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ACT EPAS

ACT EPAS. Beth Cipoletti, Ed.D. Office of Student Assessment Services. ACT EPAS. E ducational P lanning and A ssessment S ystem. EXPLORE, PLAN, and the ACT.

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ACT EPAS

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  1. ACT EPAS Beth Cipoletti, Ed.D. Office of Student Assessment Services

  2. ACT EPAS Educational Planning and Assessment System

  3. EXPLORE, PLAN, and the ACT • Measures students’ progressive development of knowledge and complex skills important for later education and careers in the same academic areas from grades 8 through 12 • English • Mathematics • Reading • Science

  4. EXPLORE, PLAN and the ACT Additional Components • UNIACT Interest Inventory – helps students explore relevant career options • Needs Assessment – collects information about students’ perceived needs • Plans and Background Information – gathers information about coursework plans and education career plans after high school

  5. Interest Inventory • List has 72 activities for EXPLORE and PLAN • List has 90 activities for the ACT • Students response • I would dislike doing this activity (D) • I am indifferent (don’t care one way or the other) (I) • I would like doing this activity (L)

  6. Needs Assessment • Exploring options/making plans for education, career, and work after high school • Improving writing skills • Improving reading speed for comprehension • Improving study skills • Improving mathematical skills • Improving computer skills • Improving public speaking skills • Improving personal skills

  7. EXPLORE Eighth Grade

  8. EXPLORE Subject Scores

  9. EXPLORE Composite Scores

  10. PLAN Tenth Grade

  11. PLAN Subject Scores

  12. PLAN Composite Scores

  13. ACT

  14. ACT Subject Scores

  15. ACT Composite Scores

  16. 2006 West Virginia High School Graduates • 11% reported taking less than 3 years of math; 9% of these were college ready • 26% reported taking the minimum ACT core (Algebra I, Algebra II, and Geometry); 6% of these students were college ready • 46% of the students who took math courses beyond the minimum core were college ready

  17. 2006 West Virginia ACT Student Score Ranges • 60% of the English scores were 20 or above • 42% of the mathematics scores were 20 or above • 59% of the reading scores were 20 or above • 58% of the science scores were 20 or above

  18. College Readiness

  19. PLANCompositeScore Range PLANCompositeScore Range EXPLORE Score EXPLOREScore Estimated PLAN Composite Score Ranges for EXPLORE Composite Scores 1–3 4–8 9-10 11-12 13 14 15 16 17 8–11 10-13 11-14 12-15 13-16 14-17 15-18 16-19 17-20 18 19 20 21 22 23 24 25 17-21 19-23 20-24 21-25 22-26 23-27 24-28 25-29 PLAN Predicted Score Ranges

  20. ACT AssessmentCompositeScore Range ACT AssessmentCompositeScore Range PLANScore PLANScore Estimated ACT Assessment Composite Score Ranges for PLAN Composite Scores 1–3 4–6 7–8 9–10 11–12 13 14 15 16 17–18 19 8–10 9–11 10–12 11–14 12–15 12–16 13–17 15–19 17–21 18–22 19–23 20 21 22 23 24 25 26 27 28 29–30 31–32 21–25 22–26 23–27 24–28 25–29 27–30 28–31 29–32 30–33 31–34 32–35 ACT Predicted Score Ranges

  21. ACT College Readiness Benchmarks Through collaborative research with postsecondary institutions nationwide, ACT has established the following college readiness benchmarks: • College English Composition: 18 on ACT English Test • College Algebra: 22 on ACT Mathematics Test • Social Sciences: 21 on ACT Reading • College Biology: 24 on ACT Science Test 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 course.

  22. ACT College Readiness Benchmark Scores

  23. ACT Core Curriculum • English (four years or more): English 9, English 10, English 11, and English 12 • Mathematics (three years or more): Algebra I, Algebra II, and Geometry • Social science (three years or more): US History, World History, and American Government/Civics • Natural Science (three years or more): General Science (General, Physical, and Earth), Biology, and Chemistry

  24. Student “A”

  25. EXPLORE Results forStudent “A” English 15 Mathematics 14 Reading 19 Science 17

  26. Predicted PLAN Scoresfor Student “A” English ____ Mathematics ____ Reading ____ Science ____

  27. Predicted ACT Scores for Student “A” English ____ Mathematics ____ Reading ____ Science ____

  28. Pair and Share • What would you tell Student “A”about the EXPLORE results? • How would you use the predicted PLAN and ACT scores? • What would you tell the Student “A’s” parents about the EXPLORE scores and predicted PLAN and ACT scores?

