Selections from the 2001 National Score Report

Academic Abilities and Nonacademic Characteristics of ACT-Tested Graduates
Summary	Five-Year History of College-Bound Students' Scores
Table 1	Average ACT Scores by Academic Preparation for Different Ethnic Groups
Table 2	Average ACT Composite Scores by Ability Level for Different Ethnic Groups
Table 3	Student Satisfaction with Various Aspects of the Local High School
Table 4	Average ACT Scores, Distributions, and Cumulative Percentages for All Students
Table 5	Distributions of Cumulative Percentages for ACT Standard Subscores
Table 6	Average ACT Scores and Standard Deviations for Males and Females
Table 7	Expressed Adequacy of High School Education According to High School Curriculum or Program
Table 8	Average ACT Scores for Different Patterns of Academic Preparation
Table 9	High School GPAs & ACT Average Scores by Common Course Patterns
Table 10	Percentage Distribution of Planned Educational Majors and Vocational Choices
Table 11	Background Information about the Graduating Class
Table 12	Distribution of Planned Educational Majors and ACT Composite Scores
Table 13	Average ACT Composite Scores by Career Cluster
Table 14	High School Academic Area Grade Averages by Gender and Race/Ethnicity
	ACT Average Composite Scores by State — 2001 ACT-Tested Graduates

Appendix

Instructions for using the data presented here are provided in the interpretive guide Your College-Bound Students. For a copy of this guide, please write to ACT Research Services, ACT, Inc., P.O. Box 168, Iowa City, IA 52243.

These data are based on all students who graduated from high school in the spring of 2001 and who took the ACT Assessment on a national test date during their sophomore, junior, or senior year. If a student tested more than once, only their most recent test record is used. Those students who tested on campus, used extended time testing, or failed to list a valid high school code are not included.

College-bound students who take the ACT Assessment are not necessarily representative of college-bound students nationally. Students who live in the Midwest, Rocky Mountains and Plains, and the Southern regions are overrepresented among ACT-tested students as compared to college-bound students nationally.

Caution should be used in comparing state and national norms. State norms may differ from national norms for noneducational reasons such as the demographic makeup of a state's ACT-tested graduates compared to the nation.

Since the ACT Assessment is designed for students who plan to attend college, the focus is on the students who completed the recommended college preparatory courses. The recommended college core courses, as defined by ACT, include:

English (four years or more)

One year credit each for English 9, English 10, English 11, English 12

Mathematics(three years or more)

One year credit each for algebra I, algebra II, geometry
One-half year credit each for trigonometry, calculus (not pre-calculus), other math courses beyond algebra II, computer math/computer science

Social Sciences (three years or more)

One year credit each for American history, world history, American government
One-half year credit each for economics, geography, psychology, other history

Natural Sciences (three years or more)

One year credit each for general/physical/earth science, biology, chemistry, physics

For additional information, contact us at:
ACT Media Relations
319/337-1028
email: mediarelations@act.org