Selections from the 2001 National Score Report

Academic Abilities and Nonacademic Characteristics of ACT-Tested Graduates
Summary Five-Year History of College-Bound Students' Scores   
Table 1 Average ACT Scores by Academic Preparation for Different Ethnic Groups   
Table 2 Average ACT Composite Scores by Ability Level for Different Ethnic Groups   
Table 3 Student Satisfaction with Various Aspects of the Local High School   
Table 4 Average ACT Scores, Distributions, and Cumulative Percentages for All Students   
Table 5 Distributions of Cumulative Percentages for ACT Standard Subscores   
Table 6 Average ACT Scores and Standard Deviations for Males and Females   
Table 7 Expressed Adequacy of High School Education According to High School Curriculum or Program   
Table 8 Average ACT Scores for Different Patterns of Academic Preparation   
Table 9 High School GPAs & ACT Average Scores by Common Course Patterns   
Table 10 Percentage Distribution of Planned Educational Majors and Vocational Choices   
Table 11 Background Information about the Graduating Class   
Table 12 Distribution of Planned Educational Majors and ACT Composite Scores   
Table 13 Average ACT Composite Scores by Career Cluster   
Table 14 High School Academic Area Grade Averages by Gender and Race/Ethnicity   
  ACT Average Composite Scores by State — 2001 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 students who graduated from high school in the spring of 2001 and who took the ACT Assessment on a national test date during their sophomore, junior, or senior year. If a student tested more than once, only their most recent test record is 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 necessarily representative of college-bound students nationally. Students who live in the Midwest, Rocky Mountains and Plains, and the Southern regions are overrepresented among ACT-tested students as compared to college-bound students nationally.

Caution should be used in comparing state and national norms. State norms may differ from national norms for noneducational reasons such as the demographic makeup of a state's ACT-tested graduates compared to the nation.

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