The Condition Of College & Career Readiness 2014: Rhode Island - ACT
TheConditionof College& CareerReadiness2014Rhode Island
Rhode IslandThe Condition of College & Career Readiness 2014The Condition of College & Career Readiness is ACT’s annualreport on the progress of the graduating class relative tocollege readiness. This year, 57% of the graduating classtook the ACT college readiness assessment. The increasednumber of test takers enhances the breadth and depth ofthe data pool, providing a comprehensive picture of thecurrent graduating class in the context of readiness levels aswell as offering a glimpse of the emerging educationalpipeline.Our Commitment to College and Career ReadinessAs a research-based nonprofit, ACT is committed toproviding a wider range of solutions across a wider range oflife decision points in an increasingly individualized mannerso everyone can benefit. This commitment has led ACT to amode of continuous improvement in an ever-changingeducational and workplace landscape. Over the last year,ACT has made several key announcements, including: Release of ACT Aspire . In spring 2014, ACT releasedan assessment system that spans grades 3–10. It alignsto the ACT College Readiness Standards, which allowsmonitoring and intervening to take place much earlier andhelps prepare students to succeed at college-level work,culminating with the ACT college readiness assessment.To date, more than 1 million assessments have beentaken. Enhancements to the ACT college readinessassessment. Several key modifications were announcedto the ACT. These include: Online, computer-based administration of the ACT,with more than 4,000 students tested in spring 2014 Optional constructed-response computer-basedtesting tasks in mathematics, reading, and science—offered alongside the existing optional WritingTest—assessing whether students can justify, explain,and use evidence to support claims Additional questions on the Reading Test that addresswhether students can integrate knowledge and ideasacross multiple texts Additional statistics and probability items on theMathematics Test to allow for reporting of studentachievement in this area Additional reporting to include a STEM score, careerreadiness indicator, English language arts score, textcomplexity indicator, and reporting categoriesconsistent with college and career readiness language Enhanced Writing Test based on the newly developedACT writing competency framework that providesresults in four domainsWhile the evolution of the ACT continues and additionalscores will be provided, it will remain a curriculum-basedachievement exam, and the 1–36 score scale will not change. A continued commitment to evidence and validitymonitoring. The ACT National Curriculum Survey ,completed every three to five years, is used to build andupdate a valid suite of ACT assessments, empiricallyaligned to the ACT College Readiness Standards. Thesurvey informs the test blueprint for the assessments.Assessment results validate the ACT College ReadinessStandards and the ACT College Readiness Benchmarks.This evidence and the validity cycle drive the developmentand continuous improvement of ACT’s current and futuresolutions, as well as the associated research agenda. Release of ACT Profile . ACT Profile is a first-of-itskind college and career planning community, built on30-plus years of ACT research. Mobile, social, and free tostudents (over the age of 13), ACT Profile developspersonalized insights and populates an interactive careergraph to show students the best career matches basedon their self-assessment results. The tool then extendsthose insights to help students make informed career andeducational plans.ACT is committed to being a leader in education and careersuccess by infusing innovation into our foundation ofassessment excellence. We make changes only after athorough analysis of user need, coupled with ourcommitment to the highest-quality test development andhelping all students achieve college and career success.A Holistic View of College ReadinessACT continues in its steadfast support of the purpose andintent of the Common Core State Standards, which focus onthe key essential standards that can prepare students forcollege and career success. However, we also believe thatacademic readiness is just one of several factors thatcontribute to educational success. Other key factors includethe academic behaviors of students and informed careerplanning (e.g., based on interests). Together, these elementsdefine a clear picture of student readiness for postsecondaryeducation. To encourage progress, the educational systemneeds to monitor and sustain all key factors of success.Using This Report1This report is designed to help educators understand andanswer the following questions: Are your students prepared for college and career, andare your younger students on target? Are enough of your students taking core courses, and arethose courses rigorous enough? What are the most popular majors/occupations, and whatdoes the pipeline for each look like? What other dimensions of college and career readiness,like academic behaviors, should educators track? How are educators tracking progress on STEM initiatives? 