BOARD OF EDUCATION OF HOWARD COUNTY

MEETING AGENDA ITEM

TITLE: Class of 2017 SAT & ACT Participation, Performance, and Three-Year Trends DATE: October 17, 2017

PRESENTER(S): Gina Massella, PhD, Director of Shared Accountability

OVERVIEW:

The SAT and ACT are standardized assessments included as part of the admission process at many colleges across the United States. About 85 percent of Howard County Public School System (HCPSS) graduates took either the SAT and/or the ACT over the past three years. In the HCPSS, 78 percent of test takers in the Class of 2017 met the college and career readiness benchmark scores of 500 on the SAT or 21 on the ACT in both Math and English based on each student’s highest test scores (super score). The Maryland State Department of Education (MSDE) proposed these benchmark scores for local education agencies to determine whether students require more targeted support to ensure postsecondary success.

Similar to the past two years, significant performance gaps exist among student groups in the Class of 2017. Over 85 percent of White or Asian test takers would be considered college and career ready using either the SAT or the ACT, compared to under 60 percent of Hispanic/Latino or Black/African American test takers. Whereas 83.1 percent of test takers who did not receive FARMS would be considered college and career ready using either the SAT or the ACT, 44.2 percent of test takers who received FARMS would be considered college and career ready.

This report includes average HCPSS performance in comparison to the state of Maryland and the nation for the Class of 2017.

The appendix includes a series of tables by subject area, by high school, and total counts to supplement this information report.

RECOMMENDATION/FUTURE DIRECTION: To ensure equitable access to, as well as personalized supports for high performance on the SAT or ACT, HCPSS will develop and focus on strategies to ensure opportunity and equity across all student groups, while providing supports for all students to be successful and meet College and Career Readiness benchmarks.

SUBMITTED BY:

APPROVAL/ CONCURRENCE:

William J. Barnes Chief Academic Officer

Michael J. Martirano, Ed.D. Interim Superintendent

Gina Massella, PhD

Director, Shared Accountability

Karalee Turner-Little, Assistant Superintendent for Administrative Affairs

Ho Lam (Eva) Yiu, PhD Coordinator, Research and Program Evaluation

INFORMATION

Howard County Public School System Class of 2017 SAT and ACT Participation, Performance, and Three-Year Trends

The College and Career Readiness and Completion Act of 2013 (CCR-CCA) requires the state of Maryland to assess all students by Grade 11 to determine whether students are ready for college-level, credit-bearing coursework in English Language Arts (ELA) and Mathematics. The Maryland State Department of Education (MSDE)1 proposed SAT2 section scores of 500 and ACT3 scores of 21 to be used by local education agencies as options to determine whether students require more targeted support to be ready for postsecondary success. The SAT and ACT are standardized assessments included in many colleges’ admissions requirements across the United States. About 85 percent of HCPSS graduates took either the SAT and/or the ACT over the past three years. In 2016, the College Board redesigned the SAT. The total score formerly reported on a 2400-point scale is now reported on a 1600-point scale. The new scale is a combination of the Math test and a redesigned English test called the Evidence-Based Reading and Writing (ERW) test. The College Board published concordance tables for educators to gauge performance of different cohorts of students who took different versions of the SAT in the interim until more data are available. The College Board discourages direct comparisons of performance on the old to the redesigned SAT. This report provides trend data for participation for both the SAT and ACT. In addition, trend data for ACT performance is reported; however, only 2017 performance data are presented for the SAT due to the format change in the test.

Participation in College Entrance Exams: 2015-2017 Trends Overall, almost 85 percent of all Howard County Public School System (HCPSS) graduates took the SAT and/or the ACT from 2015 through 2017. Significant opportunity gaps persist among student groups. Figures 1-2 illustrate SAT/ACT participation trends by race/ethnicity and special service groups, respectively. Highlights from the data include:

In the Class of 2017, whereas over 87 percent of Asian or White graduates took the SAT or ACT, less than 79 percent of Black/African American or Hispanic/Latino graduates took either test.

This trend reflects a participation gap of 22.7 percentage points between the highest (Asian) and lowest (Hispanic/Latino) participating groups in 2017, which narrowed by two percentage points since 2015.

About 66 percent of 2017 graduates who received Free and Reduced-Price Meal Services (FARMS) took the SAT or ACT, compared to close to 89 percent for graduates who did not receive FARMS.

The 2017 participation gap of 22.8 percentage points between graduates who received FARMS and their peers who did not has widened by almost three percentage points since 2015.

A 43.7 percentage-point gap in SAT/ACT participation exists between 2017 graduates who received special education services and their peers who did not receive special education services.

1 MSDE. (2017). Overview of college and career readiness: A partnership with local school systems and their community colleges. Retrieved August 24, 2017 from http://www.marylandpublicschools.org/stateboard/Documents/02282017/ESSAAdditionalInformation.pdf 2 The College Board also developed college and career readiness benchmark scores of 530 on the Math and 480 on the ERW sections, which are associated with a 75-percent probability of obtaining a C or higher in first-semester, credit-bearing college courses in the related disciplines. Students are considered college- and career-ready when they meet both section scores. 3 ACT, Inc. also derived empirically college and career readiness benchmark scores, which are 22 for Math, 18 for English, and 22 for Reading. These scores represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing first-year college courses. (http://www.act.org/content/act/en/k12-educators-and-administrators/college-and-career-readiness/benchmarks.html)

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A 58.0 percentage-point gap exists between 2017 graduates who were English learners (EL) and non-ELs.

Figure 1. Percent of graduates who took the SAT or ACT by race/ethnicity.

Figure 2. Percent of graduates who took the SAT or ACT by special services.

84.9 All Students 84.9

93.7 Asian 93.9

78.3 Black/Afr.Am. 76.569.0 Hisp./Lat. 71.2

87.2 White 88.4

84.6 Two or More 81.2

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84.9 All Students 84.9

88.0 Non-FARMS 88.8

68.1 FARMS 66.0

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40

60

80

100

2015 2016 2017

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or A

CT 84.9 All Students 84.9

87.4 Gen Ed. 87.0

40.1Special Ed. 43.3

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40

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100

2015 2016 2017

84.9 All Students 84.9

85.4 Non-EL 85.3

23.3English Learner 27.3

20

40

60

80

100

2015 2016 2017

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College and Career Readiness Benchmarks: Class of 2017

In HCPSS, 78 percent of test takers in the Class of 2017 (n = 2,483 of 3,184) met the college and career readiness benchmark scores of 500 on the SAT or 21 on the ACT in both Mathematics and ELA based on the highest scores of any test administration4. However, as illustrated in Figure 3, significant performance gaps exist among student groups.

