The College Readiness report shows how students performed on the College Board SAT in the subjects of Evidence Based Reading and Writing and Mathematics.
The data are important because college readiness means that a student can enter a college classroom, without remediation, and successfully complete entry-level college requirements. Students that are enrolled in remediation courses in their first year of college have only a 17-39% graduation rate (College Board 2004). In order for a student to be considered college ready there are skills, content knowledge and behaviors that must be acquired before leaving high school. The core areas of college readiness are:
The SAT College Readiness data are based on the SAT with Essay administration completed during the Michigan Merit Examination in the spring of grade 11.
After choosing the report year you can explore by entity (school, district, intermediate school district, and statewide), by subject: Evidence Based Reading and Writing, Mathematics, All Subjects and Total Score, and by different demographic categories such as race/ethnicity, gender, students with disabilities, economically disadvantaged, English language learners, homeless, and migrant students.
Percentages and counts by performance level and mean scaled score can be viewed. You can also see how performance has been trending over time.
Prior to the 2015-16 school year the ACT College Readiness examination was used to measure the proficiency of high school students in English, mathematics, reading, and science. The ACT scores displayed on MI School Data are from the ACT Plus Writing portion of the Michigan Merit Examination.
Exploring the College Readiness report can answer questions like:
What percentage of the students from my local high school met the benchmark for each content area?
Select your high school under Edit Report/Find Location. Under Report Settings, choose report year, assessment subject, and under report category, select all students. Select View Report.
How do the results compare for female and male students?
Select your district under Edit Report/Find Location. Under Report Settings, choose report year, assessment subject, and under report category, select gender.
Are there disparities in scores based upon race and ethnicity?
Select Statewide/All ISDs in State under Edit Report/Find Location. Under Report Settings, choose report year, assessment subject, and under report category, select race/ethnicity.
How can I get a spreadsheet to examine this data?
You can select the Download/Print button at the top of the page. This will provide a spreadsheet of the data from your current search settings. You can download the spreadsheet as a PDF or .CSV file. If you want to view unsuppressed data for your school, sign in with the secure login given to you by your school administrator.
The results are reported at the school where the students attend.
The SAT Total Score reported for Michigan is the combined Evidenced-Based Reading and Writing, and Math Student Score. The Total Score range is 400 – 1600.
The SAT Benchmarks represent the likelihood of success in entry-level college courses. The benchmark for Evidenced-Based Reading and Writing is 480 and 530 for Math. For additional information on understanding SAT scores, including the Essay scores, please visit the College Board website.
The ACT College Readiness data are based on ACT administrations completed during the Michigan Merit Examination in the spring of grade 11 for years previous to 2015-16.
The results are reported at the school where the student tested.
The ACT Composite Score is the average of four test scores, rounded to the nearest whole number. Fractions less than one-half are rounded down; fractions one-half or more are rounded up. The scoring range for the composite score is 1 to 36.
Each ACT College Readiness Benchmark is the minimum score required on that multiple-choice ACT test- English, Math, Reading, or Science. The Benchmarks are empirically derived from the performance of a large, nationally representative sample of first-year students in two- and four-year postsecondary institutions. Therefore, each Benchmark represents a criterion for success for atypical student at a typical institution.
For additional information about the ACT, composite score, and scoring please refer to the ACT website.
Location/Entity: You can select and compare data at different entity levels: statewide, by intermediate school district (ISD), by school district, and by individual schools that include all local education agency (LEA) and public school academy (PSA) schools. Public school academies, also known as charter schools, are considered their own school district.
LEA: Local educational agency such as a school district or charter school/public school academy (PSA).
Economically Disadvantaged: Economically Disadvantaged (ED) Students are those who have been determined to be eligible for free or reduced-price meals via locally gathered and approved family applications under the National School Lunch program, are in households receiving food (SNAP) or cash (TANF) assistance, are homeless, are migrant, or are in foster care. When any of these conditions are present, a student is considered ED.
Race/Ethnicity: Information about race and ethnicity categories can be found on the CEPI website. Note: When viewing trend data you may see gaps and breaks because federal definitions and categories have changed over the years.
Gender: The sex of the student, male or female
English Learners: English Learners (ELs) are also historically known as English Language Learners (ELL) or Limited English Proficient (LEP) students. ELs are students who speak a language other than English as their primary language and have difficulty speaking, reading, writing, or understanding English.
Migrant Students: A student whose family has moved within the previous 36 months to obtain temporary or seasonal work in agriculture or fishing.
Students With Disabilities: Students with one or more specific impairments that require special education or related services and have an Individual Education Plan (IEP).
<10, <5%, >95%: These labels are used in place of the actual data when there is a risk of identifying an individual student (unless you have logged in as a secure user).
The Center for Educational Performance and Information (CEPI) collected the data used to compile this report. The databases used include:
The Statewide Data for Report file provides data for the most recent year. To access data for previous
years at the statewide level please use the School Data File.
To change these settings go to edit report
Alert! You must choose valid Report Settings to view data.
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