ACT Enrollment Management Trends Report 2012

Enrollment Management Trends Report | 2012
A snapshot of the 2011 ACT-tested high school graduates

ACT is an independent, not-for-profit organization that provides
assessment, research, information, and program management services
in the broad areas of education and workforce development. Each
year, we serve millions of people in high schools, colleges, professional
associations, businesses, and government agencies, nationally and
internationally. Though designed to meet a wide array of needs, all ACT
programs and services have one guiding purpose—helping people
achieve education and workplace success.

A copy of this report can be found at

www.act.org/emtrends

© 2012 by ACT, Inc. All rights reserved. The ACT® is a registered trademark of ACT, Inc., in the U.S.A. and other countries.
The ACT National Curriculum Survey® is a registered trademark of ACT, Inc., in the U.S.A.
The SAT® exam is a registered trademark of the College Board. 18256

Enrollment Management Trends Report
ACT created the Enrollment Management Trends Report graduates once they get to college or to work and how they
to provide enrollment managers and other college can maximize success—based on their preparation from
administrators with information about students’ patterns kindergarten through high school. This unique information is
during the college choice process of the 2011 high school an invaluable resource as ACT works closely with states,
graduates who took the ACT® test. school districts, and postsecondary institutions to transform
More than 1.6 million students—roughly half of the them into a better-aligned P–16 education system.
graduating class of 2011—took the ACT during high school.
Sources of Information
Of these students, a little more than 70% enrolled in college
the following fall. This report covers such topics as the Unless otherwise noted, all information in this report comes
students’ migration patterns, the time in which they first took from the ACT-tested high school graduating class of 2011.
the ACT, their participation in ACT’s Educational Opportunity Information in this report—such as the students’
Service (EOS), and their score-sending behavior. background characteristics, time of testing, ACT scores,
college preferences, participation in EOS, and college
Our Unique Added Value choices—is collected when students register for and take
ACT has been measuring the academic achievement of the ACT. Enrollment information for the ACT-tested
11th- and 12th-grade students since 1959, their career graduating class comes from the National Student
aspirations since 1969, and their academic preparation in Clearinghouse (NSC) and is supplemented by enrollment
high school since 1985. Since 1996, and every three to five information from ACT’s Class Profile Service.1
years thereafter, ACT surveys thousands of high school and
college educators to pinpoint the knowledge and skills ACT believes that the information provided in this report will
needed for first-year college coursework. give institutions insight into their current enrollment
management practices and offer effective strategies for
ACT is the only organization with decades of empirical
improvement.
information showing exactly what happens to high school

Percent of High School Graduating Class Taking the ACT, • Between 2002 and 2011, the number of
high school graduates who took the ACT
2002–2011
increased by 45%, from 1,116,082 to
100! 1,623,112.
• As a share of all high school graduates,
80! students who took the ACT increased by
10 percentage points, from 39% in 2002 to
49% in 2011.
60!
Percent!

45! 47! 49! • The upward trend in ACT participation is
42! 43!
39! 40! 40! 40! 40! due in part to (1) a number of new states
40!
(KY, MI, TN, and WY) administering the
ACT to all 11th graders, and (2)
20! participation increases in large states such
as California, Florida, New York, and
Texas. As ACT participation rates have
0!
2002! 2003! 2004! 2005! 2006! 2007! 2008! 2009! 2010! 2011! increased, the pool of ACT-tested students
Graduating Year! has become more representative of the
nation’s high school graduates.
Graph reads: 49% of the high school graduating class of 2011 took the ACT.

1
More than 3,300 colleges participate in the NSC, and these institutions enroll more than 96% of all undergraduates in the United States. Given this broad
coverage, we make the assumption in this report that students not identified by the NSC or by ACT did not enroll in college; however, it is possible that
some of these students attended a postsecondary institution that does not currently participate in the NSC or in ACT’s Class Profile Service.

Enrollment Management Trends Report 3

College Readiness Benchmark Attainment
The ACT College Readiness Benchmarks are the minimum College Course ACT Subject Test* ACT Benchmark
English, reading, mathematics, and science scores English Composition English 18
required for students to have a 50% chance of obtaining Social Sciences Reading 21
a B or higher or about a 75% chance of obtaining a C or College Algebra Mathematics 22
higher in the corresponding credit-bearing college course. Biology Science 24
* ACT Subject Test scores range from 1 to 36.

More than 1.6 million students of the Percent of ACT-Tested High School Graduates by Number of
high school graduating class of 2011
ACT College Readiness Benchmarks Attained, 2011
took the ACT during high school.
• Seventy-two percent of these 245,604
students met at least 1 of the 4 Met 1
College Readiness Benchmarks. 458,399 Benchmark!
15%!
Met No
• There are far too many students— Benchmarks! 278,528
28%—who met none of the College 28%! Met 2
Readiness Benchmarks. ACT Benchmarks!
17%!
research shows that these students
are less likely to enroll in college, Met All 4 Met 3
persist over time, and complete a Benchmarks! Benchmarks!
degree program within 6 years. 397,712 25%! 15%!
242,869

Graph reads: In 2011, 25% (or 397,712) of ACT-tested high school graduates met
all 4 College Readiness Benchmarks.

