SUMMATIVE - act.org · All measurements, including test scores, contain uncertainty. Your test score indicates how well you performed on the actual test day. However, this range shows

SUMMATIVE

StudentMulti-page Individual Student Report (ISR)One-page Individual Student Report (ISR)

Educator/GroupCurrent ProgressProficiency SummaryNew Class RosterSubject Proficiency by StudentSkill ProficiencySkill Proficiency by GroupSupplemental Scores

School/District/StateSubject Proficiency by Demographic Subject Proficiency by Grade Subject Proficiency by School (District only)Skill Proficiency by School (District only)Subject Proficiency by District (State only)Skill Proficiency by District (State only)

Updated April 26, 2018

Assessed Jan 30, 2018 - Feb 1,2018

Grade 8MIDDLE SCHOOL, 50301Birth Date: 4/9/2005, Student ID: 301-2-046

Rania Anoka Current ProgressHow is Rania progressing toward unlocking herpotential and preparing for college and a career?

Page 1 of 2

SUMMATIVE

COLLEGE AND CAREER READINESS COMPOSITE SCORE

434

ENGLISHExceeding452

ACT Readiness Benchmark: 422 National Average: 428

SCIENCEExceeding435


READINGReady427


MATHClose423


NATIONAL PERCENTILE RANK

Your ranks show the percentage of grade 8 students in the nation who received ascore that is the same as or lower than yours. For example, a rank of 100 for yourEnglish score means 100% of students earned that score or below.

Percentile

PROGRESS TOWARD CAREER READINESSYou are makingprogress toward aGOLD level on theACT NCRC.

Progress Toward Career Readiness is an early indicator of your future level ofachievement on the ACT National Career Readiness Certificate (NCRC). The ACTNCRC is an assessment-based credential that documents foundational work skillsimportant for job success across industries and occupations.

PROGRESS WITH TEXT COMPLEXITYStudents must read and understand increasingly complextexts to prepare for the reading demands of college andcareer. Examples of factors that contribute to textcomplexity are vocabulary level and sentence structure. Thereading test measures progress with text complexity bychecking for understanding of texts from a range ofcomplexity levels.

Sufficient Progress

Yes No

BelowReadiness429

Your STEM score represents your overall performance on thescience and math tests.

STEMReady437 Your English Language Arts (ELA) score represents your overall

performance on the English, reading, and writing tests.

ELA

ACT Readiness Benchmark for Subjects: Students who score at or abovethese benchmarks are on target to meet ACT's College and CareerReadiness Benchmarks when they leave high school.

ACT Readiness Benchmark for ELA and STEMPredicted Path: A projection of where scores will fall based upon expectedgrowth rates.

National Average: The mean score of all students in the norm group.

Learn about the ACT Aspire assessment and results: DiscoverACTAspire.org

Understand the ACT Readiness Level and subject skill performance:DiscoverACTAspire.org/performance-level-descriptors

SCALE SCORE RANGEAll measurements, including test scores,contain uncertainty. Your test scoreindicates how well you performed on theactual test day. However, this rangeshows scores you would likely obtain ifyou took the test again without additionalcoursework.

Subject RangeCompositeEnglishReadingELAScienceMathSTEM 427 - 431

435 - 439

432 - 436448 - 452424 - 430

432 - 438420 - 426

Scores are estimates of student knowledge and achievement. Actual achievement could be slightlyhigher or lower than the scores shown.

ACT, Inc.-Confidential Restricted www.DiscoverACTAspire.org Created 2/6/20183464©2018 by ACT, Inc. All rights reserved.

Assessed Jan 30, 2018 - Feb 1,2018

Grade 8MIDDLE SCHOOL, 50301Birth Date: 4/9/2005, Student ID: 301-2-046

Rania Anoka Page 2 of 2Skill ProficiencySkills with fewer questions may be less representativeof overall achievement.SUMMATIVE

ENGLISHProduction of Writing 100%10 of 10

Knowledge of Language 100%5 of 5

Conventions of Standard English 100%20 of 20

READINGKey Ideas and Details 83%15 of 18

Craft and Structure 57%4 of 7

Integration of Knowledge andIdeas 17%1 of 6

WRITINGIdeas and Analysis 67%4 of 6

Development and Support 67%4 of 6

Organization 67%4 of 6

Language Use and Conventions 67%4 of 6

ACT Readiness Range: Shows where a student who has met the ACTReadiness Benchmark on this assessment would typically perform.

