act's college readiness standards

For EXPLORE®, PLAN®, and the ACT®

Includes Ideas for Progress

COLLEGE READINESSSTANDARDS

TM

2

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30ACT Offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back cover

Introduction

College Readiness StandardsTM and the EPAS® System

ACT’s Educational Planning and Assessment System (EPAS) is anintegrated series of assessment and career planning programs—EXPLORE®

(grades 8 and 9), PLAN® (grade 10), and the ACT® (grades 11 and 12)—designed to help students increase their academic readiness for college.Specifically, each program measures student achievement in English,mathematics, reading, and science. (The ACT also includes an optionalWriting Test.) EPAS, a curriculum- and standards-based system, is ideal forconnecting teaching, learning, and assessment to impact student growthfrom grade 8 through 12.

At the foundation of the EPAS programs are ACT’s College ReadinessStandards. The Standards offer learning strategies that are likely to helpstudents meet state standards and acquire the more advanced conceptsassociated with higher EPAS test scores and, more importantly, increasedcollege readiness.

What Are ACT’s College Readiness Standards?

College Readiness Standards are detailed, research-based descriptions ofthe skills and knowledge associated with what students are likely to knowand to be able to do based on their EXPLORE, PLAN, and/or ACT testscores. For each content area—English, mathematics, reading, and science—Standards are provided for six score ranges along a scale common toEXPLORE (1–25), PLAN (1–32), and the ACT (1–36). Standards for theoptional ACT Writing Test have also been developed, although on adifferent score scale (2–12). The Standards are organized by strands—thecolumn headings at the top of the page.

The common score scale ensures that skills associated with each score rangeare identical regardless of the test used to obtain the score. As the testsincrease in complexity from EXPLORE to PLAN to the ACT, theStandards ranges reflect this. Therefore, Standards for the 28–32 scorerange are specific to PLAN and the ACT, while those for the 33–36 scorerange are specific to the ACT only.

What doEXPLORE, PLAN,and ACT scorestell me about whatmy students know?

3

Since the EPAS programs measure students’ progressive academicdevelopment, the Standards are cumulative. That is, a student scoring in the24–27 score range is likely able to demonstrate the skills associated with the13–15, 16–19, and 20–23 score ranges as well. This enables EPAS toprovide seamless data describing student achievement over time from grade8 through 12.

Why Are College Readiness Standards Needed?

The Standards were developed in response to the need for betterinformation about student achievement and to answer the often-askedquestion, What does a given score on EXPLORE, PLAN, or the ACTreally mean? The Standards serve as a direct link between what studentshave learned, what they are ready to learn next, and what they must learnbefore leaving high school in order to be prepared for college. TheStandards are an effective tool for enhancing student learning based on testscores that students earn. The Standards are complemented by ideas forprogress—brief descriptions of learning experiences from which studentsmight benefit.

What Are ACT’s College Readiness Benchmark Scores?

While the College Readiness Standards describe the skills students likelyhave based on their EPAS test scores, ACT’s College Readiness BenchmarkScores, given in the table below, are early indicators of likely collegesuccess based on those same scores. College Readiness Benchmark Scoresfor the ACT represent median test scores that are predictive of studentsuccess* in relevant college courses. The EXPLORE and PLANBenchmark Scores are indicative of probable readiness for college-levelwork by the time the student graduates from high school. Used together,the Standards and the Benchmark Scores provide an effective means forcommunicating college readiness expectations to middle and high schoolsand for measuring progress toward them.

*Success is defined as a 50% or higherprobability ofearning a B orhigher in thecorrespondingcollege course orcourses.

EXPLORE PLAN ACTSubject Test Test Score Test Score Test Score

Grade 8 Grade 9

English 13 14 15 18

Mathematics 17 18 19 22

Reading 15 16 17 21

Science 20 20 21 24

College Readiness Benchmark Scores

ScoreRange

4

■ Students who score in the 1–12 range are most likely beginning to develop the knowledge and skillsassessed in the other score ranges.

■ continue reading writers of various genres and imitatingtheir work

■ write longer and more complicated essays, stories,reviews, etc.

■ state the main theme of or summarize essays they havewritten

■ revise essays by eliminatingsentences or ideas that violatethe essay’s focus

■ recognize and experiment with more sophisticated organizational structures (e.g., comparison-contrast,cause-effect)

■ revise writing to delete illogicalconjunctive adverbs

■ discuss the most logical placeto add specific information in adraft essay

■ discuss the purpose and theimportance of the openingparagraph for directing the restof the piece

■ revise writing to make it moreconcise and precise

■ discuss and model tone andstyle

Topic Development in Termsof Purpose and Focus

Organization, Unity, andCoherence

Word Choice in Terms of Style,Tone, Clarity, and Economy

■ Use conjunctive adverbs orphrases to show timerelationships in simple narrativeessays (e.g., then, this time)

■ Revise sentences to correctawkward and confusingarrangements of sentence elements

■ Revise vague nouns and pronouns that create obviouslogic problems

■ Identify the basic purpose orrole of a specified phrase orsentence

■ Delete a clause or sentencebecause it is obviously irrelevant to the essay

■ Select the most logical place toadd a sentence in a paragraph

■ Delete obviously synonymousand wordy material in a sentence

■ Revise expressions that deviatefrom the style of an essay

■ read writers of various genresand imitate their work

■ revise writing to ensure thatevery sentence is necessary tothe purpose of the piece andthat no important informationhas been left out

■ write many simply organizedshort texts of various genres

■ revise writing to ensure thatinformation is in the best order

■ identify and revise obviouslywordy, redundant, or clutteredmaterial

■ read and discuss the work offavorite writers

■ regularly write informalresponses to literature (fictionand nonfiction) in their journals

■ identify sentences that conveythe main ideas in a variety oftexts and then practice composing such sentences

■ write short texts, in a variety ofgenres, illustrating simple organization

■ use paragraphing as an organizational device

■ revise writing to clarify sentencescontaining too many phrases andclauses

■ check writing to make sure pronoun references are clear

■ revise writing to edit out emptywords (e.g., really, very, big, kind of )

ideas forprogress

ideas forprogress

ideas forprogress

Standards

Standards

Standards

13–15

16–19

1–12

COLLEGE READINESS STANDARDSENGLISH

5

■ vary sentence length by combining simple sentences

■ check writing to make sure verb tensesare consistent

■ make sure to use adjectives like well,less, and worst correctly

■ learn to recognize when commas areoverused

Sentence Structure and Formation Conventions of Usage Conventions of Punctuation

■ Use conjunctions or punctuation to joinsimple clauses

■ Revise shifts in verb tense between simple clauses in a sentence or betweensimple adjoining sentences

■ Solve such basic grammatical problemsas how to form the past and pastparticiple of irregular but commonly usedverbs and how to form comparative andsuperlative adjectives

■ Delete commas that create basic senseproblems (e.g., between verb and directobject)

■ revise writing to correct glaring shifts inverb tense or voice

■ revise writing to correct basic grammarand punctuation errors

■ practice and understand correct usageof common homonyms (e.g., their/there,past/passed)

■ practice using punctuation correctly insimple sentences (e.g., “He ran, jumped,and swam.”)

