The COVID-19 pandemic caused widespread disruptions to the educational system in Nebraska and across the world. At the onset of the pandemic in March 2020, schools in Nebraska were forced to replace on-site instruction with virtual instruction. During the 2020-2021 academic year, many students learned online or under hybrid learning formats.…

The report brief describes district-level ACT test results for AISD students in the 2015-2016 school year.

"The Condition of College and Career Readiness" looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for New Mexico: performance, STEM, career readiness, impact, behaviors that impact access and opportunity,…

The report brief describes district-level ACT test results for AISD students in the 2015-2016 school year.

This report examines both the substantiveness and statistical significance of differences between mean American College Testing (ACT) Program assessment scale scores. The first part of the report describes the development and results of a method for interpreting the substantiveness of mean differences in terms of test items correctly answered. For…

The level of preparation for college entrance tests, university mathematics placement tests, and beginning college mathematics courses was studied for students who completed the Standards-oriented curriculum "Contemporary Mathematics in Context" (A. Coxford, J. Fey, C. Hirsch, H. Schoen, E. Hart, B. Keller, and A. Watkins, 2001), the…

This news release reports that college-bound high school students in 2000 have maintained the American College Testing Program (ACT) score level reached in the last years of the 1990s. Data show the composite ACT score to be 21 (on the scale of 1-36) for the fourth consecutive year. A record number of 1,065,138 members of the high school class of…

This paper is concerned with typical changes in scores on the American College Testing Program Assessment (ACT) between students' first and second testing. Analyses were based on data from a sample of students who tested twice between 1989 and 1992. Scores of twice-tested females, males, blacks, whites, and students who were tested on particular…

The Educational Planning and Assessment System (EPAS) of the American College Testing Program consists of three testing programs: EXPLORE, PLAN, and the ACT Assessment Program (ACT). EXPLORE is administered in the 8th grade, PLAN in the 10th grade, and the ACT in the 11th or 12th grade. This study investigated relationships among the composite…

The scores of students with disabilities who took the ACT Assessment at least twice, and at least once under extended-time guidelines, were studied. The investigation identified three groups of students. The first group was composed of 3,410 students who tested at least twice under extended-time guidelines. The second group of 3,439 students…

The relationships among students' scores on the American College Test (ACT) Science Reasoning test, their science course work in high school, and their out-of-class accomplishments in science were studied. Data were from nearly one million ACT-tested students in the high school graduating class of 1998. Analyses were done for the total group of…

This study investigated changes between 1987 and 1996 in the proportions of ACT-tested students taking or planning to take high school mathematics and science courses prior to high school graduation. The changes in course-taking patterns among racial/ethnic and gender subgroups were also compared. The seven courses studied were Algebra II,…

Whether preparation classes for the American College Testing (ACT) assessment actually raise student scores was studied with middle-class, private-school high school juniors and seniors of various ethnic backgrounds. The 1990-1991 test results for 30 students who had taken an ACT coaching course were compared with those of 30 students who had not.…

Declining test scores have been publicized throughout the nation for the past several years as a major educational issue. Because of the kinds of statements made, the conclusions drawn by educators and public alike, the San Mateo Educational Resources Center requested that a review of the literature and a bibliography be prepared that indicated…

This study examined the relationships between students' noncognitive characteristics and their performance on the ACT Assessment. Of particular interest were the contributions of these noncognitive variables to explaining ACT Assessment performance (over and above course work taken, grades earned, and high school attended). The sample for the…