2014 by ACT, Inc. All rights reserved. The ACT college readiness assessment and ACT WorkKeys are registered trademarks of ACT, Inc., in the USA andother countries. The ACT National Curriculum Survey , ACT Engage , ACT Explore , ACT Plan , and ACT QualityCore are registered trademarks of ACT, Inc.ACT Aspire and the ACT National Career Readiness Certificate are trademarks of ACT, Inc.1935
Key FindingsRhode IslandAbout Your Graduating ClassIn Rhode Island, there were 1,790 students in the 2014graduating class who took the ACT. This translates into anestimated 16% of the 2014 Rhode Island graduating classbeing tested with the ACT. Rhode Island saw an increase inACT-tested graduates of 27% since 2010. Nationally,1,845,787 students (an estimated 57% of the graduatingclass) were ACT tested, representing an increase inACT-tested graduates of 18% since 2010.Rhode Island tested less than 90% of its graduates. As aresult, this report represents a subset of the entire studentpopulation, meaning that the results reflect only those tested,rather than the entire graduating class. CaucasianACT‑tested graduates reflected a smaller percentage ofstudents than in the 2010 ACT-tested graduating class.Rhode Island’s ACT-tested graduating class had 9%potential first-generation students, or students whoseparents did not enroll in postsecondary education. Thiscompares to 18% of ACT-tested graduates nationwide.Academic AchievementRhode Island outperformed the nation in English, reading,math, and science. In interpreting academic achievementtrend data, please note that in 2013, the ACT CollegeReadiness Benchmark in science decreased from 24 to 23,and the ACT College Readiness Benchmark in readingincreased from 21 to 22. During the routine practice ofmonitoring predictive validity, ACT analyzes the performanceof students in college, looking at what is happening tostudents in the credit-bearing first-year college course ineach specific content area. Data gathered through thisroutine review indicated a need to make updates to theACT College Readiness Benchmarks.Opportunity for GrowthRhode Island has a good opportunity to improve on thecollege and career readiness of its students, especially inreading and science, where at least 10% of the studentswere only 1 or 2 points below the Benchmark. ACT researchhas shown those students meeting three or four ACTCollege Readiness Benchmarks are likely to be successful inpostsecondary education. For Rhode Island, this means thatthe 56% who met three or four ACT College ReadinessBenchmarks have a strong likelihood of experiencingsuccess in college. A great way to improve students’ collegeand career readiness is to get more of them to take a collegepreparatory core curriculum. In fact, Rhode Island saw 63%of core-taking students meeting the math ACT CollegeReadiness Benchmark, compared to 54% of non-core-takingstudents meeting the Benchmark. In this graduating class,33% of Rhode Island’s ACT-tested graduates reported theydid not plan to take a core curriculum, which means that 592more students could have benefited from more rigorouscoursework, presenting a real opportunity for improvement incollege and career readiness.Student AspirationsThere is good news in that 85% of Rhode Island’s 2014ACT-tested graduates aspired to postsecondary education.Interestingly, 84% of Rhode Island’s 2013 ACT-testedgraduating class aspired to enroll in postsecondaryeducation, compared to 81% who actually did enroll. If wefully closed the aspirational gap, an additional 48 of the 2013ACT-tested graduates from Rhode Island would haveenrolled in postsecondary education.What’s Next?There is work to be done to improve the college and careerreadiness of our nation’s students. Teaching to a higher setof standards, getting more students taking a core curriculum,and improving the rigor within those core courses are just afew of the ways we can begin to see an increase in studentlevels of college and career readiness. We also need tocreate an integrated, longitudinal, data-driven system toinform and encourage coherence in school, district, and stateefforts to prepare all high school graduates for college andcareer. All students must also have systematic guidance andfeedback about their progress and get that feedback earlyand often.ACT research (The Reality of College Readiness, 2013;Readiness Matters, 2013) demonstrates that academicallyprepared students, as measured by the ACT CollegeReadiness Benchmarks, have greater chances for success intheir future educational endeavors. However, ACT researchsuggests that there are other readiness factors that impactstudent success, including the academic behaviors ofstudents and informed career planning (e.g., based oninterests). We strongly encourage educators in states,districts, and schools to monitor and set student interventionson all of these key factors of student success.RHODE ISLAND 3
