ACT results for the Class of 2013 were released today and despite the drop in overall scores, more high school graduates are prepared for college. The decline in scores may be due to the fact for the first time ACT is including students who required accommodations, such as more time to take test, in the overall results as well as the fact that there as a dramatic increase in test-takers because both groups likely consist of a number of lower-performing students.
With that in mind, although scores declined it is important to point out that the percent of graduates considered “college ready” in all four subjects increased, and has been increasing for several years even though many more traditionally disadvantaged graduates are now taking the ACT. This shows our high schools are graduating more students ready to succeed in college.
But the results also show that progress has been slow and uneven between subgroups, requiring schools to double and even triple their efforts in making sure all students are adequately prepared for college-level work. To do so, high schools need to ensure that all students are taking the courses they need to succeed in college. Unfortunately, as CPE’s latest report Out of Sync found, most states do not require the courses students need to succeed in college for students to earn a high school diploma. As more graduates plan on enrolling in college, it is more important than ever that a high school diploma represent a student who is ready for higher education, whether it as a two-year or four-year institution. – Jim Hull
Below is summary of the major findings from the 2013 ACT report
- The nation’s graduating Class of 2013 had an average composite score of 20.9, which was a decrease from the 21.1 from both 2012 and 2009.
- At this score, an average high school graduate has about a 72 percent chance of getting admitted into a good college.*
- Scores decreased by two-tenths of a point on the reading (21.1), math (20.9) and science (20.7) tests between 2012 and 2013, while scores on the English (20.2) test declined by three-tenths of a point.
- Scores declined for every ethnic/racial group.
- White graduates saw a decrease of two-tenths of a point between 2012 and 2013 (22.4 to 22.2).
- The average black graduate score was 16.9.0 in 2013, which was one-tenth lower than in 2012 but the same as in 2009.
- The average Hispanic graduate score was 18.8 in 2013, which was a tenth of point lower than in 2012 but a tenth of a point higher than in 2009.
- Of the 31 states where at least 40 percent of graduates took the ACT:
- Minnesota achieved the highest composite score of 23.0.
- 74 percent of Minnesota graduates took the ACT
- Idaho, Iowa, and Wisconsin had the next highest scores of 22.1 apiece.
- Minnesota achieved the highest composite score of 23.0.
- Of the nine states where 100 percent of graduates took the ACT:
- Utah had the highest score at 20.7, followed by Illinois (20.6) and Colorado (20.4).
- Tennessee (19.5), Louisiana (19.5), and North Carolina (18.7) had the lowest scores out of this group.
- Twenty-six percent of 2013 high school graduates were college ready in all four ACT subject tests (English, Reading, Math, and Science), which is one percentage point increase from 2012 and a 3 percentage point increase from 2009.
- Of the 31 states that had at least 40 percent of their graduates take the ACT, Minnesota and Michigan were the only state where more than 50 percent of their graduates were college ready in at least three of four subjects.
- Less than 30 percent of graduates in, Kentucky, Louisiana, North Carolina, Mississippi, & Tennessee were college ready in three of four subjects.
- Graduates who achieve these benchmarks are ready to succeed in first-year, credit-bearing college courses in the specific subjects ACT tests, according to ACT research. “Success” is defined as a 75% likelihood of earning a ‘C’ or better in the relevant course.
- Black and Hispanic graduates are less likely to be college ready than their white peers.
- The percent of black graduates meeting all four benchmarks remained at 5 percent between 2012 and 2013 while the percent of Hispanic students increased from 13 to 14 percent.
- However, these percentages are much lower than the 33 percent of white graduates who met all four benchmarks in 2013 which is up from 32 percent in 2012.
- Between 2012 and 2013, the percentage of graduates who scored at or above the ACT College Readiness Benchmarks increased from 31 percent to 36 percent in science, but declined in the other three subject areas.
- Over the same time period there was an eight percentage point drop in the proportion of graduates who were college-ready in reading (52 to 44 percent), a three percentage point drop in English (67 to 64 percent) and a two percentage point drop in math (46 to 44 percent).
Core Course Rigor
- Seventy-four percent of ACT test-takers completed the recommended “core” college-preparatory curriculum, which is down from 76 percent in 2012 but still significantly higher than the 70 percent in 2009.
- High school graduates who completed a core curriculum earned composite test scores 2.7 to 3.1 points higher than graduates who did not complete a core curriculum.
- A three point increase in an ACT score for an average graduate increases his or her chances of getting admitted into a good college from 72 percent to 81 percent.*
- Black and Hispanic graduates were less likely to have completed a core curriculum than white graduates.
- While 76 percent of white graduates complete a core curriculum, just 69 percent of black graduates and 72 percent of Hispanic graduates did so.
- About 54 percent of all 2013 high graduates took the ACT, compared to 52 percent in 2012 and 45 percent in 2009.
- More minority graduates are taking the ACT.
- In 2013, nearly 28 percent of ACT test-takers were Hispanic or black, compared to 22 percent in 2009.
- Furthermore, the percentage of test-takers who were white decreased between 2009 and 2013, from 64 percent to 58 percent.
For more information on how to use college entrance exam scores to evaluate your school, check out the Center’s Data First Website.
* Data based on calculations from the Center for Public Education’s Chasing the College Acceptance Letter: Is it harder to get into college.