Illinois Report Card 2018-2019
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  1. Home
  2. HOOPESTON AREA HIGH SCHOOL
  3. Retired Tests
  4. ACT
  • School Snapshot
  • Academic Progress
    • SAT
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    • Participation Rate
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    • Performance Scatterplots
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    • Climate Survey
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  • Teachers
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  • Administrators
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  • Feeder Schools
  • Retired Tests
    • PARCC
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    • ACT
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    • Students Not Tested
    • Subgroup Comparisons
HOOPESTON AREA HIGH SCHOOL (9 - 12) HOOPESTON AREA CUSD 11
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Principal Mr. John Klaber
District Superintendent Mr. Robert Richardson
Address 615 E ORANGE ST HOOPESTON IL 60942 (217) 283-6662
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Basic Comparison

You select the schools, and this tool provides comparisons of Fast Facts, Academic Progress, and School Environment.

 

Advanced School Comparison

You select schools with similar factors and then see comparisons on several measures of School Characteristics, Test Performance, Demographics, and Finance.

ACT

Shows average ACT scores compiled at the school, district, and state levels.

 
 
 
 
 
 
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The ACT is a standardized test consisting of multiple choice items in four different subjects. The ACT scores range from 0 to 36. This display shows the average score achieved by the students in the four subject areas plus a composite score. The district and state averages are included for comparison.

This data includes graduating students' most recent ACT Assessment scores from an ACT national test date or PSAE testing. All students whose scores are college reportable, both standard and extended time tests, are now included. State averages for ACT data are based on regular public schools and do not include private and special purpose schools.

Click on the View Trends button to see three years of data.

This chart displays the average ACT scores achieved by students over the past three years. This information is provided for each of the four subject areas plus the composite score.

A college-ready composite score of 21 or higher on the ACT shows that students have learned important academic skills that they will need in order to succeed in college and careers. While academic preparation is an essential part of readiness for college and careers, students also need persistence, motivation, time management, and technical skills.

The use of long term (or longitudinal) data to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Schools generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.

  • ACT National and State Scores

  • Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)

  • What We Know About College Success: Using ACT Data to Inform Educational Issues

  • Using ACT Data as Part of a State Accountability System

  • ACT Understand Your Scores

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