Rhode IslandAttainment of College and Career Readiness From 2010–2014, thenumber of ACT test-takinggraduates has increased by27.4%, while the estimatednumber of graduates in yourstate has decreased by12.3%.Percent of 2014 ACT-Tested High School Graduates MeetingACT College Readiness Benchmarks by Subject100778064Percent 1,790 of your graduates,which is an estimated 16%of your graduating class,took the icsRhode IslandScienceAll FourSubjectsNationPercent of 2010–2014 ACT-Tested High School GraduatesMeeting ACT College Readiness * Totals for graduating seniors wereobtained from Knocking at theCollege Door: Projections of HighSchool Graduates, 8th edition. December 2012 by the WesternInterstate Commission for HigherEducation.Note: Percents in this report may notsum to 100% due to rounding.0EnglishReadingMathematicsScienceAll Four Subjects** ACT College Readiness Benchmarks in reading and science were revised in 2013.See page 19 for details.4 THE CONDITION OF COLLEGE & CAREER READINESS 2014
Near Attainment of College and Career ReadinessPercent of 2014 ACT-Tested High School Graduates byACT College Readiness Benchmark Attainment and Subject100176Percent802834116037Below Benchmarkby 3 Points61540Within 2 Pointsof Benchmark776059ReadingMathematics20Met Benchmark480EnglishSciencePercent of 2014 ACT-Tested High School Graduates byNumber of ACT College Readiness Benchmarks Attained100Percent806039402031262016121613 14130012Benchmarks MetRhode Island34NationRHODE ISLAND 5
Rhode IslandParticipation and OpportunityPercent of 2010–2014 ACT-Tested High School Graduatesby Race/Ethnicity*10054184354544599111180African AmericanPercentOver the past decade, ACT hasexperienced unprecedentedgrowth in the number ofstudents tested, as well asstatewide partnerships in13 states and in many districtsacross the country. As a result,the 2014 Condition of College& Career Readiness reportprovides a much deeper andmore representative sample incomparison to a purely selfselected college‑goingpopulation.American Indian60Asian73736873Hispanic68Pacific Islander40WhiteTwo or More RacesNo Response203027720102011334698201220132014Note: Values less than 0.5% will not appear.Percent of 2010–2014 ACT-Tested High School GraduatesMeeting Three or More Benchmarks by 20656121160* Race/ethnicity categorieschanged in 2011 to reflect updatedUS Department of Educationreporting requirements.26 THE CONDITION OF COLLEGE & CAREER READINESS 20142012Asian2013HispanicPacificIslander2014White
Participation and Opportunity by SubjectPercent of 2014 ACT-Tested High School Graduates MeetingACT College Readiness Benchmarks by Race/Ethnicity and ndianAfricanAmerican41AmericanIndianInsufficient data fficient data icIslander28Insufficient data n29Insufficient data icanInsufficient data availableAsian42Hispanic2129Insufficient data mericanIndianHispanicInsufficient data available601819Insufficient data available56WhiteAllStudents48* Race/ethnicity categorieschanged in 2011 to reflect updatedUS Department of Educationreporting requirements.2RHODE ISLAND 7
Rhode IslandCourse-Taking Patterns and Benchmark PerformancePercent of 2014 ACT-Tested High School Graduates inCore or More vs. Less Than Core Courses MeetingACT College Readiness Benchmarks by SubjectWithin subjects, ACT hasconsistently found thatstudents who take therecommended core curriculumare more likely to be ready forcollege or career than thosewho do not. A core curriculumis defined as four years ofEnglish and three years each ofmathematics, social studies,and hReadingMathematicsCore or MoreLess Than CoreScienceA First Look at STEMPercent of 2014 ACT-Tested High School Graduates withan Interest in STEM Meeting ACT College ReadinessBenchmarks by ishReadingMathematicsRhode IslandScienceNation8 THE CONDITION OF COLLEGE & CAREER READINESS 2014All FourSubjectsThis chart compares ACT CollegeReadiness Benchmark attainment for2014 high school graduates in yourstate who have an interest in STEMmajors or occupations to STEMinterested graduates nationally.Characteristics of students with aninterest in STEM will be addressed ingreater depth with the upcomingCondition of STEM 2014 report to bereleased November 2014.