SCIENCEInterpretation of Data 100%17 of 17

Scientific Investigation 82%9 of 11

Evaluation of Models, Inferences,and Experimental Results 50%6 of 12

MATHGrade Level Progress 30%10 of 33

0%0 of 2• The Number System

50%3 of 6• Expressions & Equations

50%2 of 4• Functions

50%3 of 6• Geometry

67%2 of 3• Statistics and Probability

Integrating Essential Skills 45%9 of 20

Justification and Explanation 10%2 of 20

Modeling 38%8 of 21

IMPROVEMENT IDEASENGLISH

Production of Writing: Practice writing for a variety of purposes. Continue workingon developing topics effectively, on organizing ideas in logical, cohesive ways, andon expressing ideas in a stylistically consistent manner.

Knowledge of Language: In your writing, experiment with how word choices affectmeaning and how language functions differently in different contexts.

Conventions of Standard English: Challenge yourself to write increasinglycomplex sentences, avoiding all errors in sentence construction and using parts ofspeech and punctuation correctly.

READING

Key Ideas and Details: Read increasingly complex texts from a variety of genres.Work on making and supporting reasonable inferences and on identifying andinferring main ideas, themes, sequences, and relationships.

Craft and Structure: As you read, consider the purpose of texts and parts of texts.Also analyze how texts are organized, how authors use point of view, and howauthors use words and phrases.

Integration of Knowledge and Ideas: As you read, analyze how authors presenttheir arguments. Also read multiple texts with similar topics or similar themes andanalyze connections between and among these texts.

WRITING SCORE POINT DESCRIPTORS

Ideas and Analysis: The response is appropriate to the task, and presents a clearargument, with satisfactory reasons for the position. The response demonstratesrecognition of implications, complications, and/or counterarguments. There is somemovement between specific and generalized ideas.

Development and Support: Ideas are adequately explained and supported, withsatisfactory use of reasoning and/or detailed examples. The writer’s claims andspecific support may be integrated.

Organization: The response exhibits a clear but simple organizational structure.Ideas are logically grouped. Transitions between and within paragraphs clarify therelationships among ideas.

Language Use and Conventions: The response demonstrates the ability to clearlyconvey meaning. Word choice is sometimes precise. Sentence structures areoccasionally varied and usually clear. Voice and tone are appropriate for thepersuasive purpose, but may be inconsistently maintained. While errors in grammar,usage, and mechanics are present, they rarely impede understanding.

Use the following rubric descriptions of your writing scores to identify your strengthsand areas for improvement.

SCIENCE

Interpretation of Data: Carefully consider the intended audience to determine themost accurate and useful way to present data. Use mathematical concepts(interpolation, extrapolation, slope) to interpret and extend from graphs.

Scientific Investigation: Generate hypotheses and then design and performcontrolled experiments involving multiple variables to validly test the hypotheses.Evaluate experiments for possible sources of measurement error.

Evaluation of Models, Inferences, and Experimental Results: Compare andevaluate the results of scientific experiments and compare and evaluate competingscientific explanations. Examine ways to improve on scientific experiments andexplanations.

MATH

Grade Level Progress: Ask questions when you don't understand the lesson. Starta group with classmates to study for quizzes and tests.

• The Number System: Work on recognizing the decimal expansion of numbers.Can you find decimal approximations for irrational numbers?

• Expressions & Equations: Work on understanding how to work with integerexponents and scientific notation. Can you make connections betweenproportional relationships, lines, and linear equations?

• Functions: Work on understanding that linear functions have a constant rate ofchange. Given a word problem, can you model the situation with a linear function?

• Geometry: Create a set of directions including at least 4 transformations(rotations, reflections, and translations) that will take a polygon and map it ontoitself.

• Statistics and Probability: Find a scatterplot on the internet and create a linearfunction that models the data. Interpret the slope and intercept in relation to thedata.

Integrating Essential Skills: Everybody makes mistakes. When you make one,think about what tipped you off to there being something wrong, and think aboutwhether you could have noticed it sooner.