A 38.2 percentage-point gap exists between the highest (White) and lowest (Black/African American) performing groups.

For the special service groups, a 38.9 percentage-point gap exists between test takers who did not receive FARMS and test takers who did receive FARMS.

A 49.7 percentage-point gap is observed between test takers in general education and test takers who received special education services.

Figure 3. Percent of test takers considered college-and-career-ready using MSDE’s SY2017 benchmarks for the SAT and ACT.

Participation and performance on the SAT and ACT are examined separately below.

SAT Participation by Student Group: Classes of 2015 through 2017

A total of 3,749 graduates comprised the Class of 2017. About 82 percent (n = 3,070) of the 2017 graduates took the SAT, slightly lower but within one percentage point when compared to the Classes of 2015 and 2016. Figures 4-5 present HCPSS graduates’ SAT participation by student group from 2015 through 20175. Highlights include:

By gender, proportionately more female than male graduates took the SAT each year. By race/ethnicity, SAT participation increased by 2.2 percentage points for Hispanic/Latino

graduates from 67.7 percent in 2015 to 69.9 percent in 2017.

4 Table A1 in the appendix breaks down the percent of test takers who met college and career readiness benchmarks by subject. Table A2 in the appendix displays college and career readiness results for each high school. 5 Table A3 includes the total number of graduates in each group. Note that for smaller groups, percentages are more likely to fluctuate with small changes in the numerator.

79.0 76.9

86.6

50.658.1

88.879.8 83.1

44.2

79.2

29.5

n=12

60

n=12

23

n=0

n=57

1

n=32

2

n=12

9

n=13

19

n=13

8

n=0

n=22

98

n=18

5

n=24

60

n=23

Mean % Met78.0

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Participation decreased by 1.6 and 1.3 percentage points from 2015 to 2017 for Asian graduates and graduates of Two or More Races, respectively.

The largest gap in 2017 SAT participation was observed between Asian (91.0 percent) and Hispanic/Latino (69.9 percent), a difference of 21.1 percentage points.

By FARMS status, SAT participation rates remained fairly stable from 2015 to 2017 for both graduates who received FARMS and their peers who did not. For graduates who received FARMS, about 64.9 percent took the SAT compared to 85.4 percent of graduates who did not receive FARMS—a participation gap of 20.5 percentage points.

A 45.2 percentage-point gap in SAT participation exists between 2017 graduates who received special education and their peers who did not, which narrowed by 5.5 percentage points since 2015.

Figure 4. Percent of graduates who took the SAT by race/ethnicity.

Figure 5. Percent of graduates who took the SAT by special services.

92.6 Asian 91.0

73.6 Black/Afr.Am. 74.167.7 Hisp./Lat. 69.9

85.0 White 84.6

80.2 Two or More 78.982.3 All 81.9

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40

60

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100

2015 2016 2017

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82.3 All 81.9

85.5 Non-FARMS 85.4

65.3 FARMS 64.9

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40

60

80

100

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Perc

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SAT 82.3 All 81.9

85.0 Gen Ed 84.1

34.3Spec Ed 38.9

20

40

60

80

100

2015 2016 2017

82.3 All 81.9

82.8 Non-EL 82.2

20.0

EL 27.3

2015 2016 2017

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SAT Performance: Class of 2017

As displayed in Table 1, HCPSS graduates outperformed peers across the state and the nation on the SAT, overall and by each racial/ethnic group6 . Similar patterns in performance by racial/ethnic group are observed across HCPSS, Maryland, and the nation—Asian test takers achieved the highest mean SAT total score, followed by White, Two or More Races, Hispanic/Latino, and Black/African American test takers.

Table 1 Class of 2017 SAT Mean Performance:

Most Recent Administration of the New SAT Only Race/Ethnicity HCPSSa

(new SAT only) Maryland

Public Schools Maryland

All Schools Nation

All Schools All 1161 1046 1060 1060 Asian 1221 1164 1172 1181 Black/African American 1032 937 946 941 Hispanic/Latino 1079 1013 1024 990 White 1212 1134 1144 1118 Two or More Races 1173 1101 1112 1103 a Data reported here differ from that reported on MD Report Card due to different reporting rules. The current report match SAT scores to the end-of-year attendance file and includes diploma graduates only; whereas MD Report Card reports unmatched score data for any test taker who self-reported as a Grade 12 student. Maryland and national SAT all schools results include the total group of test takers.

On the next page, Figure 6 presents the percent of SAT test takers considered college and career ready (CCR) by meeting or exceeding both the SAT Math and SAT ERW section scores of 500 using each student’s super scores7. Overall 77.9 percent of the Class of 2017 who took the SAT (n = 2,391 of 3,070) met CCR using the SAT. However, significant SAT CCR performance gaps by student group exist. The following observations highlight the 2017 results.

Greater than three-fourths of both male and female test takers met both Math and ELA CCR benchmarks. Proportionately, more male than female test takers met CCR benchmarks—a 3.3 percentage-point gap.

More than 80 percent of White, Asian, or Two or More Races test takers met CCR benchmarks; compared to less than 60 percent of Hispanic/Latino or Black/African American test takers who did so. A 37.8 percentage-point gap exists between the highest- (White) and lowest- (Black/African American) performing groups.

A 38.9 percentage-point gap in meeting CCR benchmarks exists between test takers who received FARMS and their peers who did not receive FARMS.

A 50.4 percentage-point gap in meeting CCR benchmarks exists between test takers who received special education services and their peers who did not receive special education services.

6 Data reported here differ from that reported on MD Report Card due to different reporting rules. The current report matches SAT scores to the end-of-year attendance file and includes diploma graduates only; whereas MD Report Card reports unmatched score data for any test taker who self-reported as a Grade 12 student. 7 Table A4 in the appendix breaks down the percent of test takers who met college and career readiness benchmarks using the SAT by subject.

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Figure 6. Percent of test takers considered college-and-career-ready using MSDE’s benchmarks for the SAT using super scores.

