Interpreting the data on the ACT profile report, I discovered not all students where making the minimum requirement for universities in the NC university system. During the 2015-2016 school year 86% of students made a 17 or higher on the state ACT. Due to these findings I also made a goal for the 2016-2017: by February 2017 100% of students would make a 17 or higher on the ACT (NC State Test).
There could be several reasons why students are not making a 17 or higher on the state ACT. First of all, this is the first time many students are taking the ACT, students who do not make a 17 retake the ACT and after the re-test 100% of students make a 17 or higher. Secondly, students may not have access to resources outside of the school setting, there are over 52% of students who receive reduced or free lunch, these students often do not have the funds to pay for and/or transportation to test prep not offered at the school. Finally, there are several theories why minority student’s score lower than on the ACT. Some theories suggest bias towards minorities, testing anxiety, and limited access to resources. No matter the theory statistically the population of students served at the school performs lower on the ACT (64% Black/African American and 28% Hispanic/Latino).
The interventions were chosen to help the student develop test taking strategies for several reasons. By the time my students are juniors they have taken 4 honors English courses, 3-4 honors math courses,2-3 honors science courses and 3-4 honors social studies courses, as well as collegiate level English, math, science and history courses. 50% of students are identified as academically gifted. On the North Carolina end of course test 92% of students in English I, 95% in Math I and Biology are performing at or above grade level. Looking at the school data I feel that students have a strong knowledge base to do well on the ACT; therefore to maximize their scores they have develop testing techniques and strategies.
The data results will assist in developing an action plan for the upcoming school year. We did not meet the goal: 100% of students making a 17 or higher. Therefore, I will make this goal again for next school year. Moving forward I would like to continue all of the activities that were performed. I would request the assistance of classroom teachers to create clubs to provide students with test strategies. I will schedule meeting dates for junior students to work on sample questions and encourage students to form study groups.
The ASCA mindsets and behaviors that were target were time management, media and technology skills and long and short term goals for academic success. These minds sets and behaviors would allow the students to use their time management skills in order to have enough time to complete practice test and work on testing strategies. Media and technology could be used to access online assessments and programs that assist with test prep and strategies. The test plan was implemented to allow the students the opportunity to make goals for their future success.