|Summary||5-Year History of College-Bound Students' Scores|
|TABLE 1||Average ACT Scores, Distributions, and Cumulative Percentages For All Students|
|TABLE 2||ACT Subscores, Distributions, and Cumulative Percentiles|
|TABLE 3||Average ACT Scores and Standard Deviations for Males and Females|
|TABLE 4||Average ACT Scores for Different Patterns of Academic Preparation|
|TABLE 5||Average Racial/Ethnic Group Scores by Level of Academic Preparation|
|TABLE 6||Average Racial/Ethnic Group Composite Scores by Ability Level|
|TABLE 7||High School Academic Area Grade Averages by Gender and Race/Ethnicity|
|TABLE 8||High School GPA & ACT Average Scores by Common Course Sequences|
|TABLE 9||Background Information about the Graduating Class|
|TABLE 10||Average ACT Composite Scores by Career Cluster|
|TABLE 11||Percentage Distribution of Planned Educational Majors and Vocational Choices|
|TABLE 12||Distribution of Planned Educational Majors and ACT Composite Scores|
|TABLE 13||Expressed Adequacy of HS Education According to HS Curriculum or Program|
|TABLE 14||Student Satisfaction with Various Aspects of the Local High School|
|ACT Average Composite Scores by State 2000 ACT-Tested Graduates|
Instructions for using the data presented here are provided in the interpretive guide Your College-Bound Students. For a copy of this guide, please write to ACT Research Services, ACT Inc., P.O. Box 168, Iowa City, IA 52243.
These data are based on all high school graduates of the class of 2000 who took the ACT Assessment during their sophomore, junior or senior year. For students who took the test more than once, only the most recent scores are used. Those students who tested on campus, used extended time testing or failed to list a valid high school code are not included.
College-bound students who take the ACT Assessment are not representative of college-bound students nationally. First, students who live in the Midwest, the Mountain West, the Plains, and the South are overrepresented among ACT-tested students as compared to college-bound students nationally. Second, ACT-tested students tend to enroll in public college and universities more frequently than do college-bound students nationally.
Caution should be used in comparing state and national norms. State norms may differ from national norms for non-educational reasons such as the representativeness of the ACT-tested population and the demographic makeup of a state.
Since the ACT Assessment is designed for students who plan to attend college, the focus is on the students who completed the recommended college preparatory courses. The recommended college core courses, as defined by ACT, include:
English (four years or more)
Mathematics (three years or more)
Social Sciences (three years or more)
Natural Sciences (three years or more)
For additional information, contact us at:
ACT Media Relations