  29. Student “A” Reported Needs • Making plans for my education, career, and work after high school • Improving my computer skills • Improving my public speaking skills

  30. Student “A” Course Plans • 3 years of English • 2 years of mathematics • 3 years of social studies • 3 years of science

  31. Student “A” Educational and Career Area Preference • 4-year college or university • Medical Diagnosis & Treatment • Physician, Pathologist, Dentist, Veterinarian, Nurse Anesthetist

  32. Pair and Share • What would you tell Student “A” about the identified needs, educational and course plans, and career area preference? • How would you use the predicted PLAN and ACT scores to advise Student “A” when scheduling courses? • What would you tell the Student “A’s” parents about his/her identified needs and course plans?

  33. State Trends

  34. EXPLORE2005-2006 Students Likely to be Ready for College-Level Work

  35. PLAN2005-2006 Students Likely to be Ready for College-Level Work

  36. ACT-Tested2005-2006 Students Likely to be Ready for College-Level Work

  37. Performance of WV High School Graduates Enrolled in Public Colleges and Universities West Virginia Higher Education Policy Commission, August 2005

  38. Performance of WV High School Graduates Enrolled in Public Colleges and Universities West Virginia Higher Education Policy Commission, August 2005

  39. National Trends

  40. “Nearly 45% of students who declare an intention to go to college after high school have not taken the college-preparatory courses that will allow them to proceed to credit-bearing courses (ACT, On Course for Success, 2004, p. 2).”

  41. “Those who take two or more remedial courses are unlikely to graduate, even after six years of college; half of those who take only one remedial math course are unlikely to persist to the degree”(ACT, On Course for Success, 2004, p. 3).

  42. “In 2003, the average full time year-round worker in the United States with a four-year college degree earned $49,900, 62% more than the $30,800 earned by the average full-time year-round worker with only a high school diploma” (Baum & Payea, 2005, p. 10).

  43. “The typical bachelor’s degree recipient can expect to earn about 73% more over a 40-year working life than the typical high school graduate earns over the same time period” (Baum & Payea, 2005, p. 11).

  44. The Toolbox Revisited: Paths to Degree Completion from High School through College “The world has done quantitative: business, geography, criminal justice, history, allied health fields – a full range of disciplines and job tasks tells students why math requirements are not just some abstract school exercise” (Adelman, 2006, p. 3).

  45. Toolbox Revisited “By the end of the second calendar year of enrollment, the gap in credit generation in college-level mathematics between those who eventually earned bachelor’s degrees and those who didn’t is 71 to 38 percent…The math gap is something we definitely have to fix” (Adelman, 2006, p. 3).

  46. Student Misperceptions about College Preparation • “Meeting high school graduation requirements will prepare me for college.” • “It’s better to take easier classes in high school and get better grades.” • “I don’t have to worry about my grades, or the kind of classes I take, until my sophomore year.” • “Community colleges don’t have academic standards.” (Venezia, Kirst, & Antonio, 2006)

  47. College Readiness Begins in Middle School • Conducted by ACT • Involved 2,942 eighth and tenth grade students • Included students from 15 schools in 6 districts (Chicago; Charleston, West Virginia; Denver; Los Angeles; New Orleans; and Oklahoma City) (Wimberly & Noeth, 2005)

  48. Middle and Early High School Student Planning for Post-Graduation • 22% had not thought about what types of education, training or work they might pursue after graduation • 70% of the students’ families had started exploring how to pay for college or training • 77% plan to attend a 4-year college or university • 60% report taking college preparatory courses • 66% of the tenth graders reported their high school counselor helped them select their high school courses (Wimberly & Noeth, 2005, 9-11)

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