Early PreparationACT research shows that younger students who take rigorous curricula are moreprepared to graduate from high school ready for college or career. Moreover, our research(The Forgotten Middle, 2008) found that “the level of academic achievement that studentsattain by 8th grade has a larger impact on their college and career readiness by the timethey graduate from high school than anything that happens academically in high school.”Percent of 2013–2014 ACT Plan –Tested 10th Graders Meeting ACT College Readiness Benchmarks(N 452)1001001680251040461760PercentPercent80403123 24162020162114 1412Benchmarks MetRhode Island34018742000135820Below Benchmarkby 3 Points60Within 2 Pointsof BenchmarkMet ion1001008080Insufficient data available60PercentPercentPercent of 2013–2014 ACT Explore –Tested 8th Graders Meeting ACT College Readiness Benchmarks(N .)4020Below Benchmarkby 3 Points60Within 2 Pointsof Benchmark40Met Benchmark2000012Benchmarks MetRhode E ISLAND 9
Rhode IslandACT College Readiness Benchmark Attainmentfor Top Planned College Majors: 2014 GraduatesWhen students register for the ACT, they can select a college major—from a list of 294 majors—that they plan topursue in college. Among recent ACT-tested high school graduates nationwide, about 80% selected a specificplanned major, whereas about 20% indicated that they were undecided or did not select a major.This table ranks the state’s top (most frequently selected) majors among 2014 graduates. The percentages ofstudents meeting the ACT College Readiness Benchmarks are shown for each major. Across these plannedmajors, there are considerable differences in the percentage of students who are ready to succeed in college.Major NameNEnglishReadingMathScienceAll FourUndecided3527659594640Medicine (Pre-Medicine)668874826861Business Administration and Management, General618266674938Biology, General538387706255Nursing, Registered (BS/RN)526038382723Mechanical Engineering417359686351Physical Therapy (Pre-Physical Therapy)357151573123Pharmacy ochemistry and Biophysics309377707353Elementary Education296952283117No Major e, General249275886363Biomedical Engineering239678967865Marketing Management and Research228655553627Political Science and Government228677684536Chemical Engineering21100811008671Law (Pre-Law)217152483833Cell/Cellular Biology208580806560Engineering (Pre-Engineering), General209085907070Computer Science and Programming195847533737Psychology, General197968476347Psychology, Clinical and Counseling188356443928Marine/Aquatic Biology168175565044Athletic Training145729502114Computer Engineering145743575736Note: Undecided and/or No Major Indicated are included in the table, if applicable. The former refers to students whoselected the option Undecided from the list of majors. The latter refers to students who did not respond to the question.10 THE CONDITION OF COLLEGE & CAREER READINESS 2014
ACT College Readiness Benchmark Attainment for theTop Planned College Majors with Good Fit: 2014 GraduatesMany students gravitate toward majors that align with their preferred activities and values. ACT research hasshown that greater interest-major fit is related to important student outcomes such as persistence in a major orcollege. This table shows, for each planned major, the numbers and percentages of students displaying goodinterest-major fit4, as well as the percentages of students meeting the ACT College Readiness Benchmarks.Since only students who completed the ACT Interest Inventory during ACT registration are included here, thistable shows results for a subset of the students in the prior table. These planned majors vary considerably in thepercentage of students displaying good interest-major fit and meeting the ACT College Readiness Benchmarks.The results highlight the importance of examining multiple predictors of college success and affirm the value of aholistic view of college readiness.Major NameN Fit% FitEnglishUndecidedReadingMathScienceAll FourNo profile availableMedicine (Pre-Medicine)39598572856764Business Administration and Management, General15259380808067Biology, General23438391707057Nursing, Registered (BS/RN)26507350543831Mechanical Engineering12297558756750Physical Therapy (Pre-Physical Therapy)15436740532020Pharmacy 27Biochemistry and Biophysics15508773606747828Insufficient data available521Insufficient data availableFinance, General1042100801007070Biomedical Engineering104310060908050Marketing Management and Research836Insufficient data availablePolitical Science and Government941Insufficient data availableChemical Engineering838Insufficient data