"It's just a matter of everyone has to do their part in order for success to happen," she said, and that means kids too. In Elgin-based School District U-46, assessment director Laura Hill said schools and educators do the best job possible for students. And some students in general courses may test poorly or don't do their homework and flunk tests, educators say. In addition, some schools offer test preparation and others don't. In each of the ACT's four test areas, only 9 to 12 percent of the all-general students scored in the top quartile.įactors such as poverty, parental involvement and home and school environment can affect how students fare at school. The vast majority of students who took all general classes didn't get the strong scores that help kids get into selective colleges.Not surprisingly, students who took only advanced courses scored better on average than their peers who took solely general classes. Kids who took just one advanced class along with general courses scored higher on average than the students who took all general courses.About 50 percent of those students weren't prepared in English, based on the ACT college entrance exam's target scores for college readiness. Overall, 75 to 80 percent of students who took only general-level classes in math, social studies or science weren't prepared for key college classes in those subjects.The newspaper analyzed an accompanying data set that included about 120,000 high school juniors who took classes in the four main subjects and sat for the college entrance exam at school in spring 2014. The Tribune also broke out Advanced Placement and International Baccalaureate classes, the most challenging courses. Special education classes are a separate category. Schools are required to report course rigor to ISBE in one of four categories: Honors, enriched, general and remedial. But the Tribune for the first time matched course rigor with how well students fared on the ACT.
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