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ERIC Number: ED504656
Record Type: Non-Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
How Much Growth toward College Readiness Is Reasonable to Expect in High School? Issues In College Readiness
ACT, Inc.
An important question in preparing all students for college and career by the time they graduate from high school is that of determining how much growth in academic achievement typically occurs during high school and whether such growth can be accelerated so that more students are ready for college and career when they graduate from high school. This study examined the average scores of a sample of approximately 150,000 students who participated in the three programs that make up the longitudinal assessment component of ACT's College Readiness System: EXPLORE[R] (for students in grades 8 and 9), PLAN[R] (for students in grade 10), and the ACT[R] test (for students in grades 11 and 12). Each program contains four subject tests: English, Mathematics, Reading, and Science. With respect to racial/ethnic composition, geographic region, and annual family income, the demographic characteristics of the student sample roughly approximate those of the population of high school students nationwide. Findings indicate that, in the typical high school today, the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that currently happens academically in the typical U.S. high school. This research demonstrates that it is necessary to intervene with students who are not on target for college and career readiness before high school, in the upper elementary grades and in middle school. (Contains 2 footnotes, 2 figures, and 2 tables.)
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT, Inc.