availableLaw (Pre-Law)524Insufficient data availableCell/Cellular Biology840Insufficient data availableEngineering (Pre-Engineering), General15Insufficient data availableComputer Science and Programming421Insufficient data availablePsychology, General526Insufficient data availablePsychology, Clinical and Counseling422Insufficient data availableMarine/Aquatic Biology850Insufficient data availableAthletic Training321Insufficient data availableComputer Engineering214Insufficient data availableElementary EducationNo Major IndicatedCriminologyNo profile availableNote: Undecided and/or No Major Indicated are included in the table, if applicable. The former refers to students whoselected the option Undecided from the list of majors. The latter refers to students who did not respond to the question.RHODE ISLAND 11
Rhode IslandOther College and Career Readiness FactorsPercent of 2014 ACT-Tested High School Graduates byEducational Aspirations100Most students aspire to a post–high schoolcredential. To help them meet thoseaspirations, educational planning, monitoring,and interventions must be aligned to theiraspirations, begin early, and continuethroughout their educational alDegreeAligning Student Behaviors,Planning, and h DegreeOther/NoResponseThere is good news in that 85% of RhodeIsland’s 2014 ACT-tested graduates aspired topostsecondary education. Interestingly, 84%of Rhode Island’s 2013 ACT-tested graduatingclass aspired to enroll in postsecondaryeducation, compared to 81% who actually didenroll. If we fully closed the aspirational gap,an additional 48 of the 2013 ACT-testedgraduates from Rhode Island would haveenrolled in postsecondary education.Academic Achievement, Behaviors, and College RetentionCollege Retention Rates by Number of ACT BenchmarksMet and ACT Engage College Scores*100Percent Retained8067607259647078768264402000 BenchmarksLow ACT EngageCollege Scores1 or 2 BenchmarksModerate ACT EngageCollege Scores3 or 4 BenchmarksHigh ACT EngageCollege Scores* Based on N 13,697 ACT-tested graduates of 2011 and 2012 whoalso took the ACT Engage College assessment and enrolled in college.Students with a mean percentile score of less than 25 were classified aslow, those with scores between 25 and 75 were classified as moderate,and those with scores greater than 75 were classified as high.12 THE CONDITION OF COLLEGE & CAREER READINESS 2014Across all ACT College ReadinessBenchmark attainment levels, studentswith higher ACT Engage College scores(based on the mean percentile scores ofACT Engage scales Academic Discipline,Commitment to College, and SocialConnection) remain enrolled in apostsecondary institution after the firstyear of college at substantially higherrates than students with lowerACT Engage College scores.
Looking Back at the Class of 2013Rhode Island10080PercentAcademic achievement, asmeasured by ACT CollegeReadiness Benchmarkattainment, has a clear anddistinctive relationship with thepath taken by high schoolgraduates. Those who weremore academically ready weremore likely to enroll in 4-yearinstitutions. Graduates whoenrolled in 2-year colleges orpursued other options afterhigh school were more likely tohave met fewer Benchmarks.For the sizable number of 2013graduates who did not meetany Benchmarks, their post–high school opportunitiesappear to have been limitedcompared to their collegeready peers.Percent of 2013 ACT-Tested High School Graduates byNumber of ACT College Readiness Benchmarks Attained6039402031261916121615 14130012Benchmarks MetRhode Island34NationPercent of 2013 ACT-Tested High School Graduates byNumber of ACT College Readiness Benchmarks Attainedand Fall 2013 College Enrollment Status10080PercentACT College ReadinessBenchmarks andFall 2013 nePublic 4-YearTwoPrivate 4-YearThreeFourOther/UnknownRHODE ISLAND 13
Rhode Island2014 State Percent of High School GraduatesTested, Average Composite Score, and PercentMeeting Benchmarks by SubjectPercent ntana10020.560443933North Carolina10018.947303323North th w Mexico6919.955373329Iowa6822.075524847West Virginia6520.668453132South 5242Texas4020.96042473614 THE CONDITION OF COLLEGE & CAREER READINESS 2014
2014 State Percent of High School GraduatesTested, Average Composite Score, and PercentMeeting Benchmarks by SubjectPercent chmarkAlaska3721.063484536District of 5749New York2723.479596755New yland2222.673545547Washington2223.074586252New elaware1823.277616052Rhode teMaineNational* Totals for graduating seniors were obtained from Knocking at the College Door: Projections of High School Graduates,8th edition. December 2012 by the Western Interstate Commission for Higher Education.RHODE ISLAND 15
