Guiding Admissions With Data 1

Guiding With DataGuiding With Data

Understanding the Score ReportUnderstanding the Score Report

Understanding the Score ReportUnderstanding the Score Report

Over 300 points of data on each student Cognitive Data Non-Cognitive Data

Cognitive DataCognitive Data

More than just a score!

ACT National Curriculum Survey

ACT College Readiness Standards

Understanding the data you receive:Understanding the data you receive:Cognitive DataCognitive Data


- The ACT is a curriculum-based assessment

- Tests students in core subject areas of English, mathematics reading and science

- Assesses student proficiencies in these subject areas

- Informs and affects more than recruitment strategies

ACT National Curriculum Survey Survey middle, high school and postsecondary educators Determine faculty expectations in English, math, reading

and science – then compare these to actual teaching and rigor practices as they tie to college readiness

Survey is basis and foundation for EPAS Tests and promotes college readiness Standards are not opinions, but facts based on survey

and research


ACT College Readiness Standards Narrative description of what students need to know and

be able to do Reflect a common continuum of achievement Progressive model of student progress from middle to

high school Reflect student strengths/weaknesses evaluate student

readiness for next levels of learning


Readiness Benchmark Scores

Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores:

A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.

College Readiness Benchmark Score

English English Composition 18 Math Algebra 22 Reading Social Sciences 21 Science Biology 24

ACT SubjectArea Test

College Course(s)






Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work.

ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor—of the high school curriculum.

ACT Minimum Core

English: 4 years Social Studies: At least 3 yearsMathematics: At least 3 years Natural Sciences: At least 3 years




Non-CognitiveNon-Cognitive

Non-Cognitive: Score Report Non-Cognitive: Score Report InformationInformation

Major/degree interests

Type of institution/interests Extracurricular activities In HS and for postsecondary

School choice/size

Needs (academic and otherwise)

World of Work MapWorld of Work Map


Promotes effective and data-based career counseling

Helps students and counselors more specifically discuss aspirations and interests based on a proven measurement

Focuses discussion on student interests, and if these interests align with selected major

More impactful counseling for ‘undecided’ students


Importance of Releasing Names to Importance of Releasing Names to Colleges/UniversitiesColleges/Universities

Enrollment Rates by Enrollment Rates by Number of PurchasesNumber of Purchases

50%55%60%65%70%75%80%85%90%95%

0 1 2-3 4-7 8-15 16-30 31+

# Name Purchases

% E

nrol

led

Fall

200

5

15-18 19-21 28-31

Enrollment Rates by Enrollment Rates by Number of Purchases, African Number of Purchases, African AmericansAmericans

50%55%60%65%70%75%80%85%90%95%

0 1 2-3 4-7 8-15 16-30 31+# Name Purchases

% E

nrol

led

Fall

200

5

15-18 19-21 28-31

Enrollment Rates by Enrollment Rates by Number of Purchases, HispanicsNumber of Purchases, Hispanics

50%

55%

60%

65%

70%

75%

80%

85%

90%

0 1 2-3 4-7 8-15 16-30 31+# Name Purchases

% E

nrol

led

Fall

200

5

15-18 19-21 28-31

Late TestingLate Testing

Consequences of Late-Testing Consequences of Late-Testing

Late-testing affects educational opportunities

Time of first-testing affects likelihood of student names being purchased

Students whose names are purchased are more likely to enroll in college

Many students from target populations don’t test first time until senior year

1-12 37% 78%13-15 34% 71%16-19 15% 45%20-23 7% 28%24-27 4% 25%28-32 3% 24%33-36 3% 22%Tot 10% 41%

Jr Not Purch

Senior Names Much Less Likely to Senior Names Much Less Likely to be Purchasedbe Purchased

Sr Not PurchACT Composite

1-12 2,168 6,305

13-15 13,508 36,894

16-19 18,912 54,227

20-23 10,946 27,504

24-27 5,049 12,488

28-32 2,054 4,242

33-36 246 332

Tot 52,883 141,952

Jr Not Purch

Senior Names Much Less Likely to Senior Names Much Less Likely to be Purchased (by the Numbers)be Purchased (by the Numbers)

Sr Not PurchACT Composite

18,295 44,566

Senior Names Also Much Less Likely Senior Names Also Much Less Likely to be Purchased to be Purchased FrequentlyFrequently

More senior-testers not purchased by any college More senior-testers purchased by fewer colleges Higher frequencies of purchase mean more

exposure, more opportunities

Most Important Factors for Effective Most Important Factors for Effective CounselingCounseling

More in-depth knowledge of skills – not just scores College Readiness Standards/Benchmarks Steer communication, intervention, students services

based on cognitive understanding

Effective personalized communication/counseling using non-cognitive data Connect institutional services with students interests and

needs Career Counseling

Most Important Factors for Effective CounselingMost Important Factors for Effective Counseling

Promoting early testing (Junior year) increases access for students and institutions to vital information/data

Students and Counselors need to understand importance of releasing names

Making sure students take the right courses!!!

Most Important Factors for Effective CounselingMost Important Factors for Effective Counseling

Guiding Admissions With Data 1

Education

points of data

databased career counseling

college readiness survey

student readiness

act research

collegelevel work

senior names

act minimum core english