Of the ACT-tested high school College Type Attended by Number of College
graduating class of 2011, 53% enrolled
Readiness Benchmarks Attained, 2011
in a 4-year college, 18% enrolled in a
2-year college, and 29% did not enroll 100!
in college. 80!
• A student’s likelihood of enrolling in 80!
69!
a 4-year college increased with the
56!
number of College Readiness 60!
Percent!

50!
Benchmarks attained. 45!

• A student’s likelihood of either 40! 31!
26!
enrolling in a 2-year college or not 25!
18!
enrolling in college decreased as 20! 24!
14!
23!
20!
the number of College Readiness
13! 6!
Benchmarks attained increased. 0!
• Of those high school graduates Zero! One! Two! Three! Four!
Number of College Readiness Benchmarks Attained!
who met either 0 or 1 Benchmark,
more than 300,000 did not enroll in 4-Year! 2-Year! Not Enrolled!
college.
Graph reads: 80% of the ACT-tested high school graduating class of 2011 who met all 4 College
Readiness Benchmarks enrolled at a 4-year college.
Note: Percentages may not sum to 100% due to rounding.

4 Enrollment Management Trends Report

Participation
Although both ACT and SAT® scores are accepted at 5 categories based on their ratio of ACT- and SAT-tested
virtually all postsecondary institutions that require an high school graduates. The table below lists for each of
admissions test, there remain state and regional differences these state categories the ratio of ACT- and SAT-tested
in the share of high school graduates who take each test. students that defines the category, the number of states in
• In 26 states, at least 60% of the high school graduating the category, and the number of ACT-tested students
class of 2011 took the ACT. In 12 of these states, at least across those states. The table also provides for each state
80% of their graduates took the ACT. category the average ACT Composite score and the
percentage of students whose family income is greater than
• Comparatively, in 18 states and in DC, at least 60% of all
$60,000.
2011 high school graduates took the SAT. In 4 of these
states, at least 80% of their graduates took the SAT. As you will see throughout this report, ACT-tested students
from “ACT+” and “ACT” states often exhibit the student
ACT research shows that ACT-tested students differ both in
testing and enrollment behaviors of the typical college-
terms of their background characteristics and their college
bound population in those states. ACT-tested students from
selection behaviors depending on the ACT and SAT
“SAT” and “SAT+” states, however, frequently exhibit
participation rates in the state. To illustrate some of these
different testing and enrollment behaviors.
differences in this report, we have classified states into

State ACT-Tested Family Income Average
Category Criteria States Students > $60K ACT Composite
ACT+ ACT to SAT ratio of 4+ to 1 21 848,854 39% 20.7
ACT ACT to SAT ratio of 1.5+ to 1 4 121,176 46% 21.7
ACT/SAT ACT to SAT ratio of roughly 1 to 1 5 176,544 33% 19.8
SAT SAT to ACT ratio of 1.5+ to 1 15 424,134 49% 21.9
SAT+ SAT to ACT ratio of 4+ to 1 6 52,404 65% 22.8

Classification of States by ACT and SAT Participation, 2011 • At 32 to 1, North Dakota had the
largest ratio of ACT-tested to
SAT-tested high school graduates.
Maine had the largest ratio of
SAT-tested to ACT-tested
graduates, at 9 to 1.
• In 2011, 100% of the high school
graduates in 6 states (CO, IL, KY,
MI, TN, and WY) took the ACT.
Maine had the largest share of
students from the graduating class
of 2011 who took the SAT, at 86%.

ACT+ ACT ACT/SAT SAT SAT+

Map reads: For the high school graduating class of 2011, Michigan is categorized as an “ACT+” state.
Note: State categories were determined by calculating a ratio of ACT-tested and SAT-tested students
in each state. Washington, DC, not shown, is categorized as an “SAT” state.


Student Migration and Academic Achievement
Seventy-one percent of the Percent of ACT-Tested College Students Enrolled Out of State
ACT-tested high school graduating
by ACT Composite Score, 2011
class of 2011 enrolled in college.
Of these students, 21% attended 100!
college out of state.
An enrolled student’s likelihood of 80!
attending college out of state
increased with his or her ACT
60! 51!
Composite score.
• Students with a score of 24 or Percent!
36!
40!
higher were more likely than
26!
average to attend college out of
18!
state, whereas students with a 20! 12! 13! National = 21%!
score of 23 or lower were less likely
than average to enroll out of state. 0!
• Just over one-half of all students 1–15! 16–19! 20–23! 24–27! 28–32! 33–36!
ACT Composite Score Range!
with a score between 33 and 36
enrolled out of state, compared with Graph reads: 51% of ACT-tested college students with an ACT Composite score between
only 12% of students with a score 33 and 36 enrolled out of state.
of 15 or lower.

An enrolled student’s likelihood of Percent of ACT-Tested College Students Enrolled Out of State
attending college out of state varied by
by State Category, 2011
the ACT and SAT participation rates in
the state. 100!
• Compared to the migration patterns
of students from “ACT” and “ACT+” 80!
states, ACT-tested students from
“SAT” and “SAT+” states had a
60!
higher likelihood of attending
Percent!