Justification and Explanation: Work on identifying reasons for mathematical steps.Can you show why the area of a triangle is always half of the base times the height?

Modeling: Find some real-world situations and create models to describe andpredict information.

Scores are estimates of student knowledge and achievement. Actual achievement could be slightlyhigher or lower than the scores shown.

ACT, Inc.-Confidential Restricted www.DiscoverACTAspire.org Created 2/6/20183464©2018 by ACT, Inc. All rights reserved.

SUMMATIVEAssessed Jan 31, 2018-Feb 1, 2018

Student NameGrade 8MIDDLE SCHOOL, District ID: 50301Birth Date: 2/15/2004, Student ID: 20180130-13

Subject ProficiencyHow is Student progressing toward unlocking her potential and preparing for college and a career?

MAIN SCORES

NationalPercentile RankScore Range

ACT ReadinessLevel

ScoreSubject

English Exceeding437

94th441445 -

Reading Ready421

55th424427 -

Science Ready428

80th431434 -

Math Exceeding432

90th435438 -

Composite 433 -431 435

SUPPLEMENTAL SCORES

ACT ReadinessRange Score Range

Score

ELAEnglish, reading, and writing must be tested in the same grade level to calculate a score.

STEM Ready 433435431 -

Progress with Text Complexity: You are making sufficient progress.

Progress Toward Career Readiness: You are making progress toward a Gold level on the ACT NCRC.

ACT Readiness Level: Based on the test score and performance level cut scores, your performancecan be classified into one of these levels: Exceeding, Ready, Close, In Need of Support.

ACT Readiness Range: Where a student who has met the ACT Readiness Benchmark on thisassessment would typically perform.Score Range: All measurements, including test scores, contain uncertainty. Your test score indicates

how well you performed on the actual test day. However, the Score Range shows the scores you wouldlikely obtain if you took the test again without additional coursework.

National Percentile Rank: The percentage of other grade 8 students in the nation who received ascore that is the same as or lower than yours.

Understand subject skill expectations for each ACT Readiness Level by reviewing the PerformanceLevel Descriptors: www.DiscoverACTAspire.org/performance-level-descriptors

©2018 by ACT, Inc. All rights reserved. ACT, Inc.-Confidential Restricted. www.DiscoverActAspire.org Created 2/6/2018These scores are estimates of student knowledge and achievement. The student's actual achievement could be slightly higher or lower than scores shown. 3464

SUMMATIVEAssessed Jan 30, 2018 - Feb 1, 2018

HIGH SCHOOLGrade 9SCHOOL DISTRICT, School ID: 301-3

Current ProgressHow are students progressing towardunlocking their potential and preparing forcollege and a career?

Page 1 of 1

COMPOSITE SCOREPREDICTED ACTCOMPOSITE SCORE

43727.9

Maximum: 36

College and Career Readiness: Current and Predicted Path

ENGLISHExceeding450

ACT Readiness Benchmark 429: National AverageStudents: 27

PREDICTEDACT SCORE

31.4

READINGExceeding432


PREDICTEDACT SCORE

27.2

SCIENCEReady433


PREDICTEDACT SCORE

23.9

MATHReady433


PREDICTEDACT SCORE

24.4

ABOUT PROGRESSThe progress charts summarize aggregate performance of students for HIGH SCHOOL against the backdrop of the ACT Readiness Levels.

Gray circles plot average (mean) scores for current students who also have a prior year test score. If gray circles are not shown, prior year scores are unavailable.

Based on all current students, the orange circles plot current year average scores and projected average scores for future ACT Aspire assessments. When grade 9 or 10 istested, projected scores for the ACT College Readiness Assessment are presented.

Score projections are based on expected growth rates.

All Your Students Your Students with Score HistoryCurrent AveragePredicted Average

Current and Past Average

©2018 by ACT, Inc. All rights reserved. ACT, Inc.-Confidential Restricted www.DiscoverACTAspire.org Created 2/6/2018

ACI'' Aspire·SUMMATIVE Assessed Jan 31, 2 018. Jan 31, 2018

READINESS 94% Percent and Count Exceed10.g

and Ready

Exceeding 89" 17

-iL I

Grade 8

n John Arizona

MIDDLESCHOOL Grade 8SCHOOL DISTRICT. School ID: 103-2

Proficiency Summary: English

How can students be grouped by subject proficiency and growth to infonn teaching?