■ check for and correct unnecessary commas

■ Determine the need for punctuation andconjunctions to avoid awkward-soundingsentence fragments and fusedsentences

■ Decide the appropriate verb tense andvoice by considering the meaning of theentire sentence

■ Solve such grammatical problems aswhether to use an adverb or adjectiveform, how to ensure straightforward subject-verb and pronoun-antecedentagreement, and which preposition to use in simple contexts

■ Recognize and use the appropriate wordin frequently confused pairs such asthere and their, past and passed, andled and lead

■ Provide appropriate punctuation instraightforward situations (e.g., items in a series)

■ Delete commas that disturb the sentenceflow (e.g., between modifier and modified element)

■ experiment with writing more sophisticated sentences; check toensure verbs agree with subjects andmodifiers don’t dangle

■ revise sentences to ensure that eachverb agrees with its subject when thereis some text between the two

■ use commas to set off parentheticalphrases

■ Use conjunctive adverbs orphrases to express straight-forward logical relationships(e.g., first, afterward, inresponse)

■ Decide the most logical place toadd a sentence in an essay

■ Add a sentence that introducesa simple paragraph

ScoreRange

6




■ Identify the central idea or maintopic of a straightforward pieceof writing

■ Determine relevancy when presented with a variety of sentence-level details

■ Identify the focus of a simpleessay, applying that knowledgeto add a sentence that sharpensthat focus or to determine if anessay has met a specified goal

■ Delete material primarilybecause it disturbs the flow anddevelopment of the paragraph

■ Add a sentence to accomplisha fairly straightforward purposesuch as illustrating a givenstatement

■ Determine the need for conjunctive adverbs or phrasesto create subtle logicalconnections between sentences(e.g., therefore, however, inaddition)

■ Rearrange the sentences in afairly uncomplicated paragraphfor the sake of logic

■ Add a sentence to introduce or conclude the essay or to provide a transition betweenparagraphs when the essay isfairly straightforward

■ Revise a phrase that is redundant in terms of the meaning and logic of the entiresentence

■ Identify and correct ambiguouspronoun references

■ Use the word or phrase mostappropriate in terms of the content of the sentence andtone of the essay

■ experiment with using wordsand phrases that create cleartransitions in writing

■ rearrange sentences in a paragraph in order to improveits coherence

■ write introductions that capturethe reader’s interest, write conclusions that provide asense of closure, and describethe rhetorical effects that each creates

■ continue to edit sentences forempty language, wordiness, andredundancy

■ revise structurally complex sentences to correct vague orambiguous pronoun references

■ continue reading the work ofwriters of various genres; beginexperimenting with a variety ofwriting styles

■ revise fairly straightforward writing to sharpen focus andcoherence of entire piece

■ Delete redundant materialwhen information is repeated indifferent parts of speech (e.g.,“alarmingly startled”)

■ Use the word or phrase mostconsistent with the style andtone of a fairly straightforwardessay

■ Determine the clearest andmost logical conjunction to linkclauses

■ experiment with more subtleorganizational structures

■ revise writing by refining introductions, conclusions, and transitions in complex paragraphs

■ select and manipulate words,phrases, and clauses to conveyshades of meaning and tone

■ avoid clutter and use vividverbs and specific nouns

■ develop awareness of ways thatform and content can bechanged as the audience forthe writing changes

■ learn how meaning can beexpressed through connotation

ENGLISH

(continued)

ideas forprogress

ideas forprogress

Standards

Standards

20–23

24–27

COLLEGE READINESS STANDARDS

7

■ revise writing to correct faulty coordination and subordination of clauses

■ revise sentences to correct inconsistencies in verb tense and pronoun person

■ check to be sure pronouns agree withantecedents in increasingly complexsentences

■ use punctuation to set off nonessentialinformation in a sentence

■ recognize inappropriate uses of commas


■ Revise to avoid faulty placement ofphrases and faulty coordination andsubordination of clauses in sentenceswith subtle structural problems

■ Maintain consistent verb tense andpronoun person on the basis of thepreceding clause or sentence

■ Ensure that a pronoun agrees with itsantecedent when the two occur in separate clauses or sentences

■ Identify the correct past and past participle forms of irregular and infrequently used verbs and form present-perfect verbs by using haverather than of

■ Use punctuation to set off complex parenthetical phrases

■ Recognize and delete unnecessary commas based on a careful reading of acomplicated sentence (e.g., between theelements of a compound subject orcompound verb joined by and)

■ Use apostrophes to indicate simple possessive nouns

■ Recognize inappropriate uses of colonsand semicolons

■ use sentence-combining techniques tocreate more sophisticated sentences;check to avoid fragments, commasplices, and run-ons

■ Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relativepronouns, dangling or misplaced modifiers)

■ Use idiomatically appropriate prepositions, especially in combinationwith verbs (e.g., long for, appeal to)

■ Ensure that a verb agrees with its subjectwhen there is some text between the two

■ Use commas to set off simple parenthetical phrases

■ Delete unnecessary commas when anincorrect reading of the sentence suggests a pause that should be punctuated (e.g., between verb anddirect object clause)

■ recognize the difference between its andit’s, your and you’re, who and whom

■ use commas to set off nonessentialappositives or clauses

■ use semicolons to indicate relationshipsbetween independent clauses

ScoreRange

8




■ Apply an awareness of thefocus and purpose of a fairlyinvolved essay to determine therhetorical effect and suitabilityof an existing phrase orsentence, or to determine theneed to delete plausible butirrelevant material

■ Add a sentence to accomplisha subtle rhetorical purpose suchas to emphasize, to addsupporting detail, or to expressmeaning through connotation

■ Make sophisticated distinctionsconcerning the logical use ofconjunctive adverbs or phrases,particularly when signaling ashift between paragraphs

■ Rearrange sentences to improvethe logic and coherence of acomplex paragraph

■ Add a sentence to introduce or conclude a fairly complex paragraph

■ Correct redundant material that involves sophisticatedvocabulary and soundsacceptable as conversationalEnglish (e.g., “an aestheticviewpoint” versus “the outlookof an aesthetic viewpoint”)

■ Correct vague and wordy orclumsy and confusing writingcontaining sophisticated language

■ revise or add introductory sentences or transitions basedon an understanding of the logicand rhetorical purpose of theparagraph and the essay as awhole

■ revise writing to delete redundancies in terms of theparagraph as a whole

■ write essays that indicate aheightened awareness of theaudience for those essays

■ recognize the role that specificsentences play in terms of theessay as a whole

■ Determine whether a complexessay has accomplished a specific purpose

■ Add a phrase or sentence toaccomplish a complex purpose,often expressed in terms of themain focus of the essay

■ Consider the need for introductory sentences or transitions, basing decisions on a thorough understanding ofboth the logic and rhetoricaleffect of the paragraph andessay

■ Delete redundant material thatinvolves subtle concepts or thatis redundant in terms of theparagraph as a whole

ENGLISH

(continued)

ideas forprogress

Standards

Standards33–36†

28–32*

* PLAN and ACT only† ACT only


9


■ Use sentence-combining techniques,effectively avoiding problematic commasplices, run-on sentences, and sentencefragments, especially in sentences containing compound subjects or verbs

■ Maintain a consistent and logical use ofverb tense and pronoun person on thebasis of information in the paragraph oressay as a whole

■ Correctly use reflexive pronouns, thepossessive pronouns its and your, andthe relative pronouns who and whom

■ Ensure that a verb agrees with its subjectin unusual situations (e.g., when the subject-verb order is inverted or whenthe subject is an indefinite pronoun)

■ Use commas to set off a nonessential/nonrestrictive appositive or clause

■ Deal with multiple punctuation problems(e.g., compound sentences containingunnecessary commas and phrases thatmay or may not be parenthetical)

■ Use an apostrophe to show possession,especially with irregular plural nouns

■ Use a semicolon to indicate a relationship between closely relatedindependent clauses

■ maintain parallel structure betweenphrases and clauses in a complex sentence

■ employ a variety of sentence structuresin their writing

■ revise sentences to ensure agreementbetween verb and subject when aphrase between the two suggests a different number for the verb

■ use the colon to introduce an exampleor an elaboration

■ Work comfortably with long sentencesand complex clausal relationshipswithin sentences, avoiding weak conjunctions between independentclauses and maintaining parallel structure between clauses

■ Provide idiomatically and contextuallyappropriate prepositions following verbsin situations involving sophisticated language or ideas

■ Ensure that a verb agrees with its subjectwhen a phrase or clause between the twosuggests a different number for the verb

■ Use a colon to introduce an example oran elaboration

MATHEMATICS

ScoreRange

10


1–12

13–15

Standards

ideas forprogress

Standards

ideas forprogress

Basic Operations &Applications

Probability, Statistics,& Data Analysis Numbers: Concepts & Properties

■ Calculate the average of a list ofpositive whole numbers

■ Perform a single computationusing information from a table orchart

■ Recognize equivalent fractions andfractions in lowest terms

■ Perform one-operation computationwith whole numbers and decimals

■ Solve problems in one or two stepsusing whole numbers

■ Perform common conversions(e.g., inches to feet or hours tominutes)

■ solve real-world problems thatinvolve measures of centraltendency (e.g., mean, median,mode)

