Last Updated on Thursday, August 14, 2008 at 5:02 AM
News Release 08-059 - August 13, 2008
(FRANKFORT, Ky.) -- The average composite ACT score for Kentucky's year 2008 college-bound high school seniors gained slightly over the 2007 composite score, the Kentucky Department of Education and the Council on Postsecondary Education announced today.
The 2008 composite is 20.9, compared to 2007’s composite of 20.7. Nationally, the 2008 composite score was 21.1, a loss of 0.1 from 2007.
In 2008, 31,728 (72 percent) Kentucky public and nonpublic high school graduates took the test, compared to 1990, when 24,942 Kentucky graduates (62 percent) did.
“Kentucky’s ACT gains have outpaced the nation’s over the past five years,” said Kentucky Education Commissioner Jon E. Draud. “This is a reflection of the commitment shown by educators, legislators, parents and students to improving the high school experience. We must continue this momentum, closing achievement gaps and provide the support all students need to be successful in this critical measure.”
“Increasingly, Kentucky is making progress. More Kentucky high school students took the ACT this year than ever before, and still our state average scores rose. We’re also pleased that more students are electing to take the ACT recommended core courses,” said Richard Crofts, interim president of the Council on Postsecondary Education.
“Our colleges and faculty will continue to work with schools, districts and teachers to help all students across the commonwealth prepare for the level of education they desire and deserve,” he added.
ACT asks test-takers to report the courses they took in high school. Over the past 18 years, there has been a dramatic increase in the percentage of Kentucky students reporting that they are taking ACT's recommended core courses, with an increase of more than 12,000 students since 1990. In 2008, 65 percent of Kentucky high schoolers who took the ACT noted on surveys that they also took the recommended core courses. However, that percentage is likely higher due to differences in course names and non-completion of surveys.
Number Tested / Number Taking Rigorous Courses
1990 24,942 / 7,088 (28%)
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2000 29,670 / 13,885 (47%)
2001 30,084 / 14,506 (48%)
2002 29,532 / 17,274 (58%)
2003 29,877 / 17,557 (59%)
2004 29,581 / 17,738 (60%)
2005 29,943 / 18,114 (60%)
2006 29,786 / 17,705 (59%)
2007 30,929 / 17,449 (58%)
2008 31,728 / 20,486 (65%)
The overall ACT Assessment consists of tests in four areas: English, mathematics, reading and science reasoning. ACT recommends that college-bound students take four or more years of English; three or more years of mathematics (including algebra 1, algebra 2 and geometry); three or more years of social studies; and three or more years of natural sciences. ACT defines specific courses in these areas. Kentucky's graduation requirements define four credits in English; three in mathematics; three in social studies; three in science; one in history and appreciation of visual and performing arts; and one-half each in health and physical education.
ACT developed College Readiness Benchmarks in English, mathematics, science and reading, with research indicating that students who reach the levels have a high probability of earning a C grade or higher in certain credit-bearing first-year college courses. The benchmark scores are:
§ 18 or higher on the ACT English Test
§ 22 or higher on the ACT Math Test
§ 21 or higher on the ACT Reading Test
§ 24 or higher on the ACT Science Test
In 2008, among students in Kentucky:
- 68 percent met or surpassed the English benchmark, compared to 68 percent nationally.
- 35 percent met or surpassed the math benchmark, compared to 43 percent nationally.
- 53 percent met or surpassed the reading benchmark, compared to 53 percent nationally.
- 25 percent met or surpassed the science benchmark, compared to 28 percent nationally.
Many Kentucky colleges and universities use ACT scores to inform admissions decisions and to place students in appropriate college courses. ACT scores also are used, along with high school grade point averages, to determine the amount of money high school graduates are eligible to receive through the Kentucky Educational Excellence Scholarship program.
In comparing Kentucky with the nation, the widest gap in performance among students was in overall mathematics scores (1.1 points) and the smallest was in reading (0 point).
African-American students in Kentucky who took the college-bound curriculum performed similarly to African-American students at the national level, but Kentucky’s African-American students’ average composite score was 0.4 points higher than the national average. At both the national and state levels, the gap between the performance of African-American and white students persisted.
Over the past few years, the numbers of non-white students taking the ACT in Kentucky have risen. According to ACT, increases in student populations taking the test can lead to a drop in scores; however, all ethnic groups in Kentucky have seen score increases since 2004.
The composite score gaps between males and females of all ethnic groups in Kentucky were minimal in most subjects, with males posting a composite score of 21.1 and females a score of 20.6. On ACT, which offers only multiple-choice questions, males tend to outscore females in mathematics and science, and females tend to outscore males in English and reading.
Kentucky is unique in the nation because it has implemented the Educational Planning and Assessment System (EPAS) from ACT and, through 2006’s Senate Bill 130, administers the ACT to all public school juniors. The state assesses public school 8th graders using the EXPLORE test and assesses public school 10th graders with the PLAN test through EPAS.
All of Kentucky’s public school juniors took the ACT for the first time in the spring of 2008. Data from those assessments likely will be available in September.
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