The 1997 High School Profile Report—National Normative Data
Academic Abilities and Nonacademic Characteristics of ACT Tested 1997 Graduates

Table of Contents

Summary 5-Year History of College-bound Students' Scores
TABLE 1 Average ACT Scores, Distributions, and Cumulative Percentiles
TABLE 2 Average 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


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 1997 and who took the ACT Assessment during their sophomore, junior or senior year. If students took the test more than one time, only their most recent scores are used. Those students who tested residually, used extended time testing or who failed to list a valid high school code are not included.

College-bound students who take the ACT Assessment are not representative, in some respects, of college-bound students nationally. First, students who live in the Midwest, Rocky Mountains, 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 comparing state and national norms. State norms may differ from national norms for non-educational reasons such as representativeness of the ACT-tested population and the demographic makeup of a state.

Since the ACT Assessment is designed for those 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)
    One year credit each for English 9, English 10, English 11, English 12

Mathematics (three years or more)
    One year credit each for algebra I, algebra II, geometry
    One-half year credit each for trigonometry, calculus (not pre-calculus), other math courses
        beyond algebra II, computer math/computer science

Social Sciences (three years or more)
    One year credit each for American history, world history, American government
    One-half year credit for economics, geography, psychology, other history

Natural Sciences (three years or more)
    One year credit each for general/physical/earth science, biology, chemistry, physics