EXPLORE Test Results: Understanding them and using them to plan for high school and beyond

What’s good about the EXPLORE?

Part of an ACT- recommended sequence- shows growth over time.

Good theoretical foundation/research behind the career inventory portion.

Comparatively inexpensive for the amount of information it provides.

Getting realistic about a test’s limitations

No paper and pencil test ever captures the true essence of a student and his or her potential.

People change and mature over time. It can be very unpleasant to be “labeled” and

“numbered.” Sometimes, students don’t even try!

Let’s agree to the basics:

Ask whatever you want at any time but try to stay with me on your score report.

Privacy: Don’t share and compare, at least here!

Feel free to make a private appointment for follow-up, to ask questions or get more information.

Comparing the steps in the sequence

EXPLORE has a range from 1 to 25 PLAN has a range from 1 to 32 ACT has a range from 1 to 36

EXPLORE is the first in the series, which features the same four areas (English, Math, Reading and Science) on each test but increases in difficulty.

College Admission Standards

Become familiar with the terms used and begin researching the schools of interest. Not too early to visit! Avoid the rush.

“What if” and “How would it be if” questions are healthy.

Consider finding a good fit academically, not just getting in. The visits tell you A LOT.

Never too early to start visiting the counselor as well.

Commit to some online search time.

SAT versus ACT

SAT: Take SAT I, SAT II subject tests for more selective colleges.

SAT is an aptitude test, ACT an achievement test.

Best to take both, perhaps more than once. Both have online registration and free test

prep. Both are widely accepted across the US

What ACT Scores Do Colleges Want?

Mid 50th %ile of freshman class according to the College Board, 2013

Montana State: 21-27 Carroll College: SAT Boise State U: 20-25 U. of Idaho: 20-26 College of Idaho: 22-27 Seattle University: 23-29 Gonzaga U: 24-28 Western WA U: 21-27 U of WA: 24-30 Whitman: 27-31 Eastern WA U: 18-24 St. Martins U: 19-25

Whitworth: 24-29 (2012) WA State U: 20-26 Harvard: 31-34 Linfield College: 22-28 Notre Dame: 32-34 U of O: SAT 500-610 West Point: 25-31 Oregon State U: 21-26 Santa Clara: 27-31 Stanford U: 30-34 CO School of Mines: 26-30 Chaminade: 19-22

The Academic Results: Your Scores

Note test areas and sub-tests. U/M is punctuation, grammar and usage. R.S. is strategy, organization and style in writing.

Percentiles helpful College Readiness: Not

too late to remediate this, based on benchmarks provided.

Composite and Estimated PLAN Composite are helpful and are ACT-specific.

Reported needs check marks are self-chosen, not the result of your testing.

Note the “Your plans for after high school” section

Flip to the back: “Your Skills”

This is an item-by-item analysis of the test.

Use your test booklet to review items you missed.

Review the suggestions provided on the right for improving skills.

Specific problem areas can be addressed with teachers, at conferences, or otherwise. Utilize the great resource of our faculty.

Seek out answers and analyze mistakes.

“Your Career Possibilities”

Self-reported first choice is printed near fold under “Your Plans for After High School: Career Area Preference”

Shaded area is the area indicated by responses to “like, dislike or indifferent” survey.

Is the self-reported choice inside or outside of the shaded area?

Career area list provides a few jobs for each area on the chart.

More information can be found at www.explorestudent.org

Visit WOIS:

“Region 99”

A few slides on the big picture . . .

. . . Just for fun!

Assumption 8th vs Nation, 2012

Requests for help in different areas

Career Interests of Our Class

The Three Year View on Achievement

Things to do . . .

Maximize academic success through scheduling and support taking a full load.

Encourage rigor in course selection. Avoid giving in to senioritis or senior slump.

Explore job shadows and utilize connections to teach about work.

Initiate dialogue about the future on a regular basis.