GROWTH DISTRBUTION Grade 9 21% 16% 53%

452 .. Rania Anota 452 .. Taft ltasaacnuae

� 4S2 .. JOhn R&Cleling 4S2 .. oaniet cneuenne stuCl&n.e Not Shown: 1

r'' n Exce

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431 •· venetia Quincy

431 •• Cooliage Hewart � 431 Calhoun Bayfield

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,31 .. waaningtoo Maryland .- Stucien1e Notsnown : 2 ,. .. n UMed

Center

Priya Cnar1oct& •• Kami Minnesota

.. .Aina TokyO

429

Ready

456 E.xceed'ng

Ready

Close

In Need Of Suppon

low 6.verage High

.

Typical Less Than Me: Above

•

Growth E.xpe01ed E.xpee1ations E.xpe01acions Students wilhoot growth hstory: 2

SKILLSACT Readiness Range Ois1ribi.rtion: Percent and Coum

Production of Writing

Knowledge of Language

Conventions of Standard English

In the ACT Readiness Range Below

18

•.......................................................... ,lil,,imM

•a

ruiiiin 422 ACT Readiness Benchmark

L Off Grade students tested below or above their current grade.

Close 415

400

© 201 S by ACT. Inc. � righ1s reserved. ACT. lnc.-Confidenti.aJ Restricted www.DiscoverACTAspire org Crea:ed 4/23/2018

ELEMENTARY SCHOOLSCHOOL DISTRICT, School ID: 301-1

SUMMATIVEAcademic Year 2016-17

New Class RosterHow can students be grouped bysubject to inform teaching?

Page 1 of 2

English Reading Writing Science MathStudent Name CurrentGrade

442 414 Non-Scoreable 438 4246Alabama, Harrison Q301-1-069 02/05/2007

426 420 X 427 4164Alaska, Chester A301-1-001 11/21/2001

426 426 X 425 4165Alaska, John Z301-1-026 01/02/2002

425 417 X 436 4215Arizona, Bill E301-1-031 10/14/2001

429 417 Scoreable 430 4186Arizona, Cathy D301-1-056 11/28/2001

418 420 X 420 4225Bakersfield, Betty F301-1-032 01/05/2002

428 427 Scoreable 429 4196Bakersfield, Thomas E301-1-057 10/22/2001

417 430 X 432 4165Boston, Brenda A301-1-027 01/04/2002

423 412 X 423 4174Boston, Joe B301-1-002 12/31/2001

435 410 X 433 4174California, Christy Q301-1-017 10/06/2009

438 414 X 432 4195Charlotte, Cassy G301-1-033 10/15/2001

419 430 Scoreable 424 4286Charlotte, Kimberly F301-1-058 01/06/2002

418 420 Scoreable 424 4286Cheuenne, Quayle U301-1-073 02/09/2007

435 410 X 433 4114Colorado, Carly C301-1-003 10/11/2001

438 422 X 426 4245Colorado, George B301-1-028 10/16/2001

435 417 X 427 4134Connecticut, Rutherford J301-1-010 11/19/2001

G: Tested grade. Studentstested below or above thepimary test grade.

InvalidNot Tested

INVX


Student Counts

ExceedingReadyCloseIn Need of Support

2020 67%67% 1212 40%40% 2222 73%73% 1414 47%47%

88 27%27% 99 30%30% 88 27%27% 1515 50%50%

22 7%7% 44 13%13% 00 0%0% 11 3%3%

00 0%0% 55 17%17% 00 0%0% 00 0%0%

ELEMENTARY SCHOOLSCHOOL DISTRICT, School ID: 301-1

SUMMATIVEAcademic Year 2016-17

New Class RosterHow can students be grouped bysubject to inform teaching?

