Condition of College & Career Readiness 2013


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ACT has been measuring college readiness trends for several years. The Condition of College & Career Readiness is ACT’s annual report on the progress of the graduating class relative to college readiness. This year, 54.3% of the graduating class took the ACT® college readiness assessment. The increased number of test takers enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of readiness levels as well as offering a glimpse of the emerging educational pipeline.
  TheConditionof College& CareerReadiness2013 Oregon  19878© 2013 by ACT, Inc. A rihts reserved. The ACT ® coee readiness assessment and ACT WorkKeys ® are reistered trademarkso ACT, Inc., in the U.S.A. and other countries. The ACT Nationa Curricuum Survey ® , ACT Enae ® , ACT Expore ® , ACT Pan ® , and ACT QuaityCore ®  are reistered trademarks o ACT, Inc. ACT Aspire ™ , Core Practice ™ and the ACT Nationa Career Readiness Certicate ™ are trademarks o ACT, Inc. The Condition of College & Career Readiness 2013 ACT has been measurin coee readiness trends orsevera years. The Condition o College & Career Readiness is ACT’s annua report on the proress o the raduatincass reative to coee readiness. This year, 54.3% othe raduatin cass took the ACT ® coee readinessassessment. The increased number o test takers enhancesthe breadth and depth o the data poo, providin acomprehensive picture o the current raduatin cass inthe context o readiness eves as we as oerin a impseo the emerin educationa pipeine. A Holistic View o College Readiness Recent ACT research ( The Reality o College Readiness ,2013; Readiness Matters , 2013) demonstrates thatacademicay prepared students, as measured by the ACTCoee 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 eves in their specic major orcareer are other key actors. Toether, these eementsdene a cear picture o student readiness orpostsecondary education. To encourae proress, theeducationa system needs to monitor and sustain a keyactors o success. The Science o ACT Assessments In 2012, ACT conducted the ACT Nationa CurricuumSurvey ® . Competed every three to ve years, the survey isused to buid and update a vaid suite o ACT assessments,empiricay ained to coee readiness standards. Thesurvey inorms the test bueprint or the assessments.Resuts rom the assessments vaidate the ACT CoeeReadiness Standards as we as the ACT Coee ReadinessBenchmarks.ACT is committed to vaidity research, the rst type o whichis research into content vaidity. This step invoves thevaidation o the ACT Coee Readiness Standards, buitupon a oundation o empirica data and vaidated throuhthe ACT Nationa Curricuum Survey, pus requent externastandards reviews.Predictive vaidity is equay important. Usin actua studentcourse perormance, we vaidate that the test correctypredicts perormance.Our evidence-based assessments and onoin researchare critica components to answerin the key question owhat matters most with coee and career readiness. Thisevidence and the vaidity cyce drive the deveopment andcontinuous improvement o ACT’s current and uturesoutions, as we as the associated research aenda.Research is one o the many ways that ACT us itsmission o hepin a individuas achieve success. Evidence and Validity Monitoring and a Review oReporting Practices Led to Minor but ImportantChanges at ACT As part o ACT’s commitment to continuous improvementand our eorts toward improvin student achievement at aeves and based on resuts o the 2012 ACT NationaCurricuum Survey, onoin research, and user requests,ACT wi make severa proressive modications, which aredescribed beow. (For more inormation about thesemodications, o to .)1. Minor reormatting o the ACT College ReadinessStandards. As part o our onoin content vaidityprocess, ACT reconized that tihter ainment wasneeded between the ACT Coee Readiness Standardsand the Common Core State Standards. Our oa wassimpe—eiminate conusion by providin a moretransparent connection. It is important to reaize that theACT Coee Readiness Standards have not chaned.Where practica and easibe, we reormatted theanuae to ain with the Common Core StateStandards to aciitate comparison by users. TheACT Coee Readiness Standards wi continue torepresent the backbone o our assessment systems.2. Updating o the ACT College ReadinessBenchmarks. The empiricay derived ACT CoeeReadiness Benchmarks predict the ikeihood o successin correspondin credit-bearin rst-year coeecourses in each specic subject area. Durin the routinepractice o monitorin predictive vaidity, ACT anayzesthe perormance o students in coee, ookin at whatis happenin to students in the credit-bearin rst-yearcoee course in each specic content area. The dataathered throuh this routine review indicated a need tomake adjustments to current ACT Coee ReadinessBenchmarks in Science and Readin. Reer to the tabeon pae 3 or more detai about the Benchmarks.3. Changes to the ACT aggregate reporting practicesregarding the inclusion o college-reportablescores or accommodated students. Startinwith the raduatin cass o 2013, resuts rom aACT-approved accommodated administrations that resutin coee-reportabe ACT scores wi be incuded as parto the ACT summary reports. Prior to this year, scores orthese time-extended accommodated students wereexcuded rom our summary reportin. Two we-knownsummary reports are aected by these chanes: the  ACT Profle Report—State: Graduating Class 2013 and The Condition o College & Career Readiness . This doesnot impact the rues concernin who is eiibe oraccommodations or the actua accommodations that Oregon  3 OREGON  How Does ACT Determine if Students Are College Ready?  