Condition of College & Career Readiness 2013

7/27/2019 Condition of College & Career Readiness 2013

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TheCondition

of College& CareerReadiness2013Oregon


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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


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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?


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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.


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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


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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


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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


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71

55 55

48

4038

10

25

0

20

40

60

80

100


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


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.


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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


Percent



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


Percent



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%


10/20


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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


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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


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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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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


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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


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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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17

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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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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19

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.).

OREGON


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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

*070134130*

Documents

Condition of College & Career Readiness 2013