■ interpret data from a variety ofdisplays (e.g., box-and-whiskerplot) and use it along withadditional information to solve real-world problems

■ conduct simple probabilityexperiments and represent resultsusing different formats

■ investigate and buildunderstanding of the concept ofpercentage as a comparison of apart to a whole

■ use multiple operations to solvemultistep arithmetic problems

■ recognize and apply placevalue, rounding, and elementarynumber theory concepts

■ interpret data from a variety ofdisplays and use it in computation(e.g., mean, median, mode, range)

■ organize, display, and analyzedata in a variety of ways

■ practice and apply estimation andcomputation using whole numbersand decimals

■ choose the appropriate method ofcomputation to solve multistepproblems (e.g., calculator, mental,or pencil and paper)

■ practice selecting appropriateunits of measure (e.g., inches orfeet, hours or minutes, centimetersor meters) and converting betweenunits

■ model and connect physical,verbal, and symbolic represen-tations of money

†ACT only


11

■ locate and describepoints in terms of theirposition on the numberline

■ model a variety ofproblem situations withexpressions and/orequations

■ use the inverserelationships for thebasic operations ofaddition and subtractionto determine unknownquantities

Expressions, Equations,& Inequalities

GraphicalRepresentations

Properties of Plane Figures Measurement Functions†

■ Identify the location of apoint with a positivecoordinate on thenumber line

■ locate and describeobjects in terms of theirposition on the numberline and on a grid

■ Exhibit knowledge ofbasic expressions (e.g.,identify an expression fora total as b + g)

■ Solve equations in theform x + a = b, where aand b are whole numbersor decimals

■ use mathematicalsymbols and variables toexpress a relationshipbetween quantities (e.g., the number of 59¢candy bars that you canbuy for $5 must satisfy59n � 500)

■ evaluate algebraicexpressions and solvesimple equations usingintegers

■ describe, compare, andcontrast plane and solidfigures using theirattributes

■ identify line segments ingeometric figures andestimate or calculate theirmeasure

■ recognize functions asmappings of anindependent variable intoa dependent variable†

■ Estimate or calculate thelength of a line segmentbased on other lengthsgiven on a geometricfigure

■ distinguish between areaand perimeter, and findthe area or perimeterwhen all relevantdimensions are given

ScoreRange

12

■ Solve routine one-step arithmeticproblems (using whole numbers,fractions, and decimals) such assingle-step percent

■ Solve some routine two-steparithmetic problems

16–19

20–23

Standards

ideas forprogress

Standards

ideas forprogress



■ Solve routine two-step or three-step arithmetic problems involvingconcepts such as rate andproportion, tax added, percentageoff, and computing with a givenaverage

■ Calculate the average of a list ofnumbers

■ Calculate the average, given thenumber of data values and thesum of the data values

■ Read tables and graphs

■ Perform computations on datafrom tables and graphs

■ Use the relationship between theprobability of an event and theprobability of its complement

■ Recognize one-digit factors of anumber

■ Identify a digit’s place value

■ solve routine arithmetic problemsthat involve rates, proportions, andpercents

■ model and solve problems thatcontain verbal and symbolicrepresentations of money

■ do multistep computations withrational numbers

■ interpret data and use appropriatemeasures of central tendency tofind unknown values

■ find the probability of a simpleevent in a variety of settings

■ gather, organize, display, andanalyze data in a variety of ways to use in problem solving

■ conduct simple probabilityexperiments, use a variety ofcounting techniques (e.g., Venndiagrams, Fundamental CountingPrinciple, organized lists), andrepresent results from data usingdifferent formats

■ apply elementary numberconcepts, including identifyingpatterns pictorially and numerically(e.g., triangular numbers,arithmetic and geometricsequences), ordering numbers,and factoring

■ recognize, identify, and apply fieldaxioms (e.g., commutative)

■ Calculate the missing data value,given the average and all datavalues but one

■ Translate from one representationof data to another (e.g., a bargraph to a circle graph)

■ Determine the probability of asimple event

■ Exhibit knowledge of simplecounting techniques*

■ Exhibit knowledge of elementarynumber concepts includingrounding, the ordering of decimals,pattern identification, absolutevalue, primes, and greatestcommon factor

■ construct and analyze Venndiagrams to help determine simpleprobabilities

■ use the inverse relationships for thefour basic operations, exponen-tiation, and root extractions todetermine unknown quantities

■ perform basic operations withcomplex numbers†

■ apply and use number propertiesto model and solve problems thatinvolve reasoning with proportions

■ select and use appropriate unitswhen solving problems that involveone or more units of measure


COLLEGE READINESS STANDARDSMATHEMATICS

(continued)

13

■ sketch and identify linesegments, midpoints,intersections, and verticaland horizontal lines

■ Locate points on thenumber line and in thefirst quadrant

■ create expressions thatmodel mathematicalsituations usingcombinations of symbolsand numbers

■ evaluate algebraicexpressions and solvemultistep first-degreeequations

■ evaluate polynomialfunctions that usefunction notation†

■ distinguish betweenrange and domain†

■ Substitute wholenumbers for unknownquantities to evaluateexpressions

■ Solve one-step equationshaving integer or decimalanswers

■ Combine like terms (e.g., 2x + 5x)

■ Locate points in thecoordinate plane

■ Comprehend the conceptof length on the numberline*

■ Exhibit knowledge ofslope*

■ represent and interpretrelationships defined byequations and formulas;translate betweenrepresentations asordered pairs, graphs,and equations; andinvestigate symmetry andtransformations (e.g.,reflections, translations,rotations)

■ Evaluate algebraicexpressions by substi-tuting integers forunknown quantities

■ Add and subtract simplealgebraic expressions

■ Solve routine first-degreeequations

■ Perform straightforwardword-to-symboltranslations

■ Multiply two binomials*

■ recognize whatgeometric properties andrelationships for parallellines to apply to findunknown anglemeasures

■ recognize when to applygeometric properties andrelationships of trianglesto find unknown anglemeasures

■ identify, interpret, andgenerate symbolicrepresentations thatmodel the context of aproblem

■ factor and perform thebasic operations onpolynomials

■ create and solve linearequations andinequalities that modelreal-world situations

■ solve literal equations forany variable

■ Find the measure of anangle using properties ofparallel lines

■ Exhibit knowledge ofbasic angle propertiesand special sums ofangle measures (e.g.,90°, 180°, and 360°)

■ describe angles andtriangles usingmathematicalterminology and applytheir properties

■ Exhibit some knowledgeof the angles associatedwith parallel lines

■ Compute the perimeterof polygons when allside lengths are given

■ Compute the area ofrectangles when wholenumber dimensions aregiven

■ find area and perimeterof a variety of polygonsby substituting givenvalues into standardgeometric formulas

■ Compute the area andperimeter of trianglesand rectangles in simpleproblems

■ Use geometric formulaswhen all necessaryinformation is given

■ Evaluate quadraticfunctions, expressed infunction notation, atinteger values†

■ apply a variety ofstrategies to determinethe circumference orperimeter and the areafor circles, triangles,rectangles, andcomposite geometricfigures

■ identify the basictrigonometric ratios†




ScoreRange

14

■ Solve multistep arithmeticproblems that involve planning orconverting units of measure (e.g.,feet per second to miles per hour)

24–27 Standards

ideas forprogress



■ Calculate the average, given thefrequency counts of all the datavalues

■ Manipulate data from tables andgraphs

■ Compute straightforwardprobabilities for common situations

■ Use Venn diagrams in counting*

■ Find and use the least commonmultiple

■ Order fractions

■ Work with numerical factors

■ Work with scientific notation

■ Work with squares and squareroots of numbers

■ Work problems involving positiveinteger exponents*

■ Work with cubes and cube roots ofnumbers*

■ Determine when an expression isundefined*

■ Exhibit some knowledge of thecomplex numbers†

■ model and solve real-worldproblems that involve acombination of rates, proportions,and/or percents

■ find the probability of simpleevents, disjoint events, compoundevents, and independent events ina variety of settings using a varietyof counting techniques

■ apply and use elementary numberconcepts and number properties tomodel and solve nonroutineproblems that involve new ideas