51!
40!
• In “SAT+” states, a little more than
26!
one-half of all ACT-tested students 21!
18!
enrolled out of state. This is more 20! 16! 15!
than twice the out-of-state
enrollment rate for students from 0!
“ACT+” states. ACT+! ACT! ACT/SAT! SAT! SAT+! National!
State Category!

Graph reads: 18% of ACT-tested college students from “ACT+” states enrolled out of state.


Median Distance to College by ACT Composite Score, 2011 Of those ACT-tested high school
graduates who enrolled in college, the
median distance between home and
200! college was 51 miles.
172!
The distance between a student’s
160! home and college increased
exponentially with ACT Composite
Distance (in Miles)!

112! score.
120!
• For students with a score of 15 or
78! lower, the median distance to
80!
college was less than 20 miles.
45!
• For students with a score between
40! 27! National = 51 miles!
18! 33 and 36, the median distance to
college was just over 170 miles.
0!
1–15! 16–19! 20–23! 24–27! 28–32! 33–36!

Graph reads: Among ACT-tested college students with an ACT Composite score between
33 and 36, the median distance between home and college was 172 miles.

Median Distance to College by State Category, 2011 The distance between an ACT-tested
student’s home and college also
differed considerably by the ACT and
100! SAT participation rates in the state.
87! • A typical ACT-tested student from
80! 77! an “SAT” or “SAT+” state traveled
farther to attend college than a
Distance (in Miles)!

student from an “ACT” or “ACT+”
60!
51! state.
44!
41! • The median distance to college
40! 33! for ACT-tested students from
“SAT+” states was 87 miles. This
20! is more than twice the median
distance to college traveled by
0! students from “ACT+” states.
ACT+! ACT! ACT/SAT! SAT! SAT+! National!
State Category!

Graph reads: Among ACT-tested college students from “SAT” states, the median distance
between home and college was 77 miles.


Student Migration and Academic Achievement
As noted previously, student mobility Percent of ACT-Tested College Students Enrolled Out of State
increases with ACT Composite score
(ACT Composite Score 1–23), 2011
and it differs by the ACT and SAT
participation rates in the state. The
maps on this page illustrate the
variability across states in the share of
their ACT-tested college students who
enrolled out of state.
The first map focuses on the migration
patterns of enrolled students who had
an ACT Composite score of 23 or
lower. Students within this score range
were less likely than average to attend
• Twenty-one states, most of which
are located in the southern and
Midwestern parts of the country, < 15% 15%–19% 20%–29% 30%–49% 50%+
had fewer than 15% of students in Map reads: In California, less than 15% of ACT-tested college students with an ACT Composite
this score range enroll out of state; score between 1 and 23 enrolled out of state.
DC and 7 states located mostly in Note: Washington, DC, not shown, is categorized as “50%+.”
the northeastern part of the country
had 50% or more of these students
attending college out of state.

The second map focuses on the Percent of ACT-Tested College Students Enrolled Out of State
migration patterns of enrolled students
(ACT Composite Score 24–36), 2011
who had an ACT Composite score of
24 or higher. Students within this score
range were more likely than average to
enroll out of state.
• Only 2 states, Arkansas and Utah,
had fewer than 15 percent of
students in this score range
attending college out of state; DC
and 12 states located mostly in the
northeastern part of the country
had 50% or more of these students
enrolling out of state.

< 15% 15%–19% 20%–29% 30%–49% 50%+

Map reads: In Maine, 50% or more ACT-tested college students with an ACT Composite score
between 24 and 36 enrolled out of state.
Note: Washington, DC, not shown, is categorized as “50%+.”


The graph below shows the intersection of college student Positive numbers represent a net gain in the average
migration and academic achievement for ACT-tested achievement level of ACT-tested students enrolled in that
students in each state and DC. Student migration is state, whereas negative numbers represent a net loss. For
measured by college enrollment patterns, and academic example, the average ACT Composite score for students
achievement is measured by ACT Composite score. who migrated into Tennessee to attend college was about
Along the horizontal axis is the college migration ratio for 1 point higher than the average score for students who
each state. Ratios that are greater than 1 to 1 represent a migrated out of Tennessee. In contrast, the average ACT
net gain of ACT-tested students for the state, whereas ratios Composite score for students who migrated into Idaho was
that are less than 1 to 1 represent a net loss of ACT-tested about 2 points lower than the average score for students
students for the state. For example, West Virginia gained who migrated out of the state.
about 3 ACT-tested college enrollees from other states for In looking at the intersection of college student migration
each of its ACT-tested high school graduates that attended and academic achievement, states fall into 1 of 4 categories
college out of state. California, on the other hand, lost about based on their ACT-tested population: states that have
2 of its ACT-tested high school graduates to colleges in (1) enrollment gain and brain gain, (2) enrollment gain but
other states for each ACT-tested college enrollee who came brain drain, (3) enrollment loss but brain gain, and
into California. (4) enrollment loss and brain drain.
Along the vertical axis is the difference in the average ACT
Composite score between students coming into the state to
attend college and those leaving the state to attend college.

