Selections from the 2002 National Score Report

Academic Abilities and Nonacademic Characteristics of ACT-Tested Graduates
Summary Five-Year History of College-Bound Students' Scores HTML PDF   
Table 1 Average ACT Scores by Academic Preparation for Different Ethnic Groups HTML PDF   
Table 2 Average ACT Composite Scores by Ability Level for Different Ethnic Groups HTML ^   
Table 3 Student Satisfaction with Various Aspects of the Local High School HTML PDF   
Table 4 Average ACT Scores, Distributions, and Cumulative Percentages for All Students HTML PDF   
Table 5 Distributions of Cumulative Percentages for ACT Standard Subscores HTML PDF   
Table 6 Average ACT Scores and Standard Deviations for Males and Females HTML PDF   
Table 7 Expressed Adequacy of High School Education According to High School Curriculum or Program HTML ^   
Table 8 Average ACT Scores for Different Patterns of Academic Preparation HTML ^   
Table 9 High School GPAs & ACT Average Scores by Common Course Patterns HTML PDF   
Table 10 Percentage Distribution of Planned Educational Majors and Vocational Choices HTML PDF   
Table 11 Background Information about the Graduating Class HTML PDF   
Table 13 Distribution of Planned Educational Majors and ACT Composite Scores HTML PDF   
Table 14 Average ACT Composite Scores by Career Cluster HTML PDF   
Table 15 High School Academic Area Grade Averages by Gender and Race/Ethnicity HTML ^   
All Tables ACT High School Profile Report — National Composite (includes all tables listed above) PDF   
  ACT Average Composite Scores by State — 2002 ACT-Tested Graduates HTML     


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 2002 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)

  • 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 each for economics, geography, psychology, other history

Natural Sciences (three years or more)

  • One year credit each for general/physical/earth science, biology, chemistry, physics

For additional information, contact us at:

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