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ACT Test-takers Likely to Be College Ready
2012 ACT tested graduates likely to be ready for college-level work in specific courses: Minnesota and nationally
Higher percentages of Minnesota test takers were more college ready for English, social science, algebra, and biology than students nationally. However, both groups had lower percentages who were college ready in math and science.
87 percent of Minnesota test-takers in 2012 took four or more years of English AND three or more years each of math, social studies, and natural science.
| College Level Course | Core high school courses recommended to be college ready in college-level course | ACT Benchmark Score* | Percent of students meeting ACT benchmark score who took the core or more high school curriculum | Percent of Minnesota students taking minimum recommended core high school courses** | Percent of Minnesota students taking more than the minimum recommended core courses | Percent of Minnesota students taking less than the minimum core courses | |
|---|---|---|---|---|---|---|---|
| Minnesota | Nation | ||||||
| English | 4 years of English | 18 | 78% | 68% | 63% | 35% | 2% |
| Social Sciences | U.S. History, World History, American Govt. | 21 | 64% | 54% | 1% | 76% | 23% |
| Algebra | Algebra I, Algebra II, Geometry | 22 | 63% | 48% | 11% | 83% | 6% |
| Biology | General Science, Biology, Chemistry | 24 | 45% | 33% | 27% | 62% | 11% |
| Students meeting all 4 ACT benchmark scores | 39% | 29% | |||||
*ACT has determined that this is the minimum score needed in the subject area to have a 75 percent chance of obtaining a C or higher in corresponding credit-bearing college courses.
**Percent of Minnesota students who are taking the specific ACT recommended sequence of courses, or core curriculum (or other combinations of 3 to 3.5 years in subject area) needed to achieve the minimum ACT benchmark score.
ACT has defined the minimum core high school courses as 4 years of English and at least 3 years each in social science, mathematics, and natural science. Recent research by ACT shows that it is the rigor of high school courses, rather than the number of courses, that best prepares students for life beyond high school. Students who take and work hard in courses such as physics and advanced math classes beyond Algebra II are more most likely to be college ready.
Percent of 2012 ACT-tested Minnesota high school graduates in core or more vs. less than core courses meeting college readiness benchmarks by subject
Within subjects, ACT has consistently found that students who take the recommended core curriculum are more likely to be ready for college or career than those who do not.
Source: ACT