Page 2 of 2

English Reading Writing Science MathStudent Name CurrentGrade

418 420 Scoreable 424 4286Connecticut, William K301-1-063 12/01/2001

442 423 Scoreable 438 4226Eden Valley, Joe A301-1-053 10/19/2001

426 431 X 427 4165Helena, Jessica L301-1-038 10/13/2001

425 417 X 436 4215Hollywood, Tammi J301-1-036 01/03/2002

415 415 X 422 4154Idaho, Dick F301-1-006 12/29/2001

428 427 Scoreable 429 4196Indianapolis, Holly B301-1-054 11/30/2001

418 420 X 420 4225Juneau, Jennifer N301-1-040 01/01/2002

419 430 Scoreable 424 4286Kampala, George M301-1-065 10/20/2001

414 422 X 418 4154Kampala, Kerry L301-1-012 12/30/2001

426 420 X 427 4164Kansas, Kelly O301-1-015 11/18/2001

442 414 Scoreable 438 4246Memphis, Elbridge C301-1-055 01/07/2002

414 422 X 418 4154Minnesota, Arthur P301-1-016 10/05/2009

429 417 Scoreable 430 4186Minnesota, Caity L301-1-064 01/09/2002

435 410 X 433 4174Minnesota, Walter K301-1-011 10/12/2001

G: Tested grade. Studentstested below or above thepimary test grade.

InvalidNot Tested

INVX


Student Counts

ExceedingReadyCloseIn Need of Support

2020 67%67% 1212 40%40% 2222 73%73% 1414 47%47%

88 27%27% 99 30%30% 88 27%27% 1515 50%50%

22 7%7% 44 13%13% 00 0%0% 11 3%3%

00 0%0% 55 17%17% 00 0%0% 00 0%0%


Subject Proficiency by StudentHow can students be grouped by subject to inform teaching?

Page 1 of 2HIGH SCHOOLTest Grade: 9SCHOOL DISTRICT, School ID: 301-3

ENGLISH READING SCIENCE MATH27 22 23 19

Student CountExceeding or ReadyClose or In Need of Support 0 5 4 8

Arizona, James I 456 434 440 440

Arizona, Zuri G 456 434 440 441

Iowa, Johnson 443 436 436 437

Jefferson, Giselle P 456 431 436 444

Salinas, Zara W 456 434 440 439

California, Una H 439 431 430 442

Eden Valley, Verity C 437 434 434 439

Greece, Monroe Q 437 434 434 439

Haiti, Greta R 439 436 430 442

Iowa, Jasper 444 433 432 442

Wyoming, Vesper F 439 431 430 437

Hastings, Indira N 456 436 436 426

Melbourne, Xandra A 456 442 440 427

Bismark, Yesenia Y 437 442 434 430

Duluth, Alben V 437 442 434 432

Japan, Gigi T 456 428 440 433

Loveland, Dwight Z 439 436 430 433

New Hampshire, Jackson M 456 428 434 434

Bangor, James X 456 424 430 435

Glendale, Indigp L 456 436 430 426

Off Grade studentstested below or abovetheir current grade.

Close or In Need of SupportExceeding

Non-ScorableInvalid

Not TestedNSINV

X



Subject Proficiency by StudentHow can students be grouped by subject to inform teaching?

Page 2 of 2HIGH SCHOOLTest Grade: 9SCHOOL DISTRICT, School ID: 301-3

ENGLISH READING SCIENCE MATH27 22 23 19

Student CountExceeding or ReadyClose or In Need of Support 0 5 4 8

Arizona, Syana J 456 424 430 431

Nampa, Richard B 456 424 430 433

Memphis, William E 456 428 434 421

Close or In Need of Support in 2+ SubjectsInver Hills, Madison O 456 442 428 427

Fairmont, Harding K 456 428 428 427

Ireland, Van Buren S 456 424 424 426

Indianapolis, John D 456 424 424 421

Off Grade studentstested below or abovetheir current grade.

Close or In Need of SupportExceeding

Non-ScorableInvalid

Not TestedNSINV

X


Skill Proficiency: MathHow can students be grouped by skill proficiency to inform teaching?

