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ACT Overview

ACT Overview. Brad McMillen and Sonya Stephens Data and Accountability September 19, 2013. NC READY Accountability Model. The READY program sets growth and performance standards for each elementary, middle, and high school in the state.

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ACT Overview

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  1. ACT Overview Brad McMillen and Sonya Stephens Data and Accountability September 19, 2013

  2. NC READY Accountability Model • The READY program sets growth and performance standards for each elementary, middle, and high school in the state. • READY is a component of Career and College Ready, Set, Go which is an active part of NCs Race to the Top initiatives.

  3. NC READY Accountability Model • Two indicators: Participation and Performance • Performance Composite • Math Course Rigor (Future Ready Core Math) • Graduation Rate • The ACT Performance Measure • ACT WorkKeys Performance Measure • Graduation Project (optional)

  4. NC READY Accountability Model • Two indicators: Participation and Performance • Performance Composite • Math Course Rigor (Future Ready Core Math) • Graduation Rate • The ACT Performance Measure • ACT WorkKeys Performance Measure • Graduation Project (optional)

  5. The ACT Measures • Participation: Number of students in the 11th grade (March Data Collection) and comparing it to the number of scored assessments. • Performance: Based on the current year total number of students meeting the UNC minimum composite of 17 divided by the number of students who have a composite score.

  6. ACT Composite – 2012-13 Juniors

  7. ACT’s Definition of College Readiness College Readiness is the level of preparation a student needs to be equipped to enroll andsucceed – without remediation – in a credit-bearing, first-year course at a two-year or four-year institution, trade school, or technical school. www.act.org/commoncore

  8. ACT’s College and Career Readiness SystemLongitudinal Assessment Components

  9. ACT’s College and Career Readiness SystemCommon Scale Relationship Science Reading Mathematics English

  10. ACT’s College Readiness Benchmarks 22 23 • Empirically derived • 50% likelihood of achieving a B or higher or about a 75% likelihood of achieving a C or higher in the corresponding credit-bearing college course

  11. 30% 26%

  12. www.act.org/standard

  13. Roster 1: Early Intervention Roster • School-level reports that identify students who fall into three categories: • Roster 1: Students indicating they do not plan to finish high school or have no post-high school educational plans

  14. Roster 2: Coursework Intervention • 2a) students with a composite score of 16 or higher who reported they have no plans to go to college • 2b) students who reported that they plan to attend college but earned a composite score of 15 or less,or reported that they donot plan to take college core coursework.

  15. Roster 3: Need for Assistance • Roster 3: Students who expressed a need for help in a particular area • Educational/career planning • Improving writing skills • Improving reading speed and comprehension • Improving study skills • Improving mathematical skills • Improving computer skills • Improving public speaking This roster can help you identify instructional needs, design intervention strategies, and assist students with reaching their academic and career goals.

  16. ACT PlanEarly Intervention RostersRoster 3: Need for Assistance Are we providing programs or services to meet our students’ needs?

  17. How to Improve Scores and Increase College Readingness • Making core curriculum a priority (Table 1.4) • Making sure students are taking the right kinds of courses (Table 3.2) • Evaluating rigor of courses (Tables 1.6 and 2.6) • Plan student support activities based on students’ career and college aspirations (Tables 4.1 and 4.2)

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