COLLEGE READINESS STANDARDSMATHEMATICS

(continued)

15




■ graph linear equationsand inequalities,determine slopes oflines, identify parallel andperpendicular lines, andfind distances

■ identify characteristics offigures from a generalequation

■ write an expression forand evaluate compositefunctions†

■ use basic trigonometricratios to solve problemsinvolving indirectmeasurement†

■ Identify the graph of alinear inequality on thenumber line*

■ Determine the slope of aline from points orequations*

■ Match linear graphs withtheir equations*

■ Find the midpoint of aline segment*

■ create and use basicfamilies of functions(which include linear,absolute value, andquadratic) to model andsolve problems incommon settings

■ explore and use differentmethods to solvesystems of equations

■ manipulate radicalexpressions (e.g.,rationalize denominators)

■ Solve real-worldproblems using first-degree equations

■ Write expressions,equations, or inequalitieswith a single variable forcommon pre-algebrasettings (e.g., rate anddistance problems andproblems that can besolved by usingproportions)

■ Identify solutions tosimple quadraticequations

■ Add, subtract, andmultiply polynomials*

■ Factor simple quadratics(e.g., the difference ofsquares and perfectsquare trinomials)*

■ Solve first-degreeinequalities that do notrequire reversing theinequality sign*

■ apply special right-triangle properties andthe Pythagorean theoremto solve congruent andsimilar shape problems

■ Use several angleproperties to find anunknown angle measure

■ Recognize Pythagoreantriples*

■ Use properties ofisosceles triangles*

■ Evaluate polynomialfunctions, expressed infunction notation, atinteger values†

■ Express the sine, cosine,and tangent of an anglein a right triangle as aratio of given sidelengths†

■ Compute the area oftriangles and rectangleswhen one or moreadditional simple stepsare required

■ Compute the area andcircumference of circlesafter identifyingnecessary information

■ Compute the perimeterof simple compositegeometric figures withunknown side lengths*

■ apply a variety ofstrategies usingrelationships betweenperimeter, area, andvolume to calculatedesired measures

ScoreRange

16

■ Solve word problems containingseveral rates, proportions, orpercentages

28–32* Standards

ideas forprogress



■ Apply number properties involvingprime factorization

■ Apply number properties involvingeven/odd numbers andfactors/multiples

■ Apply number properties involvingpositive/negative numbers

■ Apply rules of exponents

■ Multiply two complex numbers†

■ solve problems that requirecombining multiple concepts

■ design and conduct probabilityinvestigations (e.g., how themargin of error is determined) andthen determine, analyze, andcommunicate the results

■ explain, solve, and/or drawconclusions for complex problemsusing relationships and elementarynumber concepts

■ Solve complex arithmetic problemsinvolving percent of increase ordecrease and problems requiringintegration of several conceptsfrom pre-algebra and/or pre-geometry (e.g., comparingpercentages or averages, usingseveral ratios, and finding ratios ingeometry settings)

■ Distinguish between mean, median,and mode for a list of numbers

■ Analyze and draw conclusionsbased on information from figures,tables, and graphs

■ Exhibit knowledge of conditionaland joint probability

■ Draw conclusions based onnumber concepts, algebraicproperties, and/or relationshipsbetween expressions and numbers

■ Exhibit knowledge of logarithmsand geometric sequences

■ Apply properties of complexnumbers

■ Calculate or use a weightedaverage

■ Interpret and use information fromfigures, tables, and graphs

■ Apply counting techniques

■ Compute a probability when theevent and/or sample space are notgiven or obvious

33–36† Standards


MATHEMATICS

(continued)COLLEGE READINESS STANDARDS

17




■ solve and graphquadratic inequalities

■ Interpret and useinformation from graphsin the coordinate plane

■ Match number linegraphs with solution setsof linear inequalities

■ Use the distance formula

■ Use properties of paralleland perpendicular linesto determine an equationof a line or coordinates ofa point

■ Recognize specialcharacteristics ofparabolas and circles(e.g., the vertex of aparabola and the centeror radius of a circle)†

■ formulate expressions,equations, andinequalities that requireplanning to accuratelymodel real-worldproblems (e.g., directand inverse variation)

■ Manipulate expressionsand equations

■ Write expressions,equations, andinequalities for commonalgebra settings

■ Solve linear inequalitiesthat require reversing theinequality sign

■ Solve absolute valueequations

■ Solve quadraticequations

■ Find solutions to systemsof linear equations

■ make generalizations,arrive at conclusionsbased on conditionalstatements, and offersolutions for newsituations that involveconnecting mathematicswith other content areas

■ investigate angle and arcrelationships for circles

■ Apply properties of 30°-60°-90°, 45°-45°-90°,similar, and congruenttriangles

■ Use the Pythagoreantheorem

■ Evaluate compositefunctions at integervalues†

■ Apply basic trigono-metric ratios to solveright-triangleproblems†

■ Use relationshipsinvolving area, perimeter,and volume of geometricfigures to computeanother measure

■ examine and compare avariety of methods to findareas of compositefigures and constructscale drawings

■ explore geometricmodels where unitcircle trigonometryand basic identitiescan be used to solveproblems†

■ Match number linegraphs with solution setsof simple quadraticinequalities

■ Identify characteristics ofgraphs based on a set ofconditions or on ageneral equation such asy = ax2 + c

■ Solve problemsintegrating multiplealgebraic and/orgeometric concepts

■ Analyze and drawconclusions based oninformation from graphsin the coordinate plane

■ Write expressions thatrequire planning and/ormanipulating toaccurately model asituation

■ Write equations andinequalities that requireplanning, manipulating,and/or solving

■ Solve simple absolutevalue inequalities

■ Draw conclusions basedon a set of conditions

■ Solve multistep geometryproblems that involveintegrating concepts,planning, visualization,and/or makingconnections with othercontent areas

■ Use relationships amongangles, arcs, anddistances in a circle

■ Use scale factors todetermine the magnitudeof a size change

■ Compute the area ofcomposite geometricfigures when planning orvisualization is required

■ Write an expressionfor the composite oftwo simple functions†

■ Use trigonometricconcepts and basicidentities to solveproblems†

■ Exhibit knowledge ofunit circletrigonometry†

■ Match graphs ofbasic trigonometricfunctions with theirequations†

ScoreRange

18

1–12

13–15

Standards

ideas for progress

Standards

ideas for progress

Main Ideas and Author’s Approach Supporting Details

■ Recognize a clear intent of an author or narrator in uncomplicated literary narratives

■ Locate basic facts (e.g., names, dates,events) clearly stated in a passage

■ determine which details in a text areessential to understanding the author’s ornarrator’s intended message

■ scan a text in order to locate specificdetails (e.g., dates, specialized terms,facts)

■ identify the author’s or narrator’s reasonsfor including specific information in the text

Descriptions of the Reading Passages

■ Students who score in the 1–12 range are most likely beginning to develop the knowledgeand skills assessed in the other score ranges.

■ locate details in a literary text that suggestthe author’s or narrator’s intent

■ speculate about an author’s or narrator’sbeliefs, motives, or thinking

■ write, exchange, and answer a series ofquestions that examine significant detailspresented in a text

■ locate and discuss details presented in atext (e.g., who, what, where)

■ work with peers to create logical statements about the main idea or purpose of simple paragraphs

COLLEGE READINESS STANDARDSREADING

Uncomplicated LiteraryNarratives refers to excerptsfrom essays, short stories, andnovels that tend to use simplelanguage and structure, have aclear purpose and a familiarstyle, present straightforwardinteractions betweencharacters, and employ only alimited number of literarydevices such as metaphor,simile, or hyperbole.

More Challenging LiteraryNarratives refers to excerptsfrom essays, short stories, andnovels that tend to makemoderate use of figurativelanguage, have a more intricatestructure and messagesconveyed with some subtlety,and may feature somewhatcomplex interactions betweencharacters.

Complex Literary Narrativesrefers to excerpts from essays,short stories, and novels thattend to make generous use ofambiguous language andliterary devices, featurecomplex and subtleinteractions betweencharacters, often containchallenging context-dependentvocabulary, and typicallycontain messages and/ormeanings that are not explicitbut are embedded in thepassage.