Page 1 of 2HIGH SCHOOLTest Grade: 10SCHOOL DISTRICT, School ID: 301-3SUMMATIVE

Assessed Feb 1, 2018

Grade LevelProgress Number and

QuantityAlgebra Functions Geometry Statistics and

Probability

IntegratingEssential

Skills

Justificationand

Explanation

Modeling

Exceeding 438-460

Minnesota, Spiro U. 460California, Joy V. 449Bakersfield, Roosevelt R. 446Boston, Fawn B. 443Arizona, Kalia Q. 443Memphis, Jackson P. 442Indianapolis, Jolie O. 442Eden Valley, Garner N. 441Waverly, Ingrid K. 441Connecticut, Zachary H. 441Minnesota, Evita D. 439Colorado, Millard Y. 439Scottsdale, Adams J. 438Colorado, Ilene G. 438County, Jones 438

Ready 432-437

Florida, Jada Z. 437


Blank = In the ACT Readiness RangeBelow the ACT Readiness Range

Off Grade students tested below orabove their current grade.

GrowthBlank = No Growth Data

HighAverageLow

Skill Proficiency: MathHow can students be grouped by skill proficiency to inform teaching?

Page 2 of 2HIGH SCHOOLTest Grade: 10SCHOOL DISTRICT, School ID: 301-3SUMMATIVE

Assessed Feb 1, 2018



Probability


Skills

Justificationand

Explanation

Modeling

Ready 432-437

California, Franklin F. 435Charlotte, Kamryn S. 435Reno, Imani M. 434North Dakota, Jazmine X. 434Maine, Jimmy W. 432

Close 426-431

Uganda, Dallas L. 430Seattle, Hubert C. 427Cincinnati, Ulysses A. 426

In Need of Support 400-425

Delaware, Henry I. 425Arkansas, Genevieve E. 424


SKILL FOCUS Better proficiency in this skill may improve scores.Justification and Explanation:The tasks in this skill category assess students’ ability to explain reasons behind mathematical statements, results, and procedures.

Blank = In the ACT Readiness RangeBelow the ACT Readiness Range

Off Grade students tested below orabove their current grade.

GrowthBlank = No Growth Data

HighAverageLow

SUMMATIVEAssessed Feb 01, 2018

HIGH SCHOOL

DES MOINES SCHOOL DISTRICT, School ID: 301-3

Skill Proficiency by Group: MathHow can decisions be informed by group performance in different skillareas?

Page 1 of 1

Test Grade: 10



Probability


Skills

Justificationand

Explanation

Modeling

National15% 17% 20% 48%

HIGH SCHOOL58% 23% 12% 7%

26

Blue60% 20% 10% 10%

10

School Performance

Original60% 20% 10% 10%

10

School Performance


SKILL FOCUS Better proficiency in this skill may improve scores.Justification and Explanation:The tasks in this skill category assess students’ ability to explain reasons behind mathematical statements, results, andprocedures.

Number of students in the ACTReadiness Range

Fewer than 50%

Blank = 50% or more

Assessed Jan 30, 2018 - Feb 1, 2018

Supplemental ScoresHow can additional performance measures inform decisions?

Page 1 of 1MIDDLE SCHOOLGrade 8SCHOOL DISTRICT, School ID: 301-2

SUMMATIVE

NATIONAL PERCENTILE RANK The ranks show how this group performed in comparison to other grade 8 students inthe nation.

For example, if the median English score is at the 86th percentile, the typical student inthis group achieved as well as or better than 86% of the students in the nation.

Percentile

ELA English, Reading and Writing Combined Score PROGRESS WITH TEXT COMPLEXITY429AverageScoreRange: 403 - 447

The ELA (English Language Arts) score represents your group’s overallperformance on the English, reading, and writing tests. The ACTReadiness Benchmark for ELA indicates whether students are on targetto meet ACT’s College and Career Readiness Benchmark in ELA whenthey leave high school.Percent and Count of Students Meeting/Below BenchmarkMeets Below

12 1152%

The ability to communicate thoughts and ideas clearly and to read,understand, and apply critical analysis to a range of texts isfoundational to academic success in all subjects.

48%

100%SufficientProgress

Students must read and understand increasingly complex texts toprepare for the reading demands of college and career. Examples offactors that contribute to text complexity are vocabulary level, sentencestructure, and rhetorical structure. The reading test measures progresswith text complexity by checking for understanding of texts from a rangeof complexity levels.Progress Distribution: Percent and CountSufficient Progress Insufficient Progress

26 0100% 0%

In order to read complex texts, students need reading experienceswith increasingly complex texts from a variety of genres acrossdisciplines. Reading routines should include careful reading ofchallenging texts with a focus on problem-solving unfamiliarlanguage and concepts that are central to the meaning.