The ACT Coee 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 hiher or about a 75% chance o obtainin a C or hiher incorrespondin credit-bearin rst-year coee courses. Based on a nationay stratied sampe, the Benchmarks are mediancourse pacement vaues or these institutions and represent a typica set o expectations. The ACT Coee ReadinessBenchmarks are: College CourseSubject Area TestOriginal ACT CollegeReadiness Benchmark Revised ACT CollegeReadiness Benchmark  Enish CompositionEnish1818Socia SciencesReadin2122Coee AebraMathematics2222BiooyScience2423are made. It simpy means that we are incudin theresuts or these students in our summary reports.4. Future modifcations to the ACT. We are committedto a research-based sustainabiity mode that:  ensures vaidity  reviews test bueprints reuary  empoys a robust research and support aenda  eatures vaidated coee readiness benchmarkscoresACT makes chanes ony ater a thorouh anaysis o userneed, couped with our commitment to the hihest-quaitytest deveopment. It is with this in mind that ACT is peasedto announce the deveopment o an onine administration othe ACT as we as optiona constructed-response questionsor the ACT. We have aready started deveopment, incudinitem testin, in preparation or a sprin 2015 aunch oin-schoo testin at the state, district, and schoo eves. Weare peased to ead with the cuttin-ede chanes that wiserve to redene the assessment industry. Early Student Monitoring and Intervention ACT research shows the importance o eary monitorino student achievement and appropriate interventions. Staying on Target  (ACT, 2012) ound that students who aremonitored eary beore takin the ACT are more ikey to becoee and career ready than those not monitored eary(i.e., students who take the ACT ony), reardess o thehih schoo they attend and their eve o prior achievement.In act, students who are monitored eary are more ikey tomeet three or a our o the ACT Coee ReadinessBenchmarks than students who are not monitored eary,reardess o ender, race, or annua amiy income.The research ceary shows that these probems can beovercome by creatin an interated, onitudina, data-drivensystem to inorm and encourae coherence in schoo,district, and state eorts to prepare a hih schooraduates or coee and career. A students must asohave systematic uidance and eedback about theirproress and et that eedback eary and oten. An Aligned, Coherent System Startin in sprin 2014 with the aunch o ACT Aspire ™ ,ACT wi provide an ained, coherent system that wi spanrades 3–12, ivin states, districts, and schoos a suite oopportunities. This new system ains to the ACT CoeeReadiness Standards, which aows monitorin andintervenin to take pace much earier and heps preparestudents to succeed at coee-eve work. Utimatey, thissystem wi provide educators with assessment toos tointervene and et more students on the riht track tocoee and career success. A Commitment to STEM ACT is uniquey positioned to report on STEM (Science,Technooy, Enineerin, and Math) proress in the UnitedStates in severa vauabe ways. The rst is by assessinand reportin both Mathematics and Science abiity. Thesecond is our abiity throuh the ACT Interest Inventory onACT Expore ® , ACT Pan ® , and the ACT to determine thosestudents who have either an expressed or measuredinterest in STEM-reated majors or occupations. The charton pae 8 is ACT’s rst attempt to show academic abiityreated to interest in STEM eds. We are currenty panninto reease nationa- and state-eve reports on STEM aterthis year. Using This Report 1 This report is desined to hep inorm the oowinquestions drivin nationa eorts to strenthen P–16education.  Are your students prepared or coee and career?  Are enouh o your students takin core courses?  Are your core courses riorous enouh?  Are your youner students on taret or coee andcareer?  What other dimensions o coee and career readiness,ike academic behaviors, shoud educators track?  How are educators trackin proress on STEMinitiatives?  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 cass,took the ACT.*  From 2009–2013, thenumber o ACT test-takinraduates has increased by11.2%, whie the number oraduates in your state hasdecreased by 2.1%. 66 66 66 66 66565755 5550474849495031333235422627 272931 0204060801002009 2010 2011 2012 2013    P  e  r  c  e  n   t English Reading Mathematics Science All Four Subjects Percent o 2009–2013 ACT-Tested High School GraduatesMeeting ACT College Readiness BenchmarksPercent o 2013 ACT-Tested High School Graduates MeetingCollege Readiness Benchmarks by Subject 6650 5042316444 443626 020406080100English Reading Mathematics Science All FourSubjects    P  e  r  c  e  n   t Oregon Nation Oregon * Totas or raduatin seniors wereobtained rom Knocking at theCollege Door: Projections o HighSchool Graduates , 8th edition.© December 2012 by the WesternInterstate Commission or HiherEducation.Note: Percents in this report may notsum to 100% due to roundin.
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