State Migration Patterns and Academic Achievement, 2011* • Thirty-one states and DC had
2.5!
migration ratios that were greater
MA!
UT! than 1 to 1; 19 states had migration
2!
Enrollment Loss Enrollment Gain ratios that were less than 1 to 1.
Brain Gain MI! Brain Gain
Difference in Mean ACT Composite Score!

1.5! (9 states) GA! (15 states + DC) SC! • Roughly half of all states had an
ME! IN!
1! TN!
LA! VT! average ACT Composite score for
DE!
MD! MO!
PA!
in-migrating students that was
CA!
0.5! FL!
NY! MT! higher than the average score for
VA!
0!
IL!
TX! WA!
WI!
AR! ND! out-migrating students.
MN! NE! OK! AL!
CT!
CO!
-0.5!
HI! OH! MS! * States Not Shown
NC!
-1! NH! SD!
AZ! IA! Migration Difference in
OR!
-1.5! WY!
State Ratio Mean ACT
Enrollment Loss Enrollment Gain
Brain Drain KY! Brain Drain AK 1 : 7.1 –2.8
-2! (10 states) ID! (16 states) WV!
NV! DC 4.2 : 1 +5.0
-2.5!
1:3! 1:2! 1:1! 2:1! 3:1! KS 1.2 : 1 –3.4
Ratio of In-Migration to Out-Migration! NJ 1 : 12.5 –2.4
Graph reads: West Virginia gained about 3 ACT-tested college enrollees from other states for each NM 1 : 1.5 –3.5
of its ACT-tested high school graduates who enrolled out of state. The average ACT Composite
score for students who migrated into West Virginia to attend college was about 2 points lower than RI 4.4 : 1 –0.8
the average score for students who migrated out of West Virginia.


Time of First Testing
Seventy percent of the ACT-tested College Type Attended by Time of First Testing, 2011
graduating class of 2011 first tested in
11th grade, whereas 30% first tested
in 12th grade. Relative to their peers 100!
who test earlier, students who first test
in 12th grade have been largely 80!
overlooked by the recruitment efforts
of colleges and scholarship agencies. 60! 56!

Percent!
In this section of the report, we 47!
highlight a few of the characteristics of 40! 32!
these test takers. 28!
21!
Although there are some differences in 20! 17!
the postsecondary destinations of the
ACT-tested graduating class of 2011 0!
by the time of first testing, the overall Grade 11! Grade 12!
pattern is similar. Time of First Testing!

• Of those students who first tested 4-Year! 2-Year! Not Enrolled!
in 12th grade, 68% went on to
Graph reads: 47% of the ACT-tested high school graduating class of 2011 who first tested in
college; among those who first 12th grade enrolled at a 4-year college.
tested in 11th grade, 72% went on Note: ACT tests taken before 11th grade were not included. Percentages may not sum to 100%
to college. due to rounding.

• Compared to a student who first
tested in 11th grade, a student who
first tested in 12th grade had a
lower likelihood of enrolling in a Time of First Testing Among ACT-Tested High School
4-year college and a higher Graduates by Family Income Level, 2011
likelihood of enrolling in a 2-year
college. 100!

80! 74! 75!
70!
65!

60!
Percent!

The grade level in which students first
took the ACT differed by family income 40! 35!
30!
level. 26! 25!

• A student’s likelihood of first taking 20!
the ACT in 12th grade decreased as
family income level increased. 0!
• Despite this downward trend by < $36K! $36K–$60K! $60K–$100K! $100K+!
Family Income Level!
family income level, roughly a
quarter of all ACT-tested high Grade 11! Grade 12!
school graduates whose family Graph reads: 26% of the ACT-tested high school graduating class of 2011 whose family earned
earned $60,000 or above first between $60,000 and $100,000 first tested in 12th grade.
tested in 12th grade. Note: Based on 74% of the ACT-tested graduating class of 2011 who reported family income level
when registering for the ACT. ACT tests taken before 11th grade were not included.


Time of First Testing Among ACT-Tested High School The grade level in which a student first
took the ACT differed by his or her
Graduates by ACT Composite Score, 2011
ACT Composite score.
100! • A student’s likelihood of first taking
86!
82! the ACT in 12th grade decreased as
76!
80! 70! ACT Composite score increased.
64!
61! • Nonetheless, 1 in 5 students with
60! an ACT Composite score of 24 or
Percent!

39!
higher first tested in 12th grade.
36!
40! 30! • A student’s likelihood of first taking
24!
18!
the ACT in 11th grade increased as
20! 14! ACT Composite score increased.

0!
1–15! 16–19! 20–23! 24–27! 28–32! 33–36!

Grade 11! Grade 12!
Graph reads: 18% of the ACT-tested high school graduating class of 2011 with an ACT
Composite score between 28 and 32 first tested in 12th grade.
Note: ACT tests taken before 11th grade were not included.