STEM Science and Math Combined Score PROGRESS TOWARD CAREER READINESS434AverageScoreRange: 400 - 451

The STEM (Science, Technology, Engineering, and Math) scorerepresents your group’s overall performance on the science and mathtests. The ACT Readiness Benchmark for STEM indicates whetherstudents are on target to meet ACT’s College and Career ReadinessBenchmark in STEM when they leave high school.Percent and Count of Students Meeting/Below Benchmark

BelowMeets

17 965% 35%

Developing strong science and math skills affords your students theopportunity to take interesting courses and pursue engaging college majorsthat may lead to rewarding STEM careers in the future.

AverageCompositeScore

432

Range: 400 - 449

Progress Toward Career Readiness is an early indicator of your group'sfuture achievement on the ACT National Career Readiness Certificate(NCRC). The ACT NCRC is an assessment-based credential thatdocuments foundational work skills important for job success acrossindustries and occupations. The distribution below shows how yourgroup's ACT Aspire composite scores relate to progress toward aBronze, Silver or Gold level on the ACT NCRC.

Learn how NCRC performance relates to job skill requirements:http://www.act.org/workkeys/briefs/files/NCRCRequirements.pdf.This information is not to be considered a substitute for actual performance on theACT NCRC.

None Bronze Silver Gold

0 260 00% 0% 0% 100%

Predicted Career Readiness Distribution: Percent and Count




Subject Proficiency by DemographicWhich student subgroups are in greatest need of additionalsupport?

Page 1 of 4

SUMMATIVE

ENGLISH READING SCIENCE MATH


School Performance

2767% 15% 19% 0%

School Performance

2730% 56% 15% 0%

School Performance

2748% 22% 22% 7%

School Performance

27

Gender

Female100% 0% 0% 0%

School Performance

1486% 7% 7% 0%

School Performance

1443% 57% 0% 0%

School Performance

1457% 21% 21% 0%

School Performance

14

Male100% 0% 0% 0%

School Performance

1346% 23% 31% 0%

School Performance

1315% 54% 31% 0%

School Performance

1338% 23% 23% 15%

School Performance

13

Race / Ethnicity

American Indian/Alaska Native

No Students Tested No Students Tested No Students Tested No Students Tested

Asian No Students Tested No Students Tested No Students Tested No Students Tested





Page 2 of 4

SUMMATIVE



School Performance

2767% 15% 19% 0%

School Performance

2730% 56% 15% 0%

School Performance

2748% 22% 22% 7%

School Performance

27

Black /AfricanAmerican


Hispanic orLatino


Native Hawaiian/Other PacificIslander


White No Students Tested No Students Tested No Students Tested No Students Tested

Not Categorized No Students Tested No Students Tested No Students Tested No Students Tested





Page 3 of 4

SUMMATIVE



School Performance

2767% 15% 19% 0%

School Performance

2730% 56% 15% 0%

School Performance

2748% 22% 22% 7%

School Performance

27

Other Demographics

EconomicallyDisadvantaged

4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

ELL 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Gifted 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

IEP 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Migrant No Students Tested No Students Tested No Students Tested No Students Tested





Page 4 of 4

SUMMATIVE



School Performance

2767% 15% 19% 0%

School Performance

2730% 56% 15% 0%

School Performance

2748% 22% 22% 7%

School Performance

27

Section 504 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Other AccomsPlan

4 Students or Fewer 4 Students or Fewer 4 Students or Fewer 4 Students or Fewer

Homeless No Students Tested No Students Tested No Students Tested No Students Tested

Parent in Military No Students Tested No Students Tested No Students Tested No Students Tested

In Foster Care No Students Tested No Students Tested No Students Tested No Students Tested


SUMMATIVE Assessed Jan 30, 2018 - Feb 2,2018

SCHOOL DISTRICT District ID: 50301

Subject Proficiency by Grade LevelHow can decisions be informed based upon grade level subjectproficiencies?

