1. DSHS IMPROVING COLLEGE READINESS

2. COLLEGE READINESS ACROSS THE NATION Source: ACT, 2010, The Condition of College and Career Readiness : National

3. FEWER - BUT ESSENTIAL - HIGH SCHOOL STANDARDS Source: ACT, 2009, National Curriculum Survey

4. COMMON ACADEMIC EXPECTATIONS: FOR COLLEGE OR WORK WorkKeys is ACT’s job skills assessment system measuring the “real-world” skills that employers believe are critical to job success. Research suggests- students who choose to enter the workforce and earn a wage sufficient to support a small family and potential career advancement should be no different from the expectations of students who choose to enter college after high school graduation.

5. WHAT IS “GOOD ENOUGH”? Source: ACT, 2009, National Curriculum Survey

6. GOOD ENOUGH: STANDARD COMPARISON Source: Achieve, Inc., 2004, Do Graduation Tests Measure Up?:

7. A RIGOROUS CURRICULUM Data shows students benefit from participating in more rigorous courses regardless of their achievement Students taking four years of CP English and three years each of CP math, science, and social studies are less likely to need remedial courses than students who do not take such a rigorous curriculum Only 10 percent of students taking the ACT completed a rigorous curriculum (four credits of English and mathematics, including pre-calculus, and three credits each of social studies, foreign language, and science, including biology, chemistry, and physics). Source: ACT, 2009, National Curriculum Survey

8. A RIGOROUS CURRICULUM Source: ACT, 2010, The Condition of College and Career Readiness : National

9. ENSURE YOUNGER STUDENTS ARE ON TARGET

10. LONGITUDINAL DATA SYSTEM MONITORING PERFORMANCE

11. DSHS ACT DATA: OVERALL Average Overall Score Percent Meeting ALL 4 Readiness Standards Year SchoolStateSchoolState 2006 23.521.538%24% 2007 23.021.634%25% 2008 23.921.740%26% 2009 23.021.731%26% 2010 24.521.850%28%

12. COLLEGE READY: ACCORDING TO ACT The level of preparation a student needs to be ready to enroll and succeed without remediation in an entry-level, credit-bearing course at a two-year or four-year institution, trade school, or technical school. Benchmarks are minimum scores on the act English, Mathematics, reading, and Science tests that reflect at least a 50 percent chance of achieving a B or higher grade or a 75 percent chance of a c or higher grade in entry-level, credit-bearing college courses.

13. DSHS ACT DATA: SCIENCE Average Science Score Percent Meeting Science Readiness Standards Year SchoolStateSchoolState 2006 23.121.542%30% 2007 22.721.641%32% 2008 23.321.747%33% 2009 22.821.742%33% 2010 24.421.858%34% RangeSchool (Science)State (Science) 1-121%3% 13-152%6% 16-197%21% 20-2332%36% 24-2735%24% 28-3218%9% 33-365%2% % At or Above Benchmark58%34%

14. DSHS ACT DATA: MATH Average Math Score Percent Meeting Math Readiness Standards Year SchoolStateSchoolState 2006 24.021.369%45% 2007 23.221.362%45% 2008 24.221.569%47% 2009 22.821.456%46% 2010 24.621.573%48% RangeSchool (Math)State (Math) 1-120% 13-153%9% 16-1914%32% 20-2321%23% 24-2734%23% 28-3219%10% 33-369%3% % At or Above Benchmark73%48%

15. DSHS ACT DATA: READING Average Reading Score Percent Meeting Reading Readiness Standards Year SchoolStateSchoolState 2006 23.721.972%56% 2007 23.222.066%56% 2008 24.322.174%57% 2009 23.222.265%58% 2010 24.522.180%58% RangeSchool (Reading)State (Reading) 1-123%4% 13-153%10% 16-199%22% 20-2329%27% 24-2730%17% 28-3216%15% 33-3610%5% % At or Above Benchmark80%58%

16. DSHS ACT DATA: ENGLISH Average English Score Percent Meeting English Readiness Standards Year SchoolStateSchoolState 2006 22.820.884%71% 2007 22.621.084%72% 2008 23.321.185%72% 2009 22.721.181%72% 2010 24.021.289%72% RangeSchool (English)State (English) 1-122%8% 13-154%11% 16-1911%20% 20-2328%27% 24-2730%19% 28-3214%11% 33-3610%4% % At or Above Benchmark89%72%

17. DATA DISCREPANCY