Time of First Testing Among ACT-Tested High School The grade level in which a student first
took the ACT varied considerably by
Graduates by State Category, 2011
the ACT and SAT participation rates in
100! the state.
83! • In “ACT+” states, 17% of students
80! tested for the first time in 12th grade
70!
64! and 83% tested for the first time in
60! 54! 53! 11th grade. This large share of
Percent!

52!
46! 48! 47! students who first tested in 11th
40! 36! grade is due in part to the “ACT+”
30! category comprising those states
20! 17! (CO, IL, KY, MI, TN, and WY) that
administered the ACT statewide to
all public high school 11th graders.
0!
ACT+! ACT! ACT/SAT! SAT! SAT+! National! • In contrast, about half of all ACT-
State Category! tested students in “ACT/SAT,” “SAT,”
Grade 11! Grade 12! and “SAT+” states tested for the first
time in 12th grade.
Graph reads: 47% of the ACT-tested high school graduating class of 2011 from “SAT+” states
first tested in 12th grade.


EOS Participation
Students can opt into the ACT Percent Opting Into EOS by Time of First Testing and
Educational Opportunity Service (EOS)
ACT Composite Score, 2011
when they register to take the ACT.
EOS provides students with information 100! 92! 91! 90! 89!
about educational and financial aid 86! 84!
opportunities by making the names of 90! 89!
80! 84! 84!
ACT-tested students available to 79!
75!
colleges and scholarship agencies that 60!

Percent!
meet EOS eligibility guidelines. About
88% of the ACT-tested high school
40!
graduating class of 2011 opted into
EOS during high school.
20!
A student’s likelihood of opting into
EOS differed by the intersection of the
0!
time of first testing and the students’ 1–15! 16–19! 20–23! 24–27! 28–32! 33–36!
ACT Composite score. ACT Composite Score Range!

• For students who first tested in Grade 11! Grade 12!
11th grade, a larger share of
students with scores in the middle 12th grade and had an ACT Composite score between 28 and 32 opted into EOS.
ranges of the score scale opted into Note: ACT tests taken before 11th grade were not included.
EOS relative to the share of
students at either the lower or
upper ranges of the score scale.
• For students who first tested in
12th grade, the share of students Percent Opting Into EOS by Time of First Testing and
who opted into EOS declined State Category, 2011
steadily as their scores increased.
100!
91! 90! 89! 90!
88! 89! 87! 88! 88! 89!
83! 83!
An ACT-tested student’s likelihood of 80!
opting into EOS differed very little by
the ACT and SAT participation rates 60!
Percent!

in the state.
• Compared to the other state 40!
categories, a smaller percentage of
students in “SAT+” states opted into 20!
EOS. Opt-in rates for “SAT+” states,
however, were higher than 80%.
0!
• Within each state category, the EOS ACT+! ACT! ACT/SAT! SAT! SAT+! National!
opt-in rate did not differ much by State Category!

time of first testing. Across all state Grade 11! Grade 12!
categories, a large majority of Graph reads: 89% of the ACT-tested high school graduating class of 2011 from “ACT+” states who
students who tested for the first time first tested in 12th grade opted into EOS.
in 12th grade were interested in Note: ACT tests taken before 11th grade were not included.
more information from colleges and
scholarship agencies through EOS.


Percent of EOS Students Selected by Time of First Testing and Colleges and scholarship agencies
that are eligible can use ACT’s EOS
to identify and select prospective
100
97! 98! 98! 99! students whose backgrounds and
86! academic achievement levels align
93! with the mix of desired characteristics
80! 88! 88!
80! of the students in their applicant pool.

60!
57! Among those students who opted into
Percent!

57! EOS, a student’s likelihood of being
selected by a college or scholarship
40!
agency differed by both the time of
31! first testing and the student’s ACT
20!
Composite score.
• Within all score ranges, a student
0!
1–15! 16–19! 20–23! 24–27! 28–32! 33–36! who first tested in 12th grade was
ACT Composite Score Range! less likely than a student who first
Grade 11! Grade 12! tested in 11th grade to be selected
through EOS.
12th grade, opted into EOS, and had an ACT Composite score between 24 and 27 were • For students who first tested in
selected at least once through EOS.
11th grade, the percentage who
were selected leveled off beginning
in the score range of 20 to 23.
• For students who first tested in
12th grade, the percentage who
Average Number of Times EOS Students Were Selected by were selected increased similarly
Time of First Testing and ACT Composite Score, 2011 by ACT Composite score.

50!
42!
Average Number of Selections!

40! The number of times that a student
34!
was selected by a college or
30! scholarship agency through EOS also
24! differed by both the time of first testing
and the student’s ACT Composite
20!
14! score.
10!
8! • Within all score ranges, students
5! 6! 6!
4! who first tested in 12th grade were
1! 1!
0.4! selected by fewer colleges and
0!
1–15! 16–19! 20–23! 24–27! 28–32! 33–36! scholarship agencies than students
ACT Composite Score Range! who first tested in 11th grade.
Grade 11! Grade 12! • The grade-level gap in the average
Graph reads: ACT-tested high school graduates from the class of 2011 who first tested in
number of colleges and scholarship
12th grade, opted into EOS, and had an ACT Composite score between 33 and 36 were agencies that selected students
selected an average of 8 times through EOS. widened as the students’ ACT
Composite score increased.