19

Sequential, Comparative, and Cause-Effect Relationships

■ Determine when (e.g., first, last, before,after) or if an event occurred in uncomplicated passages

■ Recognize clear cause-effect relationships described within a single sentence in a passage

■ analyze how an author or narrator usesdescription, dialogue, and action tosuggest relationships between characters in written or nonprintsources (e.g., films, ads)

■ select phrases or statements from a literary text that illustrate how a specificcharacter feels toward others in the text

■ read portions of a literary text, predicting how a person’s actions orwords would likely impact a specific situation

■ use various strategies (e.g., questioning, role-playing) to determineplausible cause-effect relationships

Meanings of Words Generalizations and Conclusions

■ Understand the implication of a familiar word or phrase and of simple descriptive language

■ Draw simple generalizations and conclusions about the main charactersin uncomplicated literary narratives

■ examine specific language in a textand propose plausible interpretationsbased in part on their own viewpointsand experiences

■ analyze the reasonableness of generalizations by reviewing information presented in the text and from other sources

■ compose generalizations that includequalifying language (e.g., a few, sometimes) when limited evidence ispresented by the author or narrator

■ determine what a literary narrative isgenerally about, organizing the text’sinformation into general statements thatare supported by details from the text

■ draw reasonable conclusions aboutpeople and situations using evidencepresented in a text

■ use various strategies (e.g., timelines,event chains, discussion) to determinewhether an event occurred and, if so,when it occurred

■ discuss an issue of interest, determining how past events affectedthe present

■ locate evidence in a text that explicitlystates why an event or a series ofevents occurred

■ search for patterns or clues (e.g., signal words) that indicate cause-effectrelationships

■ use various resources (e.g., dictionary,thesaurus) to explore connotations offamiliar words or descriptive language

■ recognize generalizations about themain character in a literary text

■ combine several pieces of informationto make a reasonable generalizationabout a specific character

■ make predictions about characters andevents presented in a literary text, verifying or rejecting those predictionsand making new ones as they read

Uncomplicated InformationalPassages refers to materialsthat tend to contain a limitedamount of data, address basicconcepts using familiarlanguage and conventionalorganizational patterns, have aclear purpose, and are writtento be accessible.

More ChallengingInformational Passages refersto materials that tend topresent concepts that are notalways stated explicitly andthat are accompanied orillustrated by more—and moredetailed—supporting data,include some difficult context-dependent words, and arewritten in a somewhat moredemanding and lessaccessible style.

Complex InformationalPassages refers to materialsthat tend to include a sizableamount of data, present difficultconcepts that are embedded(not explicit) in the text, usedemanding words and phraseswhose meaning must bedetermined from context, andare likely to include intricateexplanations of processes orevents.

ScoreRange

20

16–19

20–23

Standards

ideas for progress

Standards

ideas for progress


■ Infer the main idea or purpose ofstraightforward paragraphs inuncomplicated literary narratives

■ Understand the overall approach taken byan author or narrator (e.g., point of view,kinds of evidence used) in uncomplicatedpassages

■ Locate important details in uncomplicatedpassages

■ Make simple inferences about how detailsare used in passages

■ gather and interpret details presented in atext, determining the contribution of eachto the author’s or narrator’s intended message

■ identify details that clearly support the keypoint(s) of written or nonprint sources

■ check inferences against information provided in a text, identifying what is andis not sufficiently supported by the text

■ Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

■ analyze techniques used by the author ofa text to reveal or conceal his or her pointof view

■ explain in their own words the significanceof specific information in written or nonprint sources

■ distinguish between what is most and leastimportant in a text

■ Locate simple details at the sentence and paragraph level in uncomplicatedpassages

■ Recognize a clear function of a part of anuncomplicated passage

■ determine how an inference might changebased on the inclusion of additional information

■ synthesize information from challengingtexts to clarify understanding of importantconcepts and ideas

■ distinguish between key concepts andsubordinate ideas in a text and write aconcise summary

■ search for clues that suggest the viewpointfrom which a literary text is written or toldand determine whether the author’s or narrator’s point of view is valid or biased

■ analyze the relationship between anauthor’s or narrator’s intended messageand the rhetorical devices used to conveythat message (e.g., language used, evidence provided)

COLLEGE READINESS STANDARDSREADING(continued)

21


■ Order simple sequences of events inuncomplicated literary narratives

■ Identify clear relationships betweenpeople, ideas, and so on in uncomplicated passages

■ Identify clear cause-effect relationshipsin uncomplicated passages

■ analyze the sequence of events in written or nonprint sources

■ map sequences of events in texts orfilms or from everyday occurrences,defending their reasoning

■ evaluate the extent to which comparisons made by the author ornarrator help clarify specific textualrelationships

■ search for clues embedded in a textthat suggest cause-effect relationships

■ examine events in written or nonprintsources to determine the precipitatingcause(s) and final outcome(s)


■ Use context to determine the appropriate meaning of some figurativeand nonfigurative words, phrases, andstatements in uncomplicated passages

■ Draw generalizations and conclusions about people, ideas, andso on in uncomplicated passages

■ Draw simple generalizations and conclusions using details that supportthe main points of more challenging passages

■ investigate the meanings of words and their possible effect(s) on the perceptions and behavior of people

■ research words and phrases from different sources, identifying theirshades of meaning in various contexts or situations

■ defend or challenge the author’s or narrator’s assertions by locating several key pieces of information in a challenging text

■ make accurate generalizations basedon implicit information in the text

■ analyze specific parts of a text, drawing accurate conclusions

■ place events from a literary text inchronological order by locating substantial evidence from the text

■ identify similarities and differencesbetween people, objects, events, orideas, drawing accurate conclusions

■ identify interrelationships between andamong people, objects, events, orideas in written or nonprint sources

■ determine factors that have clearlyinfluenced the outcome of a situation

■ identify statements in texts that clearlystate the cause(s) and effect(s) of specific effects

■ Use context to understand basic figurative language

■ Draw simple generalizations and conclusions about people, ideas, andso on in uncomplicated passages

■ Identify relationships between maincharacters in uncomplicated literarynarratives

■ Recognize clear cause-effect relationships within a single paragraphin uncomplicated literary narratives

■ clarify the meanings of words ordescriptive phrases by searching for clues in the text (e.g., sentencestructure, context, prefixes/suffixes,spelling patterns)

■ make accurate generalizations aboutpeople and events based on evidencepresented in the text

■ identify inaccurate generalizations(e.g., stereotypes) in written or nonprintsources

■ identify details in a challenging textthat confirm or disprove conclusionsdrawn by the author or narrator and bythe students themselves or their peers

■ make reasoned judgments about ideasand events based on evidence fromwritten or nonprint sources

ScoreRange

22

24–27 Standards

ideas for progress


■ Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages

■ Infer the main idea or purpose of straightforward paragraphs in more challenging passages

■ Summarize basic events and ideas inmore challenging passages

■ Understand the overall approach taken byan author or narrator (e.g., point of view,kinds of evidence used) in more challenging passages

■ develop a reasonable interpretation of thecentral theme(s) or main point(s) of a challenging text

■ divide challenging texts into sections,determining what the key points are foreach section

■ determine the primary purpose of specificsections of a text or the text as a whole

■ use two different mediums (e.g., sculpture,poetry, photography, music) to present asynopsis of the main idea(s) of a text,thereby expanding understanding of thetext’s meaning

■ identify subtle evidence that conveys the author’s or narrator’s point of view inchallenging texts

■ change the wording of a text in order to convey a different tone or attitude (e.g., from persuasive to serious)

■ enumerate aspects or characteristics ofpeople, objects, events, or ideas

■ interpret and integrate details in a text inorder to verify or contradict a specificpoint or claim made by the author or narrator

■ recognize and study the evolution of anauthor’s argument(s) as presented in acomplex informational text

■ Locate important details in more challenging passages

■ Locate and interpret minor or subtly stateddetails in uncomplicated passages

■ Discern which details, though they mayappear in different sections throughout apassage, support important points in morechallenging passages


23

Sequential, Comparative, and Cause-Effect Relationships Meanings of Words Generalizations and Conclusions

■ read texts containing challengingsequences (e.g., flashback, flash-forward), discussing how the order ofevents affects understanding of the text