Policies and PracticesHow to Increase ReadinessApproximately 26% of all 2014 ACT-tested high schoolgraduates met all four of the ACT College ReadinessBenchmarks indicating academic readiness forcredit‑bearing first-year college courses in EnglishComposition, College Algebra, Biology, and the socialsciences. At the same time, 16% of all 2014 ACT-tested highschool graduates met only one Benchmark, and 31% metnone. Based on decades of ACT research, the followingrecommendations include steps that states, districts, schools,and classrooms can take to increase student readiness forcollege-level work. State Policy RecommendationsAdvance college and career readiness through arenewed focus on teaching and learning. With themajority of states and the District of Columbia havingadopted more rigorous college and career readinessstandards—and assessments to measure student progresstoward those standards—it is more important than ever forstate and local systems to align other educational elementsto these standards. These elements include curriculumalignment to standards; experiential learning opportunities;and teacher professional development, especially as it relatesto integrating the standards into current teaching practicesand increasing assessment literacy. Research shows thatsystemic alignment of key policies and school activitiesempowers educators to support students in making notablegains in student achievement.Set clear performance standards to evaluate collegeand career readiness. States must define performancestandards so that everyone knows “how good is goodenough” for students to have a reasonable chance ofsuccess at college or on the job. ACT defines collegereadiness in English, reading, math, and science usingdecades of student performance data. For each area,students who are considered college ready have a 50%chance of earning a B or higher or about a 75% chance ofearning a C or higher in the corresponding first-year EnglishComposition, introductory social science, College Algebra, orBiology course. Longitudinal, real-world data and research onwhat constitutes student success are now available to everystate and district, as are standards and benchmarks againstwhich the performance of students and schools can bemeasured and state progress noted.Implement a high-quality student assessment system.As states adopt and implement new high-quality assessmentsystems, they should ensure that those systems measureand provide timely and actionable information about studentperformance aligned to college and career readiness.High-quality assessments must: Monitor growth over a student’s educational experience,starting in elementary school and through high school, so16 THE CONDITION OF COLLEGE & CAREER READINESS 2014 that educators can make timely instructional decisionsand interventions based on reliable information.Be aligned, linked, and longitudinal in nature to be aneffective tool for students, teachers, administrators, andparents in monitoring student progress.Be mindful of and incorporate the unique accessibilityneeds of English language learners and students withdisabilities, and the tests must be constructed in deepconsultation with experts on these populations.Vary according to the type of standards that need to bemeasured. These multiple measures can be used to offermore comprehensive evaluations of student achievement,from multiple-choice and constructed-responseassessments to performance tasks and project-basedlearning.Be offered through multiple platforms. Whilecomputer‑based testing is highly applicable to formativeassessments that can be conducted on an on-demandbasis, paper-and-pencil testing may be a reality for statesand districts with less technological capacity. Untilcomputer and broadband access for such large groupsof students are sufficiently widespread in schools, bothplatforms must be available.Offer multiple stakeholders—especially teachers—ongoing, real-time, interactive reporting and access toassessment results and other related data.These principles are consistent with the goals of otherprinciples for high-quality college and career readinessassessments set forth by experts i
RHODE ISLAND 3. Key Findings. Rhode Island. About Your Graduating Class. In Rhode Island, there were 1,790 students in the 2014 graduating class who took the ACT. This translates into an estimated 16% of the 2014 Rhode Island graduating class being tested with the ACT. Rhode Island saw an increase in ACT-tested graduates of 27% since 2010 .
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