Page 1 of 2


SCHOOL DISTRICT86% 11% 3% 0%

21338% 34% 23% 5%

21331% 50% 15% 4%

21360% 27% 12% 2%

211

Grade 379% 21% 0% 0%

National: Exceeding and Ready

2420% 60% 12% 8%


2520% 60% 12% 8%


2542% 42% 17% 0%


24

Grade 489% 11% 0% 0%


2763% 37% 0% 0%


2733% 41% 26% 0%


2746% 46% 8% 0%


26

Grade 585% 11% 4% 0%


2748% 37% 7% 7%


2730% 56% 15% 0%


2744% 44% 11% 0%


27

Grade 681% 19% 0% 0%


2733% 33% 22% 11%


2730% 56% 15% 0%


2778% 19% 4% 0%


27

Grade 785% 15% 0% 0%


270% 37% 48% 15%


2711% 70% 11% 7%


2785% 7% 7% 0%


27

Grade 885% 7% 7% 0%


270% 35% 65% 0%


2677% 23% 0% 0%


2674% 11% 15% 0%


27

Grade 9100% 0% 0% 0%


2767% 15% 19% 0%


2730% 56% 15% 0%


2748% 22% 22% 7%


27



SCHOOL DISTRICT District ID: 50301

Subject Proficiency by Grade LevelHow can decisions be informed based upon grade level subjectproficiencies?

Page 2 of 2



21338% 34% 23% 5%

21331% 50% 15% 4%

21360% 27% 12% 2%

211

Grade 1085% 4% 11% 0%


2767% 22% 11% 0%


2722% 37% 22% 19%


2758% 23% 12% 8%


26

SUBJECT FOCUS Better proficiency in reading may improve scores.ACT Aspire Reading Assessments determine whether students can understand what increasingly challenging texts say explicitly and what can reasonablybe inferred from these texts; understand general academic and domain-specific language in the context in which it is used; and integrate knowledge andideas from multiple texts.



SCHOOL DISTRICTGrade 7District ID: 50301

Subject Proficiency by SchoolHow can decisions be informed based upon school and subjectproficiency?

Page 1 of 1


National45% 32% 17% 6% 11% 31% 30% 29% 21% 21% 20% 37% 20% 24% 31% 25%


District Performance

270% 37% 48% 15%


2711% 70% 11% 7%


2785% 7% 7% 0%


27

MIDDLE SCHOOL85% 15% 0% 0%


270% 37% 48% 15%


2711% 70% 11% 7%


2785% 7% 7% 0%


27



ACT, Inc.-Confidential Restricted©2018 by ACT, Inc. All rights reserved. www.DiscoverACTAspire.org Created 2/6/2018

Skill Proficiency by School: ScienceHow can decisions be informed based upon school and skillproficiency?

SCHOOL DISTRICTGrade: 5District ID: 50301

1Page 1 of


SCHOOLDISTRICT 9 18

Interpretation of Data

33%

23 4

Scientific Investigation

85%

14 13

Evaluation of Models,Inferences, andExperimental Results

52%

ELEMENTARYSCHOOL 18

33%

9 4

85%

23 13

52%

14


State/TenantGrade 8Tenant ID: Tenant

Subject Proficiency by DistrictHow can decisions be informed based upon district and subjectproficiency?

Page 1 of 1


National47% 28% 18% 8% 19% 31% 26% 24% 20% 21% 22% 37% 20% 19% 29% 32%

STATE/TENANT85% 7% 7% 0%

State Performance

270% 35% 65% 0%

State Performance

2677% 23% 0% 0%

State Performance

2674% 11% 15% 0%

State Performance

27


State Performance

270% 35% 65% 0%

State Performance

2677% 23% 0% 0%

State Performance

2674% 11% 15% 0%

State Performance

27



ACT, Inc.-Confidential Restricted©2018 by ACT, Inc. All rights reserved. www.DiscoverACTAspire.org Created 2/6/2018

State/Tenant Skill Proficiency by District: ReadingHow can decisions be informed based upon district and skillproficiency?

Grade: 10 1Page 1 of


STATE/TENANT22 5

Key Ideas and Details

81%

21 6

Craft and Structure

78%

13 14

Integration ofKnowledge and Ideas

48%

SCHOOLDISTRICT 5

81%

22 6

78%

21 14

48%

13

Documents

SUMMATIVE - act.org · All measurements, including test scores, contain uncertainty. Your test score indicates how well you performed on the actual test day. However, this range shows