Score-Sending Behavior
Students can send their test scores Number of College Choices at Time of First Testing by
at no cost to up to 4 colleges or
Family Income Level, 2011
scholarship agencies when they
register for the ACT. Many students do 100!
not take advantage of this opportunity
to get their information to the colleges 80!
that they are considering. Of the high 62! 61!
school graduating class of 2011, only 60!
57!
51!

Percent!
54% sent their test scores to at least 43!
1 college at time of first testing. 38! 39! 49!
40!
Score-sending behavior at time of first
testing differed by the family income 20!
level of the student.
• A student’s likelihood of submitting 0!
test scores to at least 1 college " $36K! $36K–$60K! $60K–$100K! $100K+!
decreased as family income level Family Income Level!

increased. At least 1! None!
• Conversely, a student’s likelihood of Graph reads: 57% of the ACT-tested high school graduating class of 2011 whose family earned
not submitting any test scores at between $60,000 and $100,000 sent their ACT scores to at least 1 college at time of first testing.
the time of ACT registration Note: Based on 74% of the ACT-tested graduating class of 2011 who reported family income level
when registering for the ACT.
increased with family income level.

A student’s score-sending behavior Number of College Choices at Time of First Testing by
at time of first testing differed
State Category, 2011
substantially by the ACT and SAT
participation rates in the state. 100!
• In “ACT” and “ACT+” states, more
than 50% of graduates sent their 80!
ACT scores to at least 1 college. 64!
60!
• In contrast, fewer than 50% of 60! 55! 55! 54!
Percent!

49! 51!
graduates in “SAT” or “SAT+” states 45! 45! 46!
40!
sent their ACT scores to at least 40! 36!

1 college.
20!

0!
ACT+! ACT! ACT/SAT! SAT! SAT+! National!
State Category!

At least 1! None!
Graph reads: 60% of the ACT-tested high school graduating class of 2011 from “ACT+” states sent
their ACT scores to at least 1 college at time of first testing.


Enrollment by College Preference
Enrollment by College Choice Number and Students can send their test scores to
up to 4 colleges or scholarship
agencies in preferential order when
50! 45!
they register for the ACT. This ranking
44!
41! of their college choices provides an
40! 36!
38! early indicator of students’ intentions
and has been shown by ACT research
29! to be an important predictor of college
30!
Percent!

enrollment.
20! 16! 17! 18! 18!
16!
• Regardless of ACT Composite
14! score, ACT-tested college enrollees
10! 11! 11! 11! 11!
10!
9! attended their 1st choice college at
8! 9! 8! 8! 8! 9! significantly higher rates than that
for their 2nd, 3rd, and 4th choice
0!
1–15! 16–19! 20–23! 24–27! 28–32! 33–36! colleges.
ACT Composite Score Range! • The rate at which students enrolled
1st Choice! 2nd Choice! 3rd Choice! 4th Choice! at their 1st choice college increased
steadily between the ACT score
Graph reads: 45% of ACT-tested college students with an ACT Composite score between 28 and
32 enrolled at their 1st choice college. ranges of 1 to 15 and 28 to 32, and
Note: Based on ACT-tested college students who sent scores to at least 1 college when registering then decreased for the score range
for the ACT. For students who tested more than once, the college choice set from the last ACT test of 33 to 36. The rates at which
was used.
students enrolled at their 2nd, 3rd,
and 4th choice colleges varied far
less by ACT Composite score.

Enrollment at Same College Type as Preference by When students register for the ACT,
they can indicate the type of college
that they prefer to attend. In general,
100! 96! 99! the students’ college type preference
90!
86! 84! is a good indicator of the type of
79! 78!
80! 74! 75! college that they eventually attend.
64! 65!
73! 64! • Regardless of whether the college
70!
60! 52!
is public or private, students with a
Percent!

63!
45! 60! 4-year college preference are more
53!
40! 35! likely to attend this college type as
43!
their ACT Composite score
28! increases.
20!
• Students with a 2-year college
0! preference are less likely to attend
1–15! 16–19! 20–23! 24–27! 28–32! 33–36! this college type as their ACT
ACT Composite Score Range! Composite score increases.
4-Year Total! 4-Year Public! 4-Year Private! 2-Year Total!
36 who preferred a 4-year college enrolled at a 4-year college.
Note: Based on ACT-tested college students who provided college type preference when
registering for the ACT. Enrollment rates not provided for ACT Composite score ranges where
sample size is less than 50.


