1. Illinois

2. Graduating Class Of 2002 Demographics

3. State And National Test Volume Source: State, National ACT Profile, 2002, Executive Summary

4. Percentage Of State Graduates Tested Source: Manual Calculation

5. ACT Participation By Gender Source: State, National ACT Profile, 2002, Page 8, Table 6Note: Values may not equal 100% due to non-responders.

6. ACT Participation By Ethnicity Source: State, National ACT Profile, 2002, Page 13, Table 11

7. ACT Participation By Family Income Source: State, National ACT Profile, 2002, Page 13, Table 11

8. ACT Participation By High School Class Rank Source: State, National ACT Profile, 2002, Page 13, Table 11

9. ACT Participation By Grade Level Source: State, National ACT Profile, 2002, Page 13, Table 11 Sophomores Juniors Seniors Other/No Response

10. Educational Background Of Those Tested Source: State, National ACT Profile, 2002, Page 13, Table 11

11. Graduating Class Of 2002 Summary Of Scores

12. Average ACT Test Scores Source: State, National ACT Profile, 2002, Page 1, Executive Summary

13. One Year Change In ACT Composite Test Scores Source: State, National ACT Profile, 2001-2002, Page 1, Executive Summary

14. Five Year Change In ACT Composite Test Scores Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

15. What Is Core? Since the ACT Assessment is designed for those students who plan to attend college, the focus is on students who completed the recommended college preparatory courses. The recommended college core courses (as defined by ACT) include…

16. What Is Core? 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 course 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

17. Percentage Taking Core Or More By Ethnicity And Average ACT Composite Taking Less Than Core Taking Core Or MoreNo Response African American / Black American / Alaskan Native Caucasian American / White

18. Percentage Taking Core Or More By Ethnicity And Average ACT Composite Taking Less Than Core Taking Core Or MoreNo Response Mexican American / ChicanoAsian / Pacific AmericanPuerto Rican / Hispanic Mexican American / ChicanoAsian / Pacific AmericanPuerto Rican / Hispanic

19. State Percentage Completing Four Or More Years In English Source: State, Manual Calculation

20. State Percentage Completing Three Or More Years In Math Source: State, Manual Calculation

21. State Percentage Completing Three Or More Years In Social Sciences Source: State, Manual Calculation

22. State Percentage Completing Three Or More Years In Science Source: State, Manual Calculation

23. Graduating Class Of 2002 English Performance

24. One Year Change In ACT English Test Scores Source: State, National ACT Profile, 2001-2002, Page 1, Executive Summary

25. Five Year Change In ACT English Test Scores Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

26. Performance On Usage/Mechanics Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

27. Performance On Rhetorical Skills Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

28. National Performance On English Over Time By Gender Source: National ACT Profile, 1998-2002, Page 8, Table 6

29. State Performance On English Over Time By Gender Source: State, 1998-2002, Page 8, Table 6

30. Performance On English Over Time By Quartile Values Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

31. Performance On English Over Time By Academic Preparation Source: State, National ACT Profile, 1998-2002, Executive Summary

32. Performance On English For Those Taking Less Than Core Source: State, National ACT Profile, 2002, Page 3, Table 1

33. Performance On English For Those Taking Core Or More Source: State, National ACT Profile, 2002, Page 3, Table 1

34. Performance On English By Course Sequence Source: State, National ACT Profile, 2002, Page 9, Table 9

35. Performance On English By Course Sequence And Gender Source: State, National ACT Profile, 2002, Pages 10-11, Table 9

36. Graduating Class Of 2002 Mathematics Performance

37. One Year Change In ACT Mathematics Test Scores Source: State, National ACT Profile, 2001-2002, Page 1, Executive Summary

38. Five Year Change In ACT Mathematics Test Scores Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

39. Performance On Pre-Algebra/ Elementary Algebra Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

40. Performance On Algebra/ Coordinate Geometry Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

41. Performance On Plane Geometry/ Trigonometry Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

42. National Performance On Mathematics Over Time By Gender Source: National ACT Profile, 1998-2002, Page 8, Table 6

43. State Performance On Mathematics Over Time By Gender Source: State, 1998-2002, Page 8, Table 6

44. Performance On Mathematics Over Time By Quartile Values Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

45. Performance On Mathematics Over Time By Academic Preparation Source: State, National ACT Profile, 1998-2002, Executive Summary