Table 2 presents SAT mean scores for the Class of 20178. The mean SAT Total score was 1184; the mean SAT ERW section score was 592 and the mean Math section score was 593. Note that of the 3,070 SAT test takers in the Class of 2017, 12.5 percent took the SAT prior to March 2016 so their results were scored on the old SAT scale. Following national practices in reporting SAT performance, this report focuses on results from students’ most recent SAT administration so that results may be comparable to other published reports. If a student’s most recent SAT results were from the old SAT, scores were first concorded to the new SAT scale using concordance tables published by the College Board before calculating the mean. Highlights from the Class of 2017 SAT performance by student group:

The SAT Total mean scores of 1198 compared to 1170 for male and female test takers in the Class of 2017, respectively, reflect an achievement gap by gender of 28 points.

Male and female test takers performed similarly on the SAT ERW section, but male outperformed female test takers on the SAT Math section.

Mean SAT Total scores ranged from 1035 for Black/African American graduates to 1275 for Asian graduates—an achievement gap of 240 points. The SAT Total scores were 1087 for Hispanic/Latino, 1187 for Two or More Races, and 1223 for White graduates.

For both SAT ERW and Math sections, Asian test takers earned the highest mean scores, followed by White, Two or More Races, Hispanic/Latino, and Black/African American test takers.

Mean SAT Total scores were 1013 for graduates who received FARMS and 1210 for those who did not receive FARMS—an achievement gap of 197 points.

Significant performance gaps by special service groups exist for both SAT ERW and Math.

8 Table A5 presents HCPSS graduates’ SAT participation from 2015 through 2017 and SAT performance in 2017 overall and by high school. Tables A6 through A9 in the appendix display the Class of 2017 SAT participation and performance by student group for each high school.

79.5 76.285.4

51.157.8

88.981.0 83.1

44.2

79.0

28.6n=

1213

n=11

78

n=54

6

n=31

5

n=12

6

n=12

64

n=13

6

n=22

09

n=18

2

n=23

71

n=20

Mean % Met77.9

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Table 2 SAT Performancea of HCPSS Class of 2017 by Gender, Race/Ethnicity,

and Special Service Group: Most Recent SAT Administration Student Group SAT ERW SAT Math SAT Total All Students 592 593 1184

Male 592 607 1198 Female 592 578 1170

Asian 625 652 1275 Black/African American 528 507 1035 Hispanic/Latino 550 537 1087 White 611 612 1223 Two or More Races 598 589 1187

Non-FARMS 605 607 1210 FARMS 511 503 1013 General Education 595 596 1190 Special Education 462 460 922 Non-English Learner * * * English Learner * * * Note. Total number of graduates is based on the end-of-year attendance file and includes only diploma graduates. Results for American Indian and Pacific Islander students are included with all students but not reported separately due to small group sizes. Results for groups with fewer than 10 test takers are not reported to protect student privacy. Complimentary group data suppression is also applied. FARMS = Free and Reduced-Price Meals Service a Scores are based on students’ most recent SAT test administration. If a student took the old SAT, the score was concorded to the new SAT scale using the College Board’s concordance tables.

ACT Participation: Classes of 2015 through 2017 Of the 3,749 graduates in the Class of 2017, about 33 percent (n = 1,234) took the ACT—a one percentage point increase since the Class of 2015. Figures 7-8 present HCPSS graduates’ ACT participation by student group from 2015 through 20179. The following observations highlight participation trends.

By gender, proportionately more female than male graduates took the ACT each year. By race/ethnicity, 2017 ACT participation rates ranged from 17.9 percent for Hispanic/Latino

graduates to 39.9 percent for White graduates—a difference of 22.0 percentage points, which was an increase from a 17.0 percentage-point gap in 2015.

Since 2015, ACT participation increased by 4.4 and 5.0 percentage points for White and Asian graduates, respectively; but decreased by 3.7 and 5.8 percentage points for Two or More Races and Black/African American graduates, respectively.

ACT participation rates decreased by 6.6 percentage points for graduates who received FARMS from 2015 to 2017, compared to an increase of 2.9 percentage points for their peers who did not receive FARMS

A 22.8 percentage-point gap in participation exists between graduates who received FARMS and their peers who did not—an increase from a 13.3 percentage-point gap in 2015.

A 25.2 percentage-point gap in participation exists between graduates who received special education services and their peers who did not—an increase from a 19.4 percentage-point gap in 2015.

9 Table A10 includes the total number of graduates in each group. Note that for smaller groups, percentages are more likely to fluctuate with small changes in the numerator.

9

Figure 7. Percent of graduates who took the ACT by race/ethnicity.

Figure 8. Percent of graduates who took the ACT by special services.

ACT Performance: Classes of 2015 through 2017 The ACT is composed of four subtests: English, Mathematics, Reading, and Science. Each subtest is scored on a scale of 1 to 36, and the ACT Composite score is the average of the four subtests. Class of 2017 results for HCPSS, Maryland, and the nation are displayed in Table 3. HCPSS graduates outperformed peers across the state and the nation on the ACT, overall and by each racial/ethnic group. Similar patterns in performance by racial/ethnic group are observed across HCPSS, Maryland, and the nation—Asian test takers achieved the highest mean ACT Composite score, followed by White, Two or More Races, Hispanic/Latino, and Black/African American test takers.

Table 3

26.9 Black/Afr.Am 21.1

18.5Hisp./Lat. 17.9

32.3Asian 37.3

35.5 White 39.935.2

Two or More 31.531.9All 32.9

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31.9 All 32.9

33.9Non-FARMS 36.8

20.6FARMS 14.0

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31.9 All 32.9

32.9 Gen Ed 34.1

13.5 Spec Ed8.9

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80

2015 2016 2017

31.9 33.2 All 32.9

32.1 Non-EL 33.4

6.7EL5.6

2015 2016 2017

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Class of 2017 ACT Mean Performance: Most Recent Administration Race/Ethnicity HCPSS Maryland Nation All 25.8 23.6 21.0 Asian 28.3 26.7 24.3 Black/African American 21.2 19.1 17.1 Hispanic/Latino 24.1 21.8 18.9 White 26.4 25.4 22.4 Two or More Races 24.7 23.6 21.2 Note. Maryland and national data come from the 2017 ACT Profile Report – Sate: Maryland and the 2017 ACT Profile Report – Nation.

As displayed in Figure 9, 73.3 percent of the Class of 2017 who took the ACT (n = 905 of 1,234) was considered college and career ready (CCR) by meeting or exceeding both the ACT Math and ACT English-Reading scores of 21. Figure 9 also illustrates ACT CCR performance gaps for the class of 2017 by student group10. The following observations highlight the 2017 ACT results.

Greater than 71 percent of both male and female test takers met both ACT Math and ELA CCR benchmarks.

Proportionately more male than female test takers met CCR benchmarks—a 4.6 percentage-point gap.