Interest-Major Fit
College majors have different academic cultures. Selecting Interest-major fit clearly benefits both students and the
a college major that is rewarding—that provides college they attend: students engaged in good-fit majors are
opportunities to do preferred activities and express one’s more likely to stay in college, stay in their major, and finish
values—is an example of interest-major fit. While many sooner.
students gravitate toward majors that fit their interests, many Interest-major fit is derived from two data elements that are
do not. This has important implications. Evidence is collected during ACT registration: (1) the student’s ACT
accumulating that the fit between students’ interests and Interest Inventory scores and (2) the student’s intended
their college major is important in understanding and major from a list of 294 college majors.
predicting student outcomes. Research at ACT and
The interest-major fit score used here measures the strength
elsewhere suggests that if students’ measured interests are
of the relationship between the student’s profile of ACT
similar to the interests of people in their chosen college
Interest Inventory scores and the profile of interests of
majors, they will be more likely to:
students in a given major. Interest profiles for majors are
• remain in their major based on a national sample of undergraduate students with
• persist in college a declared major and a GPA of at least 2.0. Major was
• complete a college degree in a timely manner determined in the third year for students in 4-year colleges,
and in the second year for students in 2-year colleges.

There is a lot of variation by planned Interest-Major Fit for a Subset of Planned Majors, 2011
major in the share of ACT-tested high
school graduates who selected a
major that is a good fit with their 100!
personal interests. The chart shows
the level of interest-major fit for a 80!
subset of college majors selected by 62!
the graduating class of 2011. 60!
Percent!

52!
• Sixty-two percent of students who 44!
41!
40! 37!
planned to major in accounting had 28!
32! 31! 32! 30!
26! 27! 26!
personal interests that were a good 20!
fit for this major, and only 12% had 20! 12!
personal interests that were a poor
fit for accounting. 0!
Accounting! Music! Pharmacy! Special Philosophy!
• In contrast, only 26% of students Education!
Planned Major!
who planned to major in philosophy
had personal interests that were a Good Fit! Moderate Fit! Poor Fit!
good fit for this major, whereas 44%
Graph reads: 62% of the ACT-tested graduating class of 2011 with a planned accounting major and
had personal interests that were a an interest-major fit score had good fit between their personal interests and the major environment.
poor fit for philosophy. Note: Not all planned college majors are included in the graph. Based on 66% of the ACT-tested
high school graduating class of 2011 for which the interest-major fit index could be calculated.
For students who tested more than once, planned major from the last ACT test was used.
Interest-major fit ranges from 0–99, with values of 80 and higher indicating good fit, values between
60 and 79 indicating moderate fit, and values less than 60 indicating poor fit.


Interest-Major Fit by ACT Score Range, 2011 A student’s likelihood of having a good
fit between personal interests and
50! 47! planned major increased with ACT
45!
42! 42! Composite score.
38!
40! 36! • Slightly less than half of all students
32! 32! 32! 32!
31! 33! with a score between 33 and 36
30! selected a major that was well
Percent!

31!
30!
27! 27! aligned with their interests,
24!
20!
21!
compared with only 27% of
students with a score of 15 or
10! lower.
• Conversely, 42% of students with a
0! score of 15 or lower had a poor
1–15! 16–19! 20–23! 24–27! 28–32! 33–36!
interest-major fit, whereas only 21%
of students with a score between
Good Fit! Moderate Fit! Poor Fit!
33 and 36 selected a major with
Graph reads: 27% of the ACT-tested high school graduating class of 2011 with an ACT Composite poor fit.
score between 24 and 27 and an interest-major fit score had poor fit between their personal
interests and the major environment.
Note: Based on 66% of the ACT-tested high school graduating class of 2011 for which the
interest-major fit index could be calculated. For students who tested more than once, planned
major from the last ACT test was used. Interest-major fit ranges from 0–99, with values of 80 and
higher indicating good fit, values between 60 and 79 indicating moderate fit, and values less than
60 indicating poor fit.

Persistence in Major by ACT Score Range and Interest-Major Fit Evidence from a sample of ACT-tested
college students illustrates the added
value of interest-major fit in predicting
100! student persistence within their major.
• Students with a good interest-major
80! 73!
68! fit persisted in their major at higher
63!
58! 60! 65! rates than students with moderate
60! 55!
58! and poor fit, with the largest
Percent!

54! 56!
52! 53!
51!
55! difference at the upper ranges of
40! 48!
45! 45! 47! the ACT Composite score scale.
• A student with an ACT Composite
20! score between 33 and 36 who had
a poor fit between personal
0! interests and college major had the
1–15! 16–19! 20–23! 24–27! 28–32! 33–36!
same chance of persisting in the
major as a student with an ACT
Good Fit! Moderate Fit! Poor Fit!
Composite score of 15 or lower
with a good interest-major fit.
19 and good fit with their entering college major persisted in the same college major family through
the start of their third year of college.
Note: Based on a sample of 62,494 ACT-tested students who entered college between 2000
and 2006 and remained enrolled in the second (2-year students) or third (4-year students) year of
college. College major family represented by 2-digit CIP code. Interest-major fit ranges from 0–99,
with values of 80 and higher indicating good fit, values between 60 and 79 indicating moderate fit,
and values less than 60 indicating poor fit.


