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ERIC Number: ED452282
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 58
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Decade of ACT Results in the Nation's Urban Schools, 1990-1999: A Report on Urban Student Achievement and Course Taking.
Eisner, Caroline, Ed.
This report summarizes ACT assessment scores of students attending Great City Schools (GCS) between 1990-99, examining achievement gaps by course preparation, race, gender, and poverty. Data included ACT composite scores and scores in English, reading, math, and science reasoning. The total number of ACT test-takers increased nationally by 20 percent. GCS test-takers increased by 16 percent. About 71 percent of GCS test-takers were minorities, and 62 percent were female (similar to national percentages). The average ACT composite score (18.9) in the GCS did not change between 1990 and 1999; the average ACT composite score nationally increased from 20.6 to 21.0. The percentage of GCS test-takers who had taken a core academic sequence of courses increased significantly. Average ACT composite scores ranged from 17.5 percent in the most impoverished GCS districts to 20.7 percent in the least impoverished districts. Average GCS composite test scores increased among all groups except Asian Americans and Mexican Americans. Achievement gaps between White and African American GCS students were similar to national gaps. ACT content scores and composite scores differed by race/ethnicity. GCS females scored higher in English and reading, and males scored higher in math and science reasoning. The fastest improving GCS districts between 1990-99 were New York City, Pittsburgh, Mesa, St. Louis, and Anchorage. Document includes 54 figures and the following appendices: (1) Definition of "Core" and "Less than Core" Academic Preparation; (2) Number of Students Tested by GCS District; and (3) Primary Test for College Placement by GCS District. (SM)
Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($10). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org. For full text: http://www.cgcs.org/reports/home/act_.htm.
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.; ACT, Inc., Iowa City, IA.
Identifiers - Assessments and Surveys: ACT Assessment