More than 79 percent of White or Asian ACT test takers met CCR benchmarks; compared to 70 percent or less of Two or More Races and Hispanic/Latino test takers, and under 40 percent of Black/African American test takers who did so.

A 47.4 percentage-point gap exists between the highest (Asian) and lowest (Black/African American) performing groups.

A 35.5 percentage-point gap in meeting ACT CCR benchmarks exists between test takers who received FARMS and their peers who did not.

A 49.0 percentage-point gap in meeting ACT CCR benchmarks exists between test takers who received special education services and their peers who did not.

Figure 9. Percent of test takers considered college-and-career-ready using MSDE’s benchmarks for the ACT.

10 Table A11 in the appendix breaks down the percent of ACT test takers who met college and career readiness benchmarks by subject.

75.771.1

85.1

37.7

62.5

79.470.1

75.9

40.4

74.0

25.0

n=44

9

n=45

6

n=22

3

n=66

n=35

n=53

2

n=47

n=86

9

n=36

n=90

1

n=4

Mean % Met73.3

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Table 4 present HCPSS graduates’ ACT performance from 2015 through 201711. The Class of 2017 mean ACT Composite score was 25.8, an increase of 1.2 points since 2015. Mean ACT scores increased in each subject area for the Class of 2017 compared to the Class of 2015, with 2017 means of 26.1 in Reading, 25.9 in Math, 25.6 in English, and 25.2 in Science. The following observations highlight the 2017 ACT results by student group.

Male test takers tended to outperform their female peers. The ACT Composite mean scores of 26.2 compared to 25.5 for male and female test takers in the Class of 2017, respectively, reflect an achievement gap by gender of 0.7 points, the same as in 2015.

ACT Composite scores increased for all racial/ethnic groups from 2015 to 2017. For the Class of 2017, ACT Composite scores ranged from 21.2 for Black/African American

graduates to 28.3 for Asian graduates—an achievement gap of 7.1 points. The 2017 ACT scores were 24.1 for Hispanic/Latino, 24.7 for Two or More Races, and 26.4 for

White graduates. Mean ACT Composite scores increased from 2015 to 2017 for both graduates who received

FARMS and their peers who did not. The ACT Composite score for graduates who received FARMS was 21.4 points, compared to 26.2

points of graduates who did not receive FARMS—an achievement gap of 4.8 points, which reflects a slight increase from a 4.5-point gap in 2015.

Table 4

ACT Performance for HCPSS Classes of 2015 to 2017 by Gender, Race/Ethnicity, and Special Service Group: Most Recent ACT Administration

Student Group ACT Reading ACT Math ACT English ACT Science Act Composite 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017

All Students 24.8 24.9 26.1 24.6 24.6 25.9 24.4 24.4 25.6 24.3 24.1 25.2 24.6 24.6 25.8 Male 24.8 24.8 25.9 25.6 25.4 27.0 24.0 24.1 25.4 25.0 24.7 26.0 25.0 24.9 26.2 Female 24.8 25.0 26.3 23.8 23.9 24.9 24.7 24.6 25.8 23.7 23.6 24.5 24.3 24.4 25.5

Asian 27.2 27.6 28.3 28.5 28.0 29.1 27.6 27.4 28.1 27.0 26.7 27.2 27.7 27.5 28.3 Black/African Am. 20.2 20.7 21.6 19.6 19.7 20.8 19.2 19.7 20.9 19.8 19.8 20.8 19.9 20.1 21.2 Hispanic/Latino 23.9 23.4 24.7 22.8 22.5 23.5 21.9 22.2 24.1 22.9 22.1 23.2 23.0 22.7 24.1 White 25.5 25.8 26.6 25.3 25.5 26.3 25.2 25.3 26.1 25.0 25.1 26.0 25.4 25.5 26.4 Two or More Races 25.0 25.9 25.4 23.5 24.9 24.4 24.4 25.2 24.5 24.0 24.9 24.0 24.3 25.4 24.7

Non-FARMS 25.2 25.4 26.4 25.0 25.0 26.2 24.9 24.9 26.0 24.7 24.6 25.6 25.1 25.1 26.2 FARMS 20.6 20.1 22.0 20.8 19.8 21.4 19.6 19.0 20.3 20.9 19.3 21.3 20.6 19.7 21.4 General Education 25.0 25.1 26.2 24.8 24.7 26.0 24.6 24.5 25.7 24.5 24.2 25.3 24.8 24.7 25.9 Special Education 17.4 17.8 18.9 17.3 19.5 19.3 15.4 18.3 18.8 17.4 19.4 20.0 17.0 18.8 19.3 Non-English Learner * * * * * * * * * * * * * * * English Learner * * * * * * * * * * * * * * * Note. Results are not reported (*) for groups with fewer than ten test takers. Complimentary group data suppression is also applied. Results for American Indian and Pacific Islander students are included with all students but are not reported separately due to small number of students in these groups. Scores are based on students’ most recent ACT test. Number of graduates is based on the end of year attendance file and includes only diploma graduates. FARMS = Free and Reduced-Price Meals Service

Conclusion and Next Steps

HCPSS students continue to perform at high levels on the SAT and ACT compared to their peers across the state and the nation. Overall, almost 85 percent of all 2017 graduates took the SAT and/or the ACT. Of those who took at least one of these tests, 78.0 percent met or exceeded MSDE criteria for college and career ready performance in both math and ELA using the SAT or ACT. By subject, 83.2 percent of 2017 test takers met criteria for college and career readiness in math and 84.5 percent met criteria for college and 11 Tables A12 and A13 in the appendix present HCPSS graduates’ ACT participation and performance from 2015 through 2017 overall and by high school.

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career readiness in ELA. Note that these results do not include graduates who opted not to take either the SAT or the ACT. Despite strong overall scores, participation and performance gaps persist among student groups. Lower outcomes are observed for Black/African American and Hispanic/Latino students, as well as for students receiving special services (English Learners, FARMS, and special education), compared to their peers. Currently, many supports and strategies are in place to support all students in becoming college-ready as measured by the SAT and ACT. These supports are in three main categories: content preparation, exam preparation, and exam participation, and they are essential components of high schools’ improvement plans. Examples of these supports include the following:

Content Preparation Both the SAT and the ACT test makers agree that the best way to prepare for their exams is through

completing rigorous coursework in English, mathematics, social studies and science. A central focus across all HCPSS elementary, middle and high schools is to increase students’ access to appropriate and rigorous coursework aligned to the Common Core State Standards.