46. Performance On Mathematics For Those Taking Less Than Core Source: State, National ACT Profile, 2002, Page 3, Table 1

47. Performance On Mathematics For Those Taking Core Or More Source: State, National ACT Profile, 2002, Page 3, Table 1

48. Performance On Mathematics By Course Sequence Source: State, National ACT Profile, 2002, Page 9, Table 9

49. Performance On Mathematics By Course Sequence And Gender Source: State, National ACT Profile, 2002, Pages 10-11, Table 9

50. Graduating Class Of 2002 Reading Performance

51. One Year Change In ACT Reading Test Scores Source: State, National ACT Profile, 2001-2002, Page 1, Executive Summary

52. Five Year Change In ACT Reading Test Scores Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

53. Performance On Social Studies/Science Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

54. Performance On Arts/Literature Over Time Source: State, National ACT Profile, 1998-2002, Page 7, Table 5

55. National Performance On Reading Over Time By Gender Source: National ACT Profile, 1998-2002, Page 8, Table 6

56. State Performance On Reading Over Time By Gender Source: State, 1998-2002, Page 8, Table 6

57. Performance On Reading Over Time By Quartile Values Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

58. Performance On Reading Over Time By Academic Preparation Source: State, National ACT Profile, 1998-2002, Executive Summary

59. Performance On Reading For Those Taking Less Than Core Source: State, National ACT Profile, 2002, Page 3, Table 1

60. Performance On Reading For Those Taking Core Or More Source: State, National ACT Profile, 2002, Page 3, Table 1

61. Performance On Reading By Course Sequence Source: State, National ACT Profile, 2002, Page 9, Table 9

62. Performance On Reading By Course Sequence And Gender Source: State, National ACT Profile, 2002, Pages 10-11, Table 9

63. Graduating Class Of 2002 Science Reasoning Performance

64. One Year Change In Science Reasoning Test Scores Source: State, National ACT Profile, 2001-2002, Page 1, Executive Summary

65. Five Year Change In Science Reasoning Test Scores Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

66. National Performance On Science Reasoning Over Time By Gender Source: National ACT Profile, 1998-2002, Page 8, Table 6

67. State Performance On Science Reasoning Over Time By Gender Source: State, 1998-2002, Page 8, Table 6

68. Performance On Science Reasoning Over Time By Quartile Values Source: State, National ACT Profile, 1998-2002, Page 1, Executive Summary

69. Performance On Science Reasoning Over Time By Academic Preparation Source: State, National ACT Profile, 1998-2002, Executive Summary

70. Performance On Science Reasoning For Those Taking Less Than Core Source: State, National ACT Profile, 2002, Page 3, Table 1

71. Performance On Science Reasoning For Those Taking Core Or More Source: State, National ACT Profile, 2002, Page 3, Table 1

72. Performance On Science Reasoning By Course Sequence Source: State, National ACT Profile, 2002, Page 9, Table 9

73. Performance On Science Reasoning By Course Sequence And Gender Source: State, National ACT Profile, 2002, Pages 10-11, Table 9

74. Graduating Class Of 2002 Readiness For College Coursework

75. Readiness For College English Source: Executive State Summary, 2002, Page 7, Table 5 Typical ACT English Cutoff Scores Are: Standard Composition - 17Advanced Composition - 21 Literature - 21 Core Or MoreLess Than Core

76. Readiness For College Mathematics Source: Executive State Summary, 2002, Page 7, Table 5 Typical ACT Mathematics Cutoff Scores Are: Elementary Algebra - 20Intermediate Algebra - 21 College Algebra - 23Calculus - 27 Core Or MoreLess Than Core

77. Readiness For College Science Source: Executive State Summary, 2002, Page 7, Table 5 Typical ACT Science Cutoff Scores Are: Biology - 23Chemistry - 25 Core Or MoreLess Than Core

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