| Title: |
Predicting ACT ELA and STEM Benchmark Attainment: The Role of High School Coursework and Grades. Research Report. R2433 |
| Language: |
English |
| Authors: |
Edgar I. Sanchez; ACT Education Corp. |
| Source: |
ACT Education Corp. 2025. |
| Availability: |
ACT Education Corp. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org |
| Peer Reviewed: |
N |
| Page Count: |
35 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Education Level: |
High Schools; Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
High School Students; Advanced Courses; Grade Point Average; Secondary School Mathematics; Secondary School Science; Benchmarking; English; College Entrance Examinations; Academic Achievement; College Readiness; Advanced Placement Programs; Honors Curriculum; Acceleration (Education); Social Studies |
| Assessment and Survey Identifiers: |
ACT Assessment |
| Abstract: |
This study provides strong evidence that both the rigor and the quantity of high school coursework in mathematics, science, and English and language arts have a significant influence on ACT ELA and STEM Benchmark attainment. Students who take advanced coursework, complete more years of subject-specific courses, and maintain higher GPAs are more likely to meet these benchmarks. Importantly, completing math coursework beyond Algebra II, as well as courses in biology, chemistry, and physics, was critical in meeting the ACT STEM Benchmark. Maintaining a higher English GPA and taking sequenced English courses had the greatest effect on ACT ELA Benchmark attainment. This study emphasizes the benefits of rigorous, sequenced coursework and strong academic performance in preparing students for college readiness as measured by the ACT. |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
ED677928 |
| Database: |
ERIC |