Professional learning for teachers is integral to each school’s improvement plan. Teachers are provided opportunities to grow professionally in the area of connecting reading materials to content-specific topics. Increased exposure to reading materials in varied disciplines increases students’ prior knowledge across major content areas so that they are prepared to apply what they read about to future learning.

College Entrance Exam Participation

School counselors and administrators encourage student participation in taking the SAT and ACT exams.

School counselors and administrators support students in applying for test fee waivers.

College Entrance Exam Preparation SY2017 was the first year that the PSAT was administered to all students in Grade 9 for earlier

exposure to the SAT suite of assessments. The PSAT continues to be administered to all Grades 10 and 11 students as a practice opportunity

for the SAT. Afterschool preparation program and in-school half-semester SAT preparation class in selected

schools continue to be provided. School counselors work with students to provide recommendations regarding resources, books and

computer programs to support students in studying for the SAT or the ACT.

Multiple measures such as PSAT, SAT, and ACT, are instructional tools that educators may leverage, in combination with other information about their students, to make informed decisions about teaching and learning. Last year student performance on these assessments helped teachers and administrators identify students with potential for higher-level coursework, especially for those students who otherwise might not have considered those courses. In HCPSS we realize that targeted, intentional efforts must be leveraged in order to identify the factors that contribute to the observed SAT/ACT performance gaps between student groups. We continue to strive in developing evidence-based strategies that are integrated into the school improvement process and consistently implemented in daily instruction for all students.

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Appendix List of Tables Table A1. Percent of SAT or ACT Test Takers Who Met College and Career Readiness Benchmarks by Student Group Using Super Scores: Class of 2017

Table A2. Number and Percent SAT/ACT Participation and Performance, and Number and Percent Meeting 500+ on SAT or 21+ on ACT by High School, Class of 2017: Highest Score from Any Administration

Table A3. SAT Participation of HCPSS Classes of 2015 to 2017 by Gender, Race/Ethnicity, and Special Service Group

Table A4. Percent of SAT Test Takers Who Met College and Career Readiness Benchmarks by Student Group Using Super Scores: Class of 2017

Table A5. SAT Participation and Performance of HCPSS Classes of 2015 to 2017 by High School: Most Recent SAT Administration

Table A6. SAT Participation for the HCPSS Class of 2017 by High School and Race/Ethnicity

Table A7. SAT Participation for the HCPSS Class of 2017 by High School and Gender and Special Services

Table A8. SAT Section Scores for the HCPSS Class of 2017 by High School and Race/Ethnicity: Most Recent Administration

Table A9. SAT Section Scores for the HCPSS Class of 2017 by High School and Gender and Special Service Group: Most Recent Administration

Table A10. ACT Participation for HCPSS Classes of 2015 to 2017 by Gender, Race/Ethnicity, and Special Service Group: Most Recent ACT Administration

Table A11. Percent of ACT Test Takers Who Met College and Career Readiness Benchmarks by Student Group Using Super Scores: Class of 2017

Table A12. ACT Participation for HCPSS Classes of 2015 to 2017 by High School: Most Recent ACT Administration

Table A13. ACT Performance for HCPSS Classes of 2015 to 2017 by High School: Most Recent ACT Administration

14

Table A1 Percent of SAT or ACT Test Takers Who Met College and Career Readiness

Benchmarks by Student Group Using Super Scores: Class of 2017 Student Group Took SAT

or ACT % Met

ELA % Met

Math % Met

Both All Students 3184 84.5 83.2 78.0 Male 1594 84.1 85.1 79.0 Female 1821 84.8 81.3 76.9 Asian 659 88.3 93.5 86.6 Black/African American 636 66.0 57.4 50.6 Hispanic/Latino 222 70.3 66.7 58.1 White 1486 92.6 92.1 88.8 Two or More Races 173 87.3 85.5 79.8 Non-FARMS 2765 88.7 87.6 83.1 FARMS 419 56.6 53.9 44.2 General Education 3106 85.7 84.3 79.2 Special Education 78 35.9 38.5 29.5 Non-English Learner 3178 * * * English Learner 6 * * * Note. American Indian/Alaska Native and Native Hawaiian/Pacific Islander students are included in "All Students" but not separately reported due to small group sizes. Percentages greater than or equal to 95 and less than or equal to 5 are suppressed to protect student privacy. Results for groups with fewer than 10 graduates and results for groups with fewer than 10 test takers are not reported (-) or suppressed (*) to protect student privacy. Complimentary group suppression is also applied. The SAT and ACT benchmark scores of 500 and 21, respectively, are used by the MSDE as one way to determine college and career readiness.

83.2 percent of 2017 test takers met the benchmark to be considered college- and career-ready in

Math using either the SAT or ACT. 84.5 percent met the benchmark to be considered college- and career-ready in ELA. Except for special education status, across student groups, performance gaps tended to be larger for

Math than for ELA.

15

Table A2 Number and Percent SAT/ACT Participation and Performance, and Number and Percent Meeting 500+ on SAT

or 21+ on ACT by High School, Class of 2017: Highest Score from Any Administration

School Total Grads

Took SAT and/or ACT

Met ELA CCR by SAT or ACT

Met Math CCR by SAT or ACT

Met Both CCR by SAT or ACT

N n % n % n % n %

All Schools 3,749 3,184 84.9 2,690 84.5 2,649 83.2 2,483 78.0 Atholton 327 298 91.1 248 83.2 247 82.9 228 76.5 Centennial 348 322 92.5 305 94.7 303 94.1 294 91.3 Glenelg 304 279 91.8 264 94.6 263 94.3 254 91.0 Hammond 288 212 73.6 154 72.6 145 68.4 127 59.9 Howard 396 358 90.4 299 83.5 297 83.0 279 77.9 Long Reach 299 220 73.6 153 69.5 146 66.4 130 59.1 Marriotts Ridge 292 267 91.4 246 92.1 248 92.9 238 89.1 Mt. Hebron 362 321 88.7 272 84.7 281 87.5 259 80.7 Oakland Mills 233 164 70.4 123 75.0 113 68.9 101 61.6 Reservoir 358 289 80.7 234 81.0 216 74.7 204 70.6 River Hill 272 * ≥95.0 * ≥95.0 * ≥95.0 * ≥95.0 Wilde Lake 242 186 76.9 138 74.2 132 71.0 117 62.9 Note. Percentage rates that are greater than or equal to 95% or less than or equal to 5% will be reported as ≥95 or ≤5 respectively and numerator will be reported as * to protect student confidentiality. Graduates enrolled in Homewood are included with all students but performance not separately.