■ explain how altering a series of eventswould likely change the outcome of a situation or the actions of the characters

■ develop an in-depth understanding ofthe fine distinctions between literarycharacters in a challenging text byclosely examining the language usedby the author or narrator

■ identify relationships between ideasand/or people in a challenging text andhow those relationships develop overthe course of the text

■ identify clues in a challenging text thatsuggest possible motives for andeffects of a person’s actions or words

■ read conflicting viewpoints of an eventand use textual evidence to identifywhich one has the most reasonableexplanations of causes and effects

■ Use context to determine the appropriate meaning of virtually any word, phrase, or statement inuncomplicated passages

■ Use context to determine the appropriate meaning of some figurativeand nonfigurative words, phrases, and statements in more challengingpassages

■ Draw subtle generalizations and conclusions about characters, ideas,and so on in uncomplicated literarynarratives

■ Draw generalizations and conclusionsabout people, ideas, and so on in morechallenging passages

■ Order sequences of events in uncomplicated passages

■ Understand relationships between people, ideas, and so on in uncomplicated passages

■ Identify clear relationships betweencharacters, ideas, and so on in morechallenging literary narratives

■ Understand implied or subtly stated cause-effect relationships inuncomplicated passages

■ Identify clear cause-effect relationshipsin more challenging passages

■ develop and use strategies for deciphering the meanings of words orphrases embedded in richly figurativeor technical contexts

■ analyze figurative and technical language in the media, relating someinstances to a personal experience

■ synthesize information in challengingtexts, making valid generalizations or conclusions about people and situations

■ confirm or disprove generalizationssuggested in texts by providing examples or counterexamples fromother sources

ScoreRange

24

28–32*

33–36†

Standards

ideas for progress

Standards


■ Identify clear main ideas or purposes ofcomplex passages or their paragraphs

■ Locate and interpret details in complexpassages

■ Understand the function of a part of a passage when the function is subtle orcomplex

■ locate and analyze ideas in a complex textand write a reasoned synopsis of the text

■ determine the author’s or narrator’s position toward a specific topic, issue, oridea by noting key facts, claims, anddetails from the text

■ identify facts embedded in complexinformational texts

■ Infer the main idea or purpose of morechallenging passages or their paragraphs

■ Summarize events and ideas in virtuallyany passage

■ Understand the overall approach taken byan author or narrator (e.g., point of view,kinds of evidence used) in virtually anypassage

■ Locate and interpret minor or subtly stateddetails in more challenging passages

■ Use details from different sections of somecomplex informational passages to support a specific point or argument



25


■ Order sequences of events in complexpassages

■ Understand the subtleties in relationships between people, ideas,and so on in virtually any passage

■ Understand implied, subtle, or complexcause-effect relationships in virtuallyany passage


■ Determine, even when the language isrichly figurative and the vocabulary isdifficult, the appropriate meaning ofcontext-dependent words, phrases, orstatements in virtually any passage

■ Draw complex or subtle generalizationsand conclusions about people, ideas,and so on, often by synthesizing information from different portions ofthe passage

■ Understand and generalize about portions of a complex literary narrative

■ determine the chronological sequenceof events and the spatial relationshipsin complex texts (e.g., Dickens, GarcíaMarquez, Morrison, Tolstoy)

■ analyze subtle relationships betweenand among people, objects, events,and ideas in complex texts or films,forming accurate inferences

■ identify implications and possibleconsequences of actions in complextexts

■ Order sequences of events in morechallenging passages

■ Understand the dynamics betweenpeople, ideas, and so on in more challenging passages

■ Understand implied or subtly statedcause-effect relationships in more challenging passages

■ Determine the appropriate meaning ofwords, phrases, or statements from figurative or somewhat technical contexts

■ Use information from one or more sections of a more challengingpassage to draw generalizations and conclusions about people, ideas, andso on

■ employ strategies for defining a difficultconcept, such as identifying its characteristics or providing examplesof what it is and is not like

■ examine information from multiplesources and perspectives (includingthe author’s or narrator’s) in order tomake reasonable generalizations aboutpeople, objects, ideas, and situations

■ evaluate the impact of literary devices(e.g., figurative language) on themeaning of a literary narrative

ScoreRange

26


1–12

13–15

Standards

ideas forprogress

Interpretation of Data Scientific InvestigationEvaluation of Models, Inferences,and Experimental Results

■ Select a single piece of data(numerical or nonnumerical)from a simple data presentation(e.g., a table or graph with twoor three variables; a food webdiagram)

■ Identify basic features of atable, graph, or diagram (e.g., headings, units of measurement, axis labels)

■ observe experiments beingperformed and discuss whatwas done and why

■ discuss what hypotheses andconclusions are and how they aredifferent from each other

■ locate several data points in asimple table or graph and makecomparisons between them

■ become familiar with commonterms used in science (e.g.,star, force, mineral)

■ create basic tables and graphsfrom sets of scientific data

■ read newspaper and magazinearticles pertaining to scienceand technology and discussmain points with peers

■ describe trends andrelationships in data displayedin simple tables and graphs

■ determine an appropriatemethod for performing a simpleexperiment

■ perform simple laboratory activities designed to teachfamiliarity with a number of commonly used tools (e.g., thermometers, balances,glassware)

■ read science articles of anappropriate level from newspapers and science newsmagazines and identifyany hypotheses or conclusionsmade by the author(s)

■ locate data in simple tablesand graphs

■ become familiar with differenttypes of graphs (e.g., linegraphs, pie charts, bar graphs)

■ become familiar with units ofmeasurement commonly usedin science

Standards

ideas forprogress

COLLEGE READINESS STANDARDSSCIENCE

ScoreRange

27

■ Select two or more pieces ofdata from a simple data presentation

■ Understand basic scientific terminology

■ Find basic information in a briefbody of text

■ Determine how the value of onevariable changes as the valueof another variable changes in asimple data presentation

16–19

Interpretation of Data Scientific InvestigationEvaluation of Models, Inferences,and Experimental Results

■ Select data from a complexdata presentation (e.g., a tableor graph with more than threevariables; a phase diagram)

■ Compare or combine data froma simple data presentation (e.g.,order or sum data from a table)

■ Translate information into atable, graph, or diagram

■ Understand the methods andtools used in a simple experiment

■ Understand the methods andtools used in a moderately complex experiment

■ Understand a simple experimental design

■ Identify a control in an experiment

■ Identify similarities and differences between experiments

■ Select a simple hypothesis,prediction, or conclusionthat is supported by a datapresentation or a model

■ Identify key issues or assumptions in a model

■ examine line graphs to determine if they show a director inverse relationship betweenvariables

■ become familiar with scatterplots

■ determine a simple mathematical relationshipbetween two variables

■ integrate scientific informationfrom popular sources (e.g.,newspapers, magazines, theInternet) with that found in textbooks

■ perform several repetitions ofan experiment to determinethe reliability of results

■ evaluate whether the data produced by an experimentadequately support a givenconclusion

■ compare and contrast two different models about a scientific phenomenon

■ display data gathered in laboratory exercises in a variety of formats (e.g., linegraphs, pie charts, bargraphs)

■ perform experiments thatrequire more than one step

■ conduct a simple experimentthat makes use of a controlgroup

■ read descriptions of actual experiments (e.g., completed science fair research, simpleexperiments from science education journals) and discusswhether the conclusions thatwere made support or contradict the hypotheses

■ formulate hypotheses, predictions, or conclusionsbased on the results of anexperiment

Standards

ideas forprogress

Standards

ideas forprogress

20–23


(continued)

ScoreRange

28

■ Compare or combine data fromtwo or more simple data presentations (e.g., categorizedata from a table using a scalefrom another table)

■ Compare or combine data froma complex data presentation

■ Interpolate between data pointsin a table or graph

■ Determine how the value of onevariable changes as the valueof another variable changes ina complex data presentation

■ Identify and/or use a simple(e.g., linear) mathematical relationship between data

■ Analyze given information whenpresented with new, simpleinformation

24–27

Interpretation of Data Scientific Investigation

■ Compare or combine data froma simple data presentation withdata from a complex data presentation

■ Identify and/or use a complex(e.g., nonlinear) mathematicalrelationship between data

