Information Brief 2013-27
ACT College Readiness Benchmark Attainment by Family Income Level and Completion of the ACT-Recommended Core Curriculum 2013
There is a relationship between socioeconomic status and academic success in that high-income students tend to have higher levels of academic achievement when compared with low-income students. However, by completing a high school core curriculum that includes 4 or more years of English and 3 or more years each of mathematics, science, and social studies, low-income students can increase their achievement levels.
The chart below illustrates that by completing the ACT-recommended core curriculum, ACT-tested 2013 high school graduates, regardless of income, increased their likelihood of meeting 3 to 4 ACT College Readiness Benchmarks. These results are consistent with prior findings from ACT-tested 2012 high school graduates.1
Percentage Meeting 3 or 4 ACT College Readiness Benchmarks by Family Income Level and Core Curriculum Completion
|Family Income Level||Non-Core||Core|
|Less than $36,000||11.07%||23.6%|
|Greater than $100,000||44.88%||65.33%|
Note: Data based on 1,270,910 ACT-tested 2013 high school graduates who reported annual family income and provided course-taking information.
1 See ACT Information Brief 2012-33.
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