Psychooy, Sociooy,Poitica Science, or Economics.
Rigorous High School Courses.Havin appropriate andained standards, couped with a core curricuum, wi
adequatey prepare hih schoo students ony i thecourses are truy chaenin. That is, takin the riht kindso courses matters more than takin the riht number ocourses. Students who take a riorous core curricuumshoud be ready or credit-bearin rst-year coeecourses without remediation.
Early Monitoring and Intervention. We know rom ourempirica data that students who take chaenin curricuaare much better prepared to raduate hih schoo ready orcoee or career trainin opportunities. I students are tobe ready or coee or career when they raduate, theirproress must be monitored cosey so that deciencies in
oundationa skis can be identied and remediated eary,in upper eementary and midde schoo. In addition,ae-appropriate career assessment, exporation, andpannin activities that encourae students to consider andocus on personay reevant career options shoud be apart o this process so that students can pan theirhih schoo coursework accordiny.
Data-Driven Decisions. States have been hard at workdeveopin onitudina P16 data systemsthis work mustcontinue and acceerate. I states are serious aboutensurin more o their students are prepared or coeeand work in the 21st century, they must deveop systemsthat aow schoos and districts to cosey monitor studentperormance at every stae o the earnin pipeine, rom
preschoo throuh the eementary, midde, and hih schoorades, a the way throuh coee. Use o a onitudinadata system enabes educators to identiy students whoare in need o academic interventions at an eary stae,thus ivin teachers and students more time to strenthenthese skis beore raduation. lonitudina data systemsprovide a too to schoos to ensure a their students takeand compete the riht number and kinds o courses beoreraduation. Usin a onitudina assessment system asopermits schoos to determine the vaue added by each corecourse in hepin students to become ready or coee andcareer. Such systems aow coees to oer eedbackreports to hih schoos that examine how we preparedeach hih schoos raduates are or coee. These reportscan be used to strenthen hih schoo curricua.
Policies and Practices
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District, School, and Classroom Practices
The Path to Readiness: It Takes a SystemResearch by the Nationa Center or EducationaAchievement (NCEA)a department o ACTshows thatno sine proram or isoated reorm can be a substitute ora coherent, on-term, systemwide approach to improvinteachin and earnin. We a want our students to raduateprepared to take on uture opportunities with success. So,what are consistenty hiher perormin schoos doin topace more students on the path to coee and careerreadiness?
The Core Practice Framework, buit upon the study omore than 550 schoos across 20 states, identies the corepractices that distinuish a hiher perormin schoo romits averae perormin counterparts. NCEA studies the
practices o those schoos and schoo systems that havemore success in preparin their students or coee andcareers than their peers who serve simiar studentpopuations. Our onoin research supports the rameworkand adds content and inormation to each o the corepractices beow.
The 15 Practices o Higher PerormingSchool Systems
The Core Practice Framework outines the evidence-basededucator practices at each eve o a schoo systemdistrict, schoo, and cassroomthat wi hep a studentsmaster hih standards. The ramework ocuses on vethemes:
Theme 1: Curriculum and Academic Goals
District Practice: Provide cear, prioritized earninobjectives by rade and subject that a students areexpected to master.
School Practice: Set expectations and oas or teachinand earnin based on the districts written curricuum.
Classroom Practice: Study and use the districts writtencurricuum to pan a instruction.
Theme 2: Sta Selection, Leadership, andCapacity Building
District Practice: Provide stron principas, a taentedteacher poo, and ayered proessiona deveopment.
School Practice: Seect and deveop teachers to ensurehih-quaity instruction.
Classroom Practice: Coaborate as a primary means orimprovin instruction.
Theme 3: Instructional ToolsPrograms andStrategies
District Practice: Provide evidence- and standards-basedinstructiona toos that support academic rior or astudents.
School Practice:Promote strateies and buid structuresand schedues to support academic rior.
Classroom Practice: Use proven instructiona toos tosupport riorous earnin or students.
Theme 4: Monitoring Perormance and Progress
District Practice: Deveop and use student assessmentand data manaement systems to monitor student earnin.
School Practice: Monitor teacher perormance andstudent earnin.
Classroom Practice: Anayze and discuss studentperormance data.
Theme 5: Intervention and Adjustment
District Practice: Respond to data throuh tareted
interventions or curricuar/instructiona adjustments.School Practice: Use tareted interventions to addressearnin needs o teachers and students.
Classroom Practice: Use tareted interventions oradjustments to address earnin needs o students.
Another ayer behind the ramework, the Critica Actions,provides additiona support or educators by outinin howto successuy impement the key components o each corepractice.