16

Table A3 SAT Participation of HCPSS Classes of 2015 to 2017 by Gender, Race/Ethnicity, and Special Service Group Student Group Total Graduates Number Took SAT Percent Took SAT

2015 2016 2017 2015 2016 2017 2015 2016 2017 All Students 3,867 3,940 3,749 3,183 3,237 3,070 82.3 82.2 81.9

Male 1,942 1,931 1,928 1,553 1,526 1,525 80.0 79.0 79.1 Female 1,925 2,009 1,821 1,630 1,711 1,545 84.7 85.2 84.8

Asian 648 653 702 600 597 639 92.6 91.4 91.0 Black/African American 774 834 831 570 616 616 73.6 73.9 74.1 Hispanic/Latino 303 324 312 205 218 218 67.7 67.3 69.9 White 1,877 1,894 1,681 1,596 1,621 1,422 85.0 85.6 84.6 Two or More Races 253 221 213 203 176 168 80.2 79.6 78.9

Non-FARMS 3,265 3,299 3,114 2,790 2,826 2,658 85.5 85.7 85.4 FARMS 602 641 635 393 411 412 65.3 64.1 64.9 General Education 3,660 3,742 3,569 3,112 3,162 3,000 85.0 84.5 84.1 Special Education 207 198 180 71 75 70 34.3 37.9 38.9 Non-English Learner 3,837 3,922 3,727 3,177 3,232 3,064 82.8 82.4 82.2 English Learner 30 18 22 6 5 6 20.0 27.8 27.3 Note. Scores are based on students’ most recent SAT test administration. Total number of graduates is based on the end-of-year attendance file and includes only diploma graduates. Results for American Indian and Pacific Islander students are included with all students but are not reported separately due to small group sizes. FARMS = Free and Reduced-Price Meals Service

17

Table A4 Percent of SAT Test Takers Who Met College and Career Readiness Benchmarks by Student Group Using Super Scores: Class of 2017

Student Group Took SAT

% Met ERW

% Met Math

% Met Both

All Students 3070 84.3 83.2 77.9 Male 1525 84.5 85.6 79.5 Female 1545 84.2 80.8 76.2 Asian 639 87.2 93.0 85.4 Black/African American 616 66.7 58.0 51.1 Hispanic/Latino 218 70.2 66.1 57.8 White 1422 92.5 92.2 88.9 Two or More Races 168 88.1 86.3 81.0 Non-FARMS 2658 88.6 87.7 83.1 FARMS 412 56.6 54.1 44.2 General Ed 3000 85.5 84.3 79.0 Special Education 70 35.7 35.7 28.6 Non-EL 3064 * * * English Learner 6 * * * Note. American Indian/Alaska Native and Native Hawaiian/Pacific Islander students are included in "All Students" but not separately reported due to small group sizes. Percentages greater than or equal to 95 and less than or equal to 5 are suppressed to protect student privacy. Results for groups with fewer than 10 test takers are suppressed (*) to protect student privacy. The SAT benchmark scores of 500 are used by the MSDE as one way to determine college and career readiness.

Overall 83.2 percent of 2017 test takers met or exceeded the SAT Math section score of 500 to be

considered college- and career-ready in Math. Overall 84.3 percent met or exceeded the SAT ERW section score of 500 to be considered college-

and career-ready in ELA. Across student groups, performance gaps tended to be larger for Math than for ELA.

18

Table A5 SAT Participation and Performance of HCPSS Classes of 2015 to 2017 by High School:

Most Recent SAT Administration School Total Graduates Number Took SAT Percent Took SAT SAT ERW SAT Math SAT Total

2015 2016 2017 2015 2016 2017 2015 2016 2017 2017 2017 2017 All Schools 3,867 3,940 3,749 3,183 3,237 3,070 82.3 82.2 81.9 592 593 1184

Atholton 360 341 327 303 289 277 84.2 84.8 84.7 623 614 1193 Centennial 330 347 348 289 310 312 87.6 89.3 89.7 637 630 1278 Glenelg 302 339 304 250 289 272 82.8 85.3 89.5 620 616 1222 Hammond 271 292 288 195 203 206 72.0 69.5 71.5 549 538 1097 Howard 406 428 396 350 375 349 86.2 87.6 88.1 582 577 1171 Long Reach 308 327 299 219 255 217 71.1 78.0 72.6 535 526 1068 Marriotts Ridge 282 285 292 256 259 258 90.8 90.9 88.4 616 618 1258 Mt. Hebron 376 334 362 329 290 310 87.5 86.8 85.6 594 609 1201 Oakland Mills 230 244 233 162 162 160 70.4 66.4 68.7 550 535 1099 Reservoir 355 371 358 282 290 283 79.4 78.2 79.1 560 545 1129 River Hill 330 322 272 316 301 237 95.8 93.5 87.1 642 643 1279 Wilde Lake 292 282 242 229 210 182 78.4 74.5 75.2 564 551 1126 Note. Total number of graduates is based on the end-of-year attendance file and includes only diploma graduates. Graduates enrolled in Homewood are included with all students but not separately reported to protect student privacy. Scores are based on students’ most recent SAT test administration. If a student’s most recent SAT results were from the old SAT, scores were first concorded to the new SAT scale using concordance tables published by the College Board before calculating the mean.

Table A6 SAT Participation for the HCPSS Class of 2017 by High School and Race/Ethnicity

School Asian Black/African American Hispanic/Latino White Two or More Races N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT All Schools 702 639 91.0 831 616 74.1 312 218 69.9 1681 1422 84.6 213 168 78.9

Atholton 69 65 94.2 66 55 83.3 16 15 93.8 156 128 82.1 19 13 68.4 Centennial 135 * ≥95.0 26 22 84.6 18 14 77.8 156 135 86.5 12 11 91.7 Glenelg 29 * ≥95.0 13 * ≥95.0 8 7 87.5 239 208 87.0 14 * ≥95.0 Hammond 28 19 67.9 114 85 74.6 33 15 45.5 86 67 77.9 27 20 74.1 Howard 45 * ≥95.0 97 82 84.5 28 22 78.6 202 182 90.1 24 20 83.3 Long Reach 44 36 81.8 97 73 75.3 52 29 55.8 88 65 73.9 15 11 73.3 Marriotts Ridge 75 * ≥95.0 20 14 70.0 14 11 78.6 170 150 88.2 13 10 76.9 Mt. Hebron 99 83 83.8 55 44 80.0 24 21 87.5 169 149 88.2 15 13 86.7 Oakland Mills 21 17 81.0 93 61 65.6 39 24 61.5 56 43 76.8 22 15 68.2 Reservoir 57 51 89.5 108 80 74.1 48 36 75.0 125 101 80.8 20 15 75.0 River Hill 83 78 94.0 13 10 76.9 10 * ≥95.0 154 129 83.8 10 9 90.0 Wilde Lake 17 16 94.1 113 74 65.5 19 14 73.7 72 62 86.1 21 16 76.2 Note. Results are not reported (--) for groups with fewer than ten graduates. Percentage rates that are greater than or equal to 95% or less than or equal to 5% will be reported as ≥95 or ≤5 respectively and numerator will be reported as * to protect student confidentiality. Results for American Indian and Pacific Islander students are included with all students but are not reported separately. Graduates enrolled in Homewood are included with all students but performance not separately reported to protect student privacy.

