2005 National Score Report: Data Tables


Academic Abilities and Nonacademic Characteristics of ACT-Tested Graduates
  
Summary Five-Year History of College-Bound Students' Scores PDF   
Table 1 Average ACT Scores by Academic Preparation for Different Ethnic Groups PDF   
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 PDF   
Table 4 Average ACT Scores, Distributions, and Cumulative Percentages for All Students PDF   
Table 5 Distributions of Cumulative Percentages for ACT Standard Subscores PDF   
Table 6 Average ACT Scores and Standard Deviations for Males and Females PDF   
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 PDF   
Table 10 Percentage Distribution of Planned Educational Majors and Vocational Choices PDF   
Table 11 Background Information about the Graduating Class PDF   
Table 12 (Table not present in national report.)     
Table 13 Distribution of Planned Educational Majors and ACT Composite Scores PDF   
Table 14 Average ACT Composite Scores by Career Cluster PDF   
Table 15 High School Academic Area Grade Averages by Gender and Ethnicity ^   
All Tables ACT High School Profile Report — National Composite (includes all tables listed above) PDF   
  ACT Average Composite Scores by State — 2005 ACT-Tested Graduates HTML   

Appendix

The results profiled in this report are based on all students who took the ACT Assessment during their sophomore, junior or senior year and who graduated from high school in the spring of 2005. If a student tested more than once, only his/her most recent test record is used. Due to the increasing number of repeat test-takers, ACT expanded the number of student-specific variables used to match multiple student records in 2002. Those students who tested residually or under extended time conditions are not included.

It should be noted that graduating students who take the ACT Assessment are not necessarily representative of graduating students nationally. Students who live in the Midwest, Rocky Mountains, plains and southern regions of the country are over represented among ACT-tested students as compared to graduating students nationally.

Caution should be used in making comparisons between 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 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:

ACT Media Relations
319/337-1028
mediarelations@act.org