The Core Practice Framework
Readin rom bottom to top, the path to readiness beinswith the ACT Coee Readiness Standards, Common Core
State Standards, and district earnin objectives. Appyinthe 15 core practices o teachin and earnin eads tohih-quaity instruction, which in turn creates theopportunity or a students to reach the ACT CoeeReadiness Benchmarks.
To earn more, visit www.nc4ea.org.
Policies and Practices
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18 THE CONDITION OF COllEgE & CAREER READINESS 2013
Statewide Partnerships in College and Career Readiness
Resources
3rd-through
8th-gradestudents
8th- and9th-grade
students
10th-gradestudents
11th- and12th-grade
students
8th- through12th-grade
students
11th- and12th-grade
students
ACT NationalCareer
ReadinessCertifcate
ACTWorkKeys-
basedcertifcates
Aabama Aabama
Arkansas
Hawaii
Iinois
Kentucky
louisiana
Michian
Minnesota
NorthCaroina
Okahoma
SouthCaroina
Tennessee
Utah
WestVirinia
Wyomin
Aabama
Arkansas
Forida
Hawaii
Iinois
Kentucky
louisiana
Michian
Minnesota
NewMexico
NorthCaroina
Okahoma
Tennessee
Utah
WestVirinia
Wyomin
Arkansas
Coorado
Hawaii
Iinois
Kentucky
louisiana
Michian
Montana
NorthCaroina
NorthDakotaTennessee
Utah
Wyomin
Aabama
Kentucky
Aaska
Iinois
Hawaii
Michian
NorthCaroina
NorthDakota
Wyomin
Aaska
Connecticut
Indiana
Iowa
Kentucky
louisiana
Michian
Minnesota
Missouri
Montana
NewHampshire
New Mexico
North Dakota
Ohio
Oreon
Pennsyvania
South Dakota
Tennessee
Vermont
Wisconsin
Aabama
Arkansas
Coorado
Forida
georia
Indiana
Kansas
Mississippi
NorthCaroina
Okahoma
SouthCaroina
Virinia
WestVirinia
Wyomin
Statewide Partnership
States that incorporate ACTscoee and career readinesssoutions as part o their statewideassessments provide reater accessto hiher education and increasethe ikeihood o student success inpostsecondary education.Educators aso have the abiity toestabish a onitudina pan usinACTs assessments, which providehih schoos, districts, and stateswith unique student-eve data thatcan be used or eective studentintervention pans.
State administration o ACTsprorams and services:
Increases opportunities or minority and midde- toow-income students.
Promotes student educationa and career pannin.
Reduces the need or remediation.
Correates with increases in coee enroment,persistence, and student success.
Ains with state standards.
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Endnotes
1. The data presented herein are based on theACT Profle ReportState: Graduating Class 2013or each respective state, and accessibe at www.act.org/readiness/2013 . With the exception
o the top raph on pae 6, data reated to students who did not provide inormation or who
responded Other to questions about ender, race/ethnicity, hih schoo curricuum, etc., are not
presented expicity.
2. The race/ethnicity cateories chaned in 2011 to refect updated US Department o Education
reportin requirements; trends to previous reports may not be avaiabe or a race/ethnicity
cateories.
3. Data refect subject-specic curricuum. For exampe, Enish Core or More resuts pertain to
students who took at east our years o Enish, reardess o courses taken in other subject
areas.
4. State on-term occupationa projections or 20082018 (based on job rowth and job
repacement data provided by Oreon Empoyment Department). The occupations that are used
to cacuate the projected hih-rowth career eds are based on a combination o the oowin:
the occupationa criteria used by the US Bureau o labor Statistics to obtain state-eve
occupation data, occupationa shits that refect a states economic situation, and the ACT Career
Cassication System that oranizes occupations into career eds. Career interests and
achievement resuts based on 2013 ACT-tested Oreon students (N = 8,286) with vaid career
inormation and subject scores. Sampe occupations within state hih-rowth career eds are
Education (secondary teachers, administrators, etc.); Manaement (convention panners, hote/
restaurant manaers, etc.); Marketin/Saes (insurance aents, buyers, etc.); Community Services
(socia workers, schoo counseors, etc.); Heath Care (nurses, occupationa therapists, etc.).
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ACT is an independent, nonprot oranization that provides assessment,research, inormation, and proram manaement services in the broadareas o education and workorce deveopment. Each year, we servemiions o peope in hih schoos, coees, proessiona associations,businesses, and overnment aencies, nationay and internationay.
Thouh desined to meet a wide array o needs, a ACT prorams andservices have one uidin purposehepin peope achieve educationand workpace success.
A copy o this report can be ound atwww.act.org/readiness/2013
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