■ Extrapolate from data points in atable or graph

■ Understand the methods andtools used in a complex experiment

■ Understand a complex experimental design

■ Predict the results of an additional trial or measurementin an experiment

■ Determine the experimentalconditions that would producespecified results

■ Select a simple hypothesis, prediction, or conclusion that issupported by two or more datapresentations or models

■ Determine whether given information supports or contradicts a simple hypothesisor conclusion, and why

■ Identify strengths and weaknesses in one or moremodels

■ Identify similarities and differences between models

■ Determine which model(s)is(are) supported or weakenedby new information

■ Select a data presentation or a model that supports or contradicts a hypothesis, prediction, or conclusion

■ Determine the hypothesis for anexperiment

■ Identify an alternate method fortesting a hypothesis

■ Select a complex hypothesis,prediction, or conclusion that is supported by a data presentation or model

■ Determine whether new information supports or weakens a model, and why

■ Use new information to make aprediction based on a model

■ examine two or more relatedsets of data and then combinethose data in ways that are useful

■ carry out scientific investigationsin which the importance ofaccuracy and precision isstressed

■ consider how changing anexperimental procedure willaffect the results of their scientific investigations

■ design and carry out additionalscientific inquiries to answerspecific questions

■ formulate hypotheses, predictions, or conclusions bycomparing and contrastingseveral different sets of datafrom different experiments

■ evaluate the merits of a conclusion based on the analysis of several sets of data

■ seek out new information thatenhances or challenges theirexisting knowledge

■ relate scientific informationcontained in written text tonumerical data

■ manipulate algebraic equations that represent data

■ determine the hypothesisbehind an experiment thatrequires more than one step

■ determine alternate methodsof testing a hypothesis

■ communicate findings of anexperiment and compare conclusions with those ofpeers

Standards

Standards

ideas forprogress

ideas forprogress

Evaluation of Models, Inferences,and Experimental Results

28–32*

* PLAN and ACT only


(continued)

29

■ Compare or combine data fromtwo or more complex data presentations

■ Analyze given information whenpresented with new, complexinformation

33–36† Standards

Interpretation of Data Scientific Investigation

■ Understand precision andaccuracy issues

■ Predict how modifying thedesign or methods of an experiment will affect results

■ Identify an additional trial orexperiment that could be performed to enhance or evaluate experimental results

■ Select a complex hypothesis,prediction, or conclusion thatis supported by two or moredata presentations or models

■ Determine whether given information supports or contradicts a complex hypothesis or conclusion, and why

Evaluation of Models, Inferences,and Experimental Results

• Animal behavior• Animal development and growth• Body systems• Cell structure and processes• Ecology• Evolution• Genetics• Homeostasis• Life cycles• Molecular basis of heredity• Origin of life• Photosynthesis• Plant development, growth, structure• Populations• Taxonomy

Science College Readiness Standards are measured in the context of science topics students encounter in sciencecourses. These topics may include:

Life Science/Biology Physical Science/Chemistry, Physics Earth & Space Science

• Atomic structure• Chemical bonding, equations, nomenclature,

reactions• Electrical circuits• Elements, compounds, mixtures• Force and motions• Gravitation• Heat and work• Kinetic and potential energy• Magnetism• Momentum• The Periodic Table• Properties of solutions• Sound and light• States, classes, and properties of matter• Waves

• Earthquakes and volcanoes• Earth’s atmosphere• Earth’s resources• Fossils and geological time• Geochemical cycles• Groundwater• Lakes, rivers, oceans• Mass movements• Plate tectonics• Rocks, minerals• Solar system• Stars, galaxies, and the universe• Water cycle• Weather and climate• Weathering and erosion

† ACT only

ScoreRange


(continued)

30

■ Scores below 3 do not permit useful generalizations about students’ writing abilities.

Expressing Judgments Focusing on the Topic Developing a Position

■ Show a little understanding ofthe persuasive purpose of thetask but neglect to take or tomaintain a position on the issuein the prompt

■ Show limited recognition of thecomplexity of the issue in theprompt

■ Maintain a focus on the generaltopic in the prompt throughmost of the essay

■ Offer a little development, with one ortwo ideas; if examples are given, theyare general and may not be clearlyrelevant; resort often to merelyrepeating ideas

■ Show little or no movement betweengeneral and specific ideas andexamples

■ generate a list of issues, thenpractice restating them clearlyand precisely with originalwording

■ practice generating possiblepositions on an issue

■ identify and discuss reasons forselecting one position on anissue over others

■ choose a position on an issueand state it clearly

■ ask who, what, when, where,and especially why of the topicto establish clear focus for theessay

■ learn to recognize when anessay wanders away from itstopic

■ critique writing in peer workshopsto identify any ideas that areobviously off the main point of theessay

■ read a variety of model persuasiveessays

■ recognize that essays are composedof ideas that must be explained orillustrated with specific examples anddetails

■ redraft writing to include additionalideas that support the essay’s mainclaim

■ learn prewriting strategies such asfreewriting and brainstorming forgenerating ideas about a topic

■ discuss the goal of a persuasiveessay

■ ask five people for their opinionon an issue; note the range inviewpoints a single issue canbring out

■ identify a local community orschool issue; phrase the issuein the form of a question; thenexperiment with ways to answerthat question clearly in a singlesentence

■ study model paragraphs that havetopic sentences; notice that in eachexample the idea in the topicsentence is explained by the rest ofthe sentences in the paragraph

■ in a model persuasive essay, list theideas that the writer talks about;discuss which is the essay’s main ideaand which are ideas that support orillustrate the main idea

ideas forprogress

ideas forprogress

Standards

Standards

2

3–4

COLLEGE READINESS STANDARDSACT

WRITING

TEST†

ScoreRange

† ACT only

31

■ practice grouping sentences that share like subjects

■ construct a simple timeline of an event; discuss how the event hasa beginning, a middle, and an end

■ read the works of favorite writers

■ regularly write informal entries (responses to readings, or originalideas) in a journal

Organizing Ideas Using Language

■ Provide a discernible organization with some logical grouping ofideas in parts of the essay

■ Use a few simple and obvious transitions

■ Present a discernible, though minimally developed, introductionand conclusion

■ Show limited control of language by

• correctly employing some of the conventions of standardEnglish grammar, usage, and mechanics, but with distractingerrors that sometimes significantly impede understanding

• using simple vocabulary

• using simple sentence structure

■ use clustering, concept mapping, or another visual organizer toidentify relationships among ideas

■ recognize paragraphs as a means for organizing an essay

■ generate a list of words and phrases typically used as transitions(e.g., however, first, next, moreover, as a matter of fact, etc.)

■ study the introductions and conclusions of model essays

■ discuss the purpose and importance of the opening paragraph fordirecting the rest of the essay

■ read and discuss the works of favorite writers; use a dictionary tolearn any unfamiliar words or phrases

■ recognize that clarity of expression is essential to clarity ofmeaning

■ learn to consult a writer’s reference on questions of word choiceand usage

■ practice proofreading to identify obvious errors and missing words

■ choose a position on an issueand generate a list of possibleobjections others might have tothat position

■ listen to a public debate; identifystrategies skilled speakers usein responding to their opponent’sviewpoint

■ experiment with ways toacknowledge an opposingviewpoint without weakening theessay’s focus or position

■ practice writing brief responsesto opposing viewpoints

■ Show understanding of thepersuasive purpose of the taskby taking a position on the issuein the prompt

■ Show some recognition of thecomplexity of the issue in theprompt by

• acknowledging counter-arguments to the writer’sposition

• providing some response tocounterarguments to thewriter’s position

■ understand that issues existwithin a larger context; discussways in which a certain issue isconnected to broader questionsof concern to more people

■ practice identifying implicationsof a position: what would be theoutcome if this position wereadopted or enacted; who wouldbenefit/not benefit and why

■ develop an awareness of howfactors may complicate aposition: adopt a position on anissue, then discuss whether it isalways a valid and reasonableposition; consider how theposition might be affected ifcertain factors were to change

■ understand the relationshipbetween a general topic and aspecific issue within that topic

■ practice writing short responses(one paragraph) that stayfocused on a specific topic