20

Table A7 SAT Participation for the HCPSS Class of 2017 by High School and Gender and Special Services

School Male Female FARMS Special Education English Learner N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT N

Graduates n Took

SAT % Took

SAT All Schools 1928 1525 79.1 1821 1545 84.8 635 412 64.9 180 70 38.9 22 6 27.3

Atholton 182 147 80.8 145 130 89.7 23 21 91.3 24 12 50.0 - - - Centennial 178 156 87.6 170 156 91.8 35 27 77.1 - - - - - - Glenelg 163 147 90.2 141 125 88.7 - - - 10 3 30.0 - - - Hammond 156 98 62.8 132 108 81.8 95 57 60.0 16 5 31.3 - - - Howard 212 185 87.3 184 164 89.1 45 31 68.9 17 10 58.8 - - - Long Reach 152 103 67.8 147 114 77.6 82 52 63.4 15 4 26.7 - - - Marriotts Ridge 149 132 88.6 143 126 88.1 10 5 50.0 11 4 36.4 - - - Mt. Hebron 178 153 86.0 184 157 85.3 54 41 75.9 20 7 35.0 - - - Oakland Mills 109 74 67.9 124 86 69.4 86 54 62.8 12 1 8.3 - - - Reservoir 172 120 69.8 186 163 87.6 97 63 64.9 20 11 55.0 - - - River Hill 142 122 85.9 130 115 88.5 - - - - - - - - - Wilde Lake 121 86 71.1 121 96 79.3 84 52 61.9 11 3 27.3 - - - Note. Results are not reported (--) for groups with fewer than ten graduates. Percentage rates that are greater than or equal to 95% or less than or equal to 5% will be reported as ≥95 or ≤5 respectively and numerator will be reported as * to protect student confidentiality. Graduates enrolled in Homewood are included with all students but performance not separately reported to protect student privacy. FARMS = Free and Reduced Price Meals Service

21

Table A8 SAT Section Scores for the HCPSS Class of 2017 by High School and Race/Ethnicity: Most Recent Administration

School Asian Black/African American Hispanic/Latino White Two or More Races Reading Math Total Reading Math Total Reading Math Total Reading Math Total Reading Math Total

All Schools 625 652 1275 528 507 1035 550 537 1087 611 612 1223 598 589 1187

Atholton 634 656 1289 518 504 1023 535 515 1049 616 617 1233 602 606 1208 Centennial 648 682 1328 578 555 1132 599 596 1199 627 635 1261 645 659 1302 Glenelg 638 674 1306 545 552 1097 - - - 608 614 1222 587 586 1172 Hammond 546 554 1097 517 481 999 542 508 1050 607 603 1211 599 573 1172 Howard 609 630 1237 534 523 1056 558 562 1120 601 609 1210 613 591 1206 Long Reach 555 568 1121 516 481 998 514 502 1016 583 556 1139 571 539 1110 Marriotts Ridge 658 696 1351 560 553 1110 607 606 1214 612 617 1228 643 627 1276 Mt. Hebron 598 625 1221 555 528 1085 596 615 1207 611 613 1223 596 602 1194 Oakland Mills 604 598 1202 520 501 1021 506 484 990 605 612 1217 565 567 1132 Reservoir 592 612 1201 534 514 1048 525 494 1019 604 594 1198 571 553 1123 River Hill 664 701 1360 573 589 1162 596 579 1176 627 624 1250 633 627 1257 Wilde Lake 596 615 1214 512 497 1010 549 544 1093 616 620 1236 593 589 1183 Note. Results are not reported (-) for groups with fewer than ten graduates. Percentage rates that are greater than or equal to 95% or less than or equal to 5% will be reported as ≥95 or ≤5 respectively to protect student confidentiality. Results for American Indian and Pacific Islander students are included with all students but are not reported separately. Graduates enrolled in Homewood are included with all students but performance not separately reported to protect student privacy. SAT scores are based on the most recent SAT test.

22

Table A9 SAT Section Scores for the HCPSS Class of 2017 by High School and Gender and Special Service Group: Most Recent Administration

School Male Female FARMS Special Education English Learner Reading Math Total Reading Math Total Reading Math Total Reading Math Total Reading Math Total

All Schools 592 607 1198 592 578 1170 511 503 1013 462 460 922 * * *

Atholton 596 606 1201 596 587 1183 499 501 1000 464 474 938 - - - Centennial 626 662 1285 638 633 1270 576 589 1166 - - - - - - Glenelg 612 631 1240 604 597 1200 - - - 497 457 953 - - - Hammond 554 547 1102 564 530 1094 502 483 985 472 448 920 - - - Howard 580 596 1176 589 577 1166 510 516 1025 423 456 879 - - - Long Reach 545 534 1078 544 514 1058 501 483 983 460 418 878 - - - Marriotts Ridge 621 650 1269 625 621 1246 492 494 986 455 445 900 - - - Mt. Hebron 594 616 1208 601 592 1194 549 562 1106 484 483 967 - - - Oakland Mills 565 565 1130 544 528 1072 506 482 988 430 580 1010 - - - Reservoir 567 573 1139 573 550 1122 499 487 986 438 435 874 - - - River Hill 630 654 1281 641 638 1278 - - - - - - - - - Wilde Lake 575 592 1167 556 534 1091 499 493 993 440 460 900 - - - Note. Results are not reported for groups with fewer than ten graduates (-) or with fewer than ten test takers (*) to protect student privacy. Graduates enrolled in Homewood are included with all students but performance not separately reported to protect student privacy. SAT scores are based on the most recent SAT test. FARMS = Free and Reduced Price Meals Service