Predictors of Success
ACT continues to recommend the use High School GPA Distribution Among ACT-Tested High School
of multiple criteria when assessing the
Graduates Who Reported Grades, 2011
college readiness of students. Two of
the more commonly used criteria for 25!
25!

assessing academic readiness are
highlighted in this section of the report.
20!
The distribution of high school GPAs
among the ACT-tested graduating 16!
15!
15! 14!
class of 2011 has a sizable
concentration of students with GPAs Percent!
at the upper end of the range and 10! 9!
8!
relatively few students with GPAs in
the lower end of the range. 5!
5! 4! 4!
• 41% have a GPA over 3.5
• 55% have a GPA over 3.25
0!
< 2.00! 2.00–2.24! 2.25–2.49! 2.50–2.74! 2.75–2.99! 3.00–3.24! 3.25–3.49! 3.50–3.74! 3.75+!
• 30% have a GPA under 3.0
High School GPA Range!
Given the skewed shape of this
distribution, it is difficult to further Graph reads: 25% of the ACT-tested high school graduating class of 2011 who reported
high school grades earned a GPA of 3.75 or higher.
differentiate the achievement levels of Note: Based on 86% of the ACT-tested high school graduating class of 2011 who reported high
a large number of students at the school grades in core subjects.
upper end of the distribution. As such,
ACT recommends that high school
GPA not be the sole measure of
academic achievement in making
admissions, scholarship, and course
ACT Composite Score Distribution Among ACT-Tested
placement decisions. High School Graduates Who Reported Grades, 2011
The distribution of ACT Composite 25!
scores among the graduating class of
21!
2011 who reported high school GPA
20! 19!
is more symmetrical, with a 18!
concentration of students in the
middle of the score range and fewer 15! 14!
Percent!

students with scores in the upper and 12!
lower ends of the range.
10!
8!
Compared to the GPA distribution, it is
easier to differentiate the achievement
5! 4!
levels of students at the upper end of 3!
the ACT score distribution. While the 1!
largest number of GPAs is in the range 0!
1–12! 13–15! 16–18! 19–21! 22–24! 25–27! 28–30! 31–33! 34–36!
of 3.75 and higher, the largest number ACT Composite Score Range!
of ACT scores is in the range of 19
to 21. Graph reads: 14% of the ACT-tested high school graduating class of 2011 who reported high
school grades earned an ACT Composite score between 25 and 27.
Note: Based on 86% of the ACT-tested high school graduating class of 2011 who reported high
school grades in core subjects.


Bachelor’s Degree Completion Within 4 Years by High school GPA and test scores often
provide unique information about a
ACT Composite Score and High School GPA
student’s achievement level that is
100!
predictive of his or her academic
success in college. ACT recommends
that high school GPA and ACT scores
80! 71!
be used together when measuring the
63!
academic achievement of students,
60! 51! and that these measures are
Percent!

Overall 4-Year!
44!
Completion! 39! 39! combined with other evidence in
40! Rate = 35%!
making decisions about the college
27! 37!
30! readiness of students.
20! 17! 20! 22! Among a random sample of
11! 17!
5! 10!
ACT-tested students who entered
0! 4-year colleges in fall 2003, 35%
1–15! 16–19! 20–23! 24–27! 28–32! 33–36!
ACT Composite Score Range! earned a bachelor’s degree within
4 years and 62% earned a bachelor’s
HSGPA < 3.00! HSGPA 3.00–3.49! HSGPA 3.50+!
degree within 6 years.
Graph reads: 39% of ACT-tested students at 4-year colleges with an ACT Composite score between Whether one looks at 4-year or 6-year
20 and 23 and a high school GPA of 3.5 or higher obtained a bachelor’s degree within 4 years.
rates, degree completion rates
Note: Based on 18,860 ACT-tested students who entered college in fall 2003. Degree completion
rates not provided for ACT Composite score ranges where sample size is less than 50. increase with both high school GPA
and ACT Composite score.
• Within each GPA range, there are
large differences in completion
Bachelor’s Degree Completion Within 6 Years by rates by ACT Composite score.
ACT Composite Score and High School GPA For example, for students with a
high school GPA in the range of 3.5
100! or higher, 4-year completion rates
90!
84! vary from 17% to 71%, depending
78!
80! Overall 6-Year! on ACT Composite score.
Completion! 70!
Rate = 62%! • Similarly, within any ACT Composite
70!
60! 58! 65! score range, there are large
Percent!

60! differences in completion rates by
40! 54!
40!
49! 48! high school GPA. For example, for
44!
students with an ACT Composite
32! 34!
score between 24 and 27, 6-year
20!
22! completion rates vary from 48% to
78%, depending on high school
0!
1–15! 16–19! 20–23! 24–27! 28–32! 33–36! GPA.

HSGPA < 3.00! HSGPA 3.00–3.49! HSGPA 3.50+!

Graph reads: 54% of ACT-tested students at 4-year colleges with an ACT Composite score between
28 and 32 and a high school GPA of less than 3.0 obtained a bachelor’s degree within 6 years.
Note: Based on 18,860 ACT-tested students who entered college in fall 2003. Degree completion
rates not provided for ACT Composite score ranges where sample size is less than 50.


ACT Enrollment Management Trends Report 2012

ACT Enrollment Management Trends Report 2012

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