National Data Release

August 20, 2003

ACT Scores Steady Despite Record Number of Test-Takers

• Average national composite score 20.8, same as in 2002
• Many students not ready for college science, math coursework
• Too few students taking challenging high school courses
• Nearly 1.2 million test-takers, all-time record number

IOWA CITY, Iowa—More high school graduates than ever before took the ACT in 2003, and the average national composite score remained stable despite this increase in test takers. However, the results suggest many graduating seniors are not ready for college coursework, particularly in the areas of science and math.

The national average composite score on the ACT remained at 20.8 in 2003. A record number of nearly 1.2 million graduates took the exam—40 percent of all graduating seniors nationally.

The results, however, indicate that many graduates have not mastered the skills they need to be ready for first-year science and math courses that count toward a college degree. Only a fourth (26%) of 2003 graduates earned a score of 24 or higher on the ACT Science Test, while just four in ten earned a score of 22 or higher on the ACT Math Test. ACT research has shown that students who attain these college readiness benchmarks are more likely than others to be ready for college biology and algebra courses, respectively. These students have a high probability of completing these first-year courses with a grade of C or higher.

In comparison, the large majority (67%) of students received a score of 18 or higher on the ACT English Test, indicating they likely have the skills necessary to be ready for college English composition classes.

"We've heard a lot of talk recently about the inadequacy of students' writing skills," said Richard L. Ferguson, ACT's chief executive officer. "However, it appears that the more critical problems are in science and math."

Students who have higher-level skills in these subject areas are better positioned to succeed in the coursework necessary to pursue science- and math-related careers.

"The strength of the U.S. in national security, medicine, research, and engineering is dependent upon the science and math skills of today's young people," said Ferguson. "Our results indicate that too few students are learning these skills."

Readiness for college science and math coursework is particularly low among African American students. Only 5 percent of African American test-takers scored at or above the college readiness benchmark for college biology, and just 10 percent attained the readiness benchmark for college algebra.

Many Students Not Taking Challenging Coursework in High School

The primary reason why many students lack high-level skills in math and science is that too few are taking challenging coursework in high school. Fewer than two-thirds (61.9%) of tested graduates in the class of 2003 took the recommended core coursework for college-bound students.

ACT score results have consistently indicated that students who take the recommended core curriculum in high school—four years of English and three years each of mathematics (algebra and higher), natural sciences, and social sciences—are likely to fare better in college than those who don't. Graduates in the class of 2003 who took the core coursework earned an average ACT composite score of 21.8, compared to 19.3 for those who did not.

Students who take higher-level courses beyond the core curriculum tend to earn higher ACT scores and be better prepared for college. Graduates in 2003 who took four or more years of math in high school earned an average ACT composite score of 23.4, compared to 19.3 for those who took less than four years of math. In addition, those who took three or more years of science, including physics, earned an average composite score of 22.6, compared to 19.4 for others.

Relatively few students, however, are taking these higher-level courses. Fewer than half (45%) of all ACT-tested graduates in the class of 2003 took three or more years of science, including physics, in high school, while even fewer (39%) took four or more years of math.

"Far too few college-bound students are taking even the basic coursework necessary to prepare for college, let alone pushing themselves by taking higher-level courses," said Ferguson. "This is one of the reasons why college remediation and dropout rates are so high."

The National Center for Education Statistics has suggested that up to half or more of first-year college students must take at least one remedial course in college. Data compiled by ACT show that a fourth of freshmen at four-year colleges don't return for their second year of school, while only half graduate within five years. In short, many students who enter college are not successfully completing their degrees, and one of the key reasons appears to be inadequate academic preparation.

Results Again Include All Graduates in Colorado, Illinois

This year is the second in which scores for virtually all graduates in two states, Colorado and Illinois, were included in national totals. Both states began administering the ACT Assessment to all public school 11th graders in April 2001 as part of state-mandated testing. The fact that scores remained unchanged this year, despite a significant increase in the number of test-takers, is positive, said Ferguson.

"As the number of students taking the ACT Assessment has been steadily increasing over the years, we might expect the average score to decline, since we are likely adding students from a wider range of academic achievement," said Ferguson. "Instead, we have seen remarkable stability in the average ACT score."

Scores Higher for Racial/Ethnic Minorities

The national average composite score rose slightly for all racial/ethnic minority groups this year for the first time since 1997. Scores for Caucasian students remained unchanged.

Asian American students earned the highest average ACT composite score at 21.8 (up by 0.2 point), followed closely by Caucasian students with an average score of 21.7. Puerto Rican/Hispanic students received an average composite score of 19.0 (up by 0.2), followed by American Indians/Alaska Natives at 18.7 (up by 0.1), Mexican American/Chicano students at 18.3 (up by 0.1), and African American students at 16.9 (up by 0.1).

"Our research has shown that far too many African American students are not being adequately prepared for college," said Ferguson. "It has shown that they are less likely than others to take rigorous, college-preparatory courses and that they often don't receive the information and guidance they need to properly plan for college."

Students in every racial/ethnic group category who took the core college-preparatory curriculum again earned significantly higher average composite scores—10 to 15 percent higher—than those who did not.

"Regardless of their race or ethnic background, when students take the right courses in high school, it is reflected in their ACT scores and, thus, their preparedness for college," said Ferguson. "Parents, counselors, teachers and administrators must have higher academic expectations for students."

Males and Females Continue to Earn Comparable Scores

For another year, there was only a minimal difference in the average ACT scores of male students and female students in 2003. Males earned an average composite score of 21.0, while females earned an average score of 20.8. Recent research by ACT suggests that this difference is due to the greater number—and, thus, a broader spectrum—of females who take the test: 56 percent of test-takers in the class of 2003 were female, while just 44 percent were male. In both Illinois and Colorado, where all public school students take the ACT, there was no difference in the average composite score between males and females.

Males continue to earn higher average scores than females on ACT's mathematics and science tests, while females continue to earn higher average scores than males on the English and reading tests.

The ACT is required or preferred by more colleges and universities than any other college entrance exam. It is a curriculum-based achievement test made up of four separate exams in English, reading, mathematics and science. The ACT is the only national college entrance exam that includes a science test. An optional writing test will be added to the exam in the 2004-2005 school year. A one-of-a-kind National Curriculum Survey, conducted by ACT every three to four years, is used to ensure that the ACT reflects what high schools are teaching and what colleges expect students to know when they enter college.

The ACT is scored on a scale of 1 to 36, with 36 being the highest possible score. The test is administered in all 50 states and is the predominant college entrance exam in 25 states. ACT scores are accepted at virtually all colleges and universities in the nation.

Nearly 1.2 million graduates in the class of 2003 took the ACT Assessment. The number of graduates taking the exam grew by more than 5 percent in 2003 compared to 2002, outpacing the increase in the overall student population, which was slightly more than 2 percent.

2003 National and State Scores

 

 

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