Table A10 ACT Participation for HCPSS Classes of 2015 to 2017 by Gender, Race/Ethnicity, and Special Service

Group: Most Recent ACT Administration Student Group Total Graduates Number Took ACT Percent Took ACT

2015 2016 2017 2015 2016 2017 2015 2016 2017 All Students 3,867 3,940 3,749 1,232 1,309 1,234 31.9 33.2 32.9 Male 1,942 1,931 1,928 574 584 593 29.6 30.2 30.8 Female 1,925 2,009 1,821 658 725 641 34.2 36.1 35.2

Asian 648 653 702 209 191 262 32.3 29.2 37.3 Black/African American 774 834 831 208 255 175 26.9 30.6 21.1 Hispanic/Latino 303 324 312 56 69 56 18.5 21.3 17.9 White 1,877 1,894 1,681 667 724 670 35.5 38.2 39.9 Two or More Races 253 221 213 89 67 67 35.2 30.3 31.5

Non-FARMS 3,265 3,299 3,114 1,108 1,189 1,145 33.9 36.0 36.8 FARMS 602 641 635 124 120 89 20.6 18.7 14.0 General Ed 3,660 3,742 3,569 1,204 1,278 1,218 32.9 34.2 34.1 Special Ed 207 198 180 28 31 16 13.5 15.7 8.9 Non-EL 3,837 3,922 3,727 1,230 1,308 * 32.1 33.4 * English Learner 30 18 22 2 1 * 6.7 5.6 ≤5.0 Note. Scores are based on students’ most recent ACT test. Number of graduates is based on the end of year attendance file and includes only diploma graduates. Results are not reported for groups with fewer than ten graduates or fewer than ten test takers. Percentage rates that are greater than or equal to 95% or less than or equal to 5% are reported as ≥95 or ≤5, respectively, to protect student privacy. Complimentary group suppressing is also used where relevant. Results for American Indian and Pacific Islander students are included with all students but are not reported separately due to small group sizes. FARMS = Free and Reduced-Price Meals Service

24

Table A11 Percent of ACT Test Takers Who Met College and Career Readiness

Benchmarks by Student Group Using Super Scores: Class of 2017 Student Group Took

ACT % Met

Eng-Read % Met

Math % Met

Both All Students 1234 80.3 80.5 73.3 Male 593 79.3 85.2 75.7 Female 641 81.3 76.1 71.1 Asian 262 89.7 91.2 85.1 Black/African American 175 49.1 45.1 37.7 Hispanic/Latino 56 73.2 67.9 62.5 White 670 85.7 87.0 79.4 Two or More Races 67 77.6 77.6 70.1 Non-FARMS 1145 82.5 82.4 75.9 FARMS 89 51.7 55.1 40.4 General Ed 1218 80.9 81.0 74.0 Special Education 16 37.5 43.8 25.0 Non-EL * * * * English Learner * * * * Note. American Indian/Alaska Native and Native Hawaiian/Pacific Islander students are included in "All Students" but not separately reported due to small group sizes. Percentages greater than or equal to 95 and less than or equal to 5 are suppressed to protect student privacy. The ACT benchmark scores of 21 are used by the MSDE as one way to determine college and career readiness.

Overall 80.5 percent of 2017 test takers met or exceeded the ACT Math subtest score of 21 to be

considered college and career ready in Math. 80.3 percent met or exceeded the ACT English-Reading mean subtest score of 21 to be considered

college and career ready in ELA. Performance gaps tended to be larger for Math than for ELA.

25

Table A12 ACT Participation for HCPSS Classes of 2015 to 2017 by High School: Most Recent ACT Administration School Total Graduates Number Took ACT Percent Took ACT

2015 2016 2017 2015 2016 2017 2015 2016 2017 All Schools 3,867 3,940 3,749 1,232 1,309 1,234 31.9 33.2 32.9

Atholton 360 341 327 141 140 123 39.2 41.1 37.6 Centennial 330 347 348 74 81 111 22.4 23.3 31.9 Glenelg 302 339 304 144 157 141 47.7 46.3 46.4 Hammond 271 292 288 71 76 74 26.2 26.0 25.7 Howard 406 428 396 114 147 127 28.1 34.3 32.1 Long Reach 308 327 299 91 97 46 29.5 29.7 15.4 Marriotts Ridge 282 285 292 88 86 100 31.2 30.2 34.2 Mt. Hebron 376 334 362 110 121 144 29.3 36.2 39.8 Oakland Mills 230 244 233 65 56 57 28.3 23.0 24.5 Reservoir 355 371 358 133 141 121 37.5 38.0 33.8 River Hill 330 322 272 132 148 134 40.0 46.0 49.3 Wilde Lake 292 282 242 68 59 56 23.3 20.9 23.1 Note. Scores are based on students’ most recent ACT test. Graduates enrolled in Homewood are included with all students but performance not separately reported. Number of graduates is based on the end of year attendance file and includes only diploma graduates.

Table A13 ACT Performance for HCPSS Classes of 2015 to 2017 by High School: Most Recent ACT Administration

School ACT Reading ACT Math ACT English ACT Science Act Composite 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017

All Schools 25 25 26 25 25 26 24 24 26 24 24 25 25 25 26

Atholton 24 25 26 25 25 26 24 25 26 25 24 25 25 25 26 Centennial 26 27 28 26 26 28 27 27 28 26 26 26 26 27 28 Glenelg 26 26 27 26 26 26 25 26 26 25 26 26 26 26 26 Hammond 24 24 26 22 23 24 22 23 24 23 23 24 23 23 25 Howard 24 24 26 25 24 26 24 23 25 24 24 25 24 24 26 Long Reach 23 22 22 22 21 22 22 20 21 23 21 22 23 21 22 Marriotts Ridge 26 26 27 26 26 27 26 25 27 25 26 26 26 26 27 Mt. Hebron 26 26 26 26 26 26 26 26 25 25 25 25 26 26 26 Oakland Mills 23 21 24 22 20 23 22 20 22 22 20 23 22 21 23 Reservoir 23 24 25 22 23 24 22 23 24 23 23 24 23 23 24 River Hill 27 27 28 27 27 29 27 27 28 27 26 27 27 27 28 Wilde Lake 24 24 25 23 22 24 22 23 24 23 22 24 23 23 24 Note. Scores are based on students’ most recent ACT test. Graduates enrolled in Homewood are included with all students but performance not separately reported. Number of graduates is based on the end of year attendance file and includes only diploma graduates.