■ identify the thesis statements ina variety of model essays

■ critique writing in peerworkshops to ensure that thethesis is clear and that the thesis,introduction, and conclusion allfocus on the same idea

■ understand that a thesis statementexpresses an essay’s main idea andmust be supported with reasons,examples, and details

■ discuss how to generate specificexamples and details to illustrategeneral ideas

■ read model essays that derivegeneralizations from specificexamples and details

■ Develop ideas by using some specificreasons, details, and examples

■ Show some movement betweengeneral and specific ideas andexamples

■ generate a full-sentence outline orvisual representation of all major ideasin an essay and the examples anddetails that support them

■ practice drawing generalizations fromspecific historical, personal, or literarydetails

■ learn to identify the most relevantexamples to support an idea

■ critique writing in peer workshops toidentify any ideas that need furtherdevelopment in order to be persuasiveor clear


■ Show a basic understanding ofthe persuasive purpose of thetask by taking a position on theissue in the prompt but may notmaintain that position

■ Show a little recognition of thecomplexity of the issue in theprompt by acknowledging, butonly briefly describing, a counter-argument to the writer’s position

■ Offer limited development of ideasusing a few general examples; resortsometimes to merely repeating ideas

■ Show little movement between generaland specific ideas and examples

ideas forprogress

Standards

ideas forprogress

Standards ■ Maintain a focus on the generaltopic in the prompt throughoutthe essay and attempt a focuson the specific issue in theprompt

■ Present a thesis that establishesfocus on the topic

■ revise writing to ensure thatevery paragraph remainsfocused on the issue and thatno essential information is leftout

■ practice composing thesisstatements that clearly state aposition on an issue and offer arationale for adopting thatposition

■ Maintain a focus on the generaltopic in the prompt throughoutthe essay

5–6

7–8


32

ACTWRITING

TEST†(continued)

ScoreRange

† ACT only

■ Provide an adequate but simple organization with logical groupingof ideas in parts of the essay but with little evidence of logicalprogression of ideas

■ Use some simple and obvious, but appropriate, transitional wordsand phrases

■ Present a discernible introduction and conclusion with a littledevelopment

■ Show adequate use of language to communicate by

• correctly employing many of the conventions of standardEnglish grammar, usage, and mechanics, but with somedistracting errors that may occasionally impede understanding

• using appropriate vocabulary

• using some varied kinds of sentence structures to vary pace

■ Provide a simple organization with logical grouping of ideas inparts of the essay

■ Use some simple and obvious transitional words, though they mayat times be inappropriate or misleading

■ Present a discernible, though underdeveloped, introduction andconclusion


■ compare the outline of an original essay to the outline of a modelessay; discuss ways to reorganize the original writing to make itmore effective

■ critique writing in peer workshops to see if paragraphs are organizedeffectively: identify sentences out of sequence, paragraphs that lackclear topic sentences, and ideas that don’t belong

■ review paragraphs to see if smooth transitions are provided fromone to the next

■ draft an introduction that includes a clearly stated thesis, and aconclusion that confirms the main theme of the essay

■ Show a basic control of language by

• correctly employing some of the conventions of standardEnglish grammar, usage, and mechanics, but with distractingerrors that sometimes impede understanding

• using simple but appropriate vocabulary

• using a little sentence variety, though most sentences aresimple in structure

■ continue to read and discuss works by skilled writers to becomemore familiar with correct language use

■ read original writing aloud to hear and identify language errors

■ revise writing to reduce unnecessary repetition of words andphrases

■ practice varying sentence length by combining simple sentences

■ experiment with varying sentence construction by moving pre-positional phrases to the beginning of sentences

■ practice arranging sentences within a paragraph so thatdiscussion logically builds and progresses

■ identify specific transitional words and phrases, including thoseindicating causal relationship (e.g., as a result, this means that)

■ practice writing an introduction that briefly but effectivelyintroduces a context for the discussion as well as a thesis

■ consider ways to conclude a piece of writing that will emphasize itsmain theme without restating the discussion or otherwise beingrepetitive

■ understand correct usage of common homonyms (e.g., their/there,past/passed, it’s/its, you’re/your)

■ practice using a wider vocabulary by replacing vague or generallanguage with more precise words

■ experiment with more sophisticated sentence constructions

■ read model essays to see how skilled writers control pace andemphasis by varying the length of sentences

33

34

■ understand that an issue has acontext; think about whatconsiderations outside the issueshape or limit it

■ learn how to identify andcritique assumptions underlyingthe issue as stated; considerperspectives that might call intoquestion some aspect of theissue itself

■ in an extended discussion,practice demonstrating thelogical or practical weaknessesof a counterargument

■ Show clear understanding of thepersuasive purpose of the taskby taking a position on thespecific issue in the prompt andoffering a critical context fordiscussion

■ Show understanding of thecomplexity of the issue in theprompt by

• examining differentperspectives, and/or

• evaluating implications orcomplications of the issue,and/or

• posing and fully discussingcounterarguments to thewriter’s position

■ revise writing to ensure thatevery sentence is necessary tothe purpose of the piece

■ refine thesis statements toreflect subtle, critical thinkingabout complex issues

■ learn how to elaborate ideas fully bylogically describing their connection tothe essay’s main idea

■ practice sustaining a logical andrelevant discussion by writing longerand more complex essays

■ check to see if the essay’s treatment ofeach idea is proportional to the idea’simportance

■ listen to news analyses on television orradio; notice the strategies that skilledspeakers use to present their ideas onan issue

■ Develop several ideas fully, usingspecific and relevant reasons, details,and examples

■ Show effective movement betweengeneral and specific ideas andexamples


■ Show clear understanding of thepersuasive purpose of the taskby taking a position on thespecific issue in the prompt andoffering a broad context fordiscussion

■ Show recognition of thecomplexity of the issue in theprompt by

• partially evaluatingimplications and/or compli-cations of the issue, and/or

• posing and partiallyresponding to counter-arguments to the writer’sposition

■ Develop most ideas fully, using somespecific and relevant reasons, details,and examples

■ Show clear movement betweengeneral and specific ideas andexamples

ideas forprogress

Standards

Standards ■ Maintain a clear focus ondiscussion of the specific topicand issue in the promptthroughout the essay

■ Present a critical thesis thatclearly establishes the focus onthe writer’s position on the issue

■ Maintain a focus on discussionof the specific topic and issue inthe prompt throughout theessay

■ Present a thesis that establishesa focus on the writer’s positionon the issue

9–10

11–12

ACTWRITING

TEST†(continued)

ScoreRange

† ACT only


35

■ Provide unity and coherence throughout the essay, often with alogical progression of ideas

■ Use relevant transitional words, phrases, and sentences to conveylogical relationships between ideas

■ Present a well-developed introduction and conclusion

■ Show effective use of language to clearly communicate ideas by

• correctly employing most conventions of standard Englishgrammar, usage, and mechanics, with just a few, if any, errors

• using precise and varied vocabulary

• using a variety of kinds of sentence structures to vary pace andto support meaning

■ Provide unity and coherence throughout the essay, sometimes witha logical progression of ideas

■ Use relevant, though at times simple and obvious, transitionalwords and phrases to convey logical relationships between ideas

■ Present a somewhat developed introduction and conclusion


■ practice arranging ideas so that one paragraph leads logically tothe next throughout the essay

■ consider how transitional phrases and sentences can help conveylogical connections between ideas and between paragraphs

■ think about how an introduction and conclusion can work togetherto provide unity within an essay

■ experiment with how to conclude an essay while continuing tochallenge the audience with critical questions or implications

■ discuss the effect of a conclusion that suggests the essay hasbeen only part of a much larger discussion

■ Show competent use of language to communicate ideas by

• correctly employing most conventions of standard Englishgrammar, usage, and mechanics, with a few distracting errorsbut none that impede understanding

• using some precise and varied vocabulary

• using several kinds of sentence structures to vary pace and tosupport meaning

■ check to be sure pronouns agree with antecedents in complexsentences

■ edit sentences for empty language, wordiness, and redundancy

■ read a wide variety of texts to improve vocabulary and gainexposure to precise and effective language use

■ read and discuss the effects of rhetorical devices such asrhetorical questions, sarcasm, and humor used by favorite authors

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