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ACT Scores Rise for Fourth Straight Year

District 202 posts record ACT scores, beat state and national composite scores for the first time since 2005, officials announced Monday.

Seniors at the four high schools in posted a record-high district score on the ACT college entrance exam, marking the fourth consecutive year test scores rose, district officials announced Monday.

“Congratulations to our high school students, staff and families for this tremendous achievement, school board president Roger Bonuchi said at Monday’s school board meeting. “It’s a big deal.”

The 1,726 graduating seniors from , , and high schools taking the test recorded a 21.3 composite score, up from 20.7 the year before.

The six-tenths of a percentage point increase is statistically significant because of the relatively small size of the pool of test-takers, Bonuchi said.

For the first time since 2005, this year’s composite ACT score beat both the state average of 20.9 and the national average of 21.1. The highest possible score is a 36.

The ACT test measures a student’s readiness for college and is often used in college admissions selection.

District 202 officials said the district is increasing the rigor of the curriculum, aligning curriculum with state and national learning standards and increasing the opportunity for students to take more challenging classes, such as advanced placement courses.

Still district officials said not enough students are college-ready.

The percent of students who meet college readiness benchmarks needs to improve, Glenn Wood, assistant superintendent for curriculum and instruction, said in a statement.

This year, 25 percent of District 202 students met the benchmark in all four subjects (reading, math, English and science), which is the same as the state, according to district data.

In individual subjects, 68 percent met the benchmark for college English, compared to 65 percent statewide; 49 percent met benchmarks for college algebra, versus 44 percent statewide; and 30 percent met benchmarks for College Biology, equal to the statewide percentage. The benchmark score is a prediction of how well the students will do in that subject in college.

As a district, students increased their scores in reading, math, English and science, and exceeded the state average in all four subjects. The district exceeded the national average in math, English and science.

Plainfield North High School set a district-high score of 22.4 on its composite ACT score, up from a 19 in 2007.

Plainfield East High School recorded the greatest one-year increase from last year, up from a 19.6 in 2011 to a 20.5 in 2012.

Plainfield South High School posted a composite score of 20.9, which is an increase from 19.2 in 2005.

Plainfield Central High School’s score of 21.3 is equal to the district average and has been increasing gradually since 2008 when students scored a 19.3.

VVSD Mom September 11, 2012 at 04:20 PM
In the meantime the average ACT score at BHS is 19. UGH! A student can get a score of 16, just by filling out their name on the top of the test. VVSD Sucks! The Average ACT score in District 203, 25.6.
Kimmy f September 11, 2012 at 07:02 PM
Not only is the academic results worse than surrounding school districts VVSD Mom, but we pay 13% more in school levied property taxes for the privilege. I am seriously considering home schooling my two before they they go to BHS.
Ken September 11, 2012 at 07:41 PM
Be sure to look at the whole picture when you start comparing data. Much of it is out of the control of the teachers and school district but in the hands of the parents. For example, low income is at 53.4% in 365u but at 17.3% in 202, 10.4% in 203 and 13.8% in 204. Mobility is at 12.9% in 365u but at 8.1% in 202, 4.5% in 203 and 7.6% in 204. Chronic truants is 4.6% in 365u but at 1.0% in 202, 0.3% in 203 and 0.6% in 204. Drop out rate is 1.9% in 365u but at 1.4% in 202, 0.5% in 203 and 0.6% in 204.
V. Scheurich September 11, 2012 at 07:42 PM
The stage has been set. Barack Obama will become the hero and settle the Chicago teachers strike. Watch! It is all set up for the Man -O- Steel to become the negotiator-in-Chief. http://therealrevo.com/blog/?p=83311
RB September 11, 2012 at 08:01 PM
Please clarify what is the relation between the article about ACT scores and your politically motivated posts?
Beatrice W September 11, 2012 at 08:17 PM
Are you telling me that you can't teach a low-income child? That has to be one of the weakest excuses I ever heard. Shame on you. The district has been failing for the last 11 years, the districts demographics have changed dramatically during that time period and the economy has created hardship on many families. So tell me Ken; why is it that 10 years ago when there were less colored people in the area and the economy was robust (fewer low-income families), the test scores were still abysmal? I'm considered low-income, but I get my child off to school and I stay involved as a parent. Don't you dare blame me!
Ken September 11, 2012 at 09:06 PM
Beatrice W, There are plenty of studies that will show that income plays a part in test scores. Are you saying that it doesn't? How about students that move in and out of school districts? Do you think that will not impact test scores? Remember, the mobility rate of 365u is almost triple that in 203. (12.9% compared to 4.5%.) How do you expect teacher to teach children that don't attend school? The Chronic Truancy rate in 365u is almost 15 times higher than that in 203. (4.6% compared to 0.3%) Do you really think that these differences don't impact test scores? You may make sure that your child goes to school but what about all of the parents that don't? Remember, it's 15 times higher in 365u than 203. It's kind of difficult for teachers to teach when the students don't attend class. Can you explain why you brought race into the discussion?
MARSELLA MARTINEZ September 11, 2012 at 09:52 PM
KEN, ANYONE THAT READS YOUR COMMENTS ABOUT LOW INCOME STUDENTS CAN TELL ITS DRIPPING WITH RACISM. YOU STILL NOT HAVE NOT ANSWERED THE QUESTION AS TO WHY THE ACT TEST SCORES FROM 10 YEARS AGO WHEN THERE WAS LESS LOW INCOME STUDENTS AND HARDLY ANY TRUANCY OR MOBILITY PROBLEMS.
Ken September 11, 2012 at 10:08 PM
Marsella, That is your assumption. I never once mentioned race. The facts remain that there are many factors (including income, attendance...) that are beyond the control of teachers. Are you saying that all of the studies that have been done showing the correlation between income, attendance and test scores are wrong? Can you provide a link to the data that you're referring to from 10 years ago? I'd love to look it over.
BHS Dad September 11, 2012 at 11:55 PM
If you take a look at the Illinois report card for BHS and click on the tab ~ Trends - Achievement Gap, you will be able to see the last 10 years of reports comparing any groups on any subject: White / Black White / Hispanic Black / Hispanic Low income / Non low income Male / Female IEP / Non IEP Sadly, none of the groups are excelling on any subject currently or in the past. There is a huge gap between whites and minorities and low income and non low income students. :( I point the incompetence finger at the school district and its administrators.
my opinion September 25, 2012 at 03:32 PM
It’s not about race. Go to Tennessee, the Appalachian mountain area, you will find the same stats for their low income kids who are predominantly white. Why don’t we break it down this way? Let’s see how students do that come from homes that have….. Two parents in the home Single parent (divorced) Single parent (never married) Single parent (teenage mom) Not living with parents One or both parents with graduate degree(s) Both parents with college degrees One parent with college degree Both parents – high school graduates One parent – high school graduate Parents never graduated from high school Both parents speak and read English One parent speaks and reads English Parents don’t read English Parents don’t speak or read English Child comes to school with a full stomach Child comes to school hungry Do you think these numbers would tell a tale? There are so many other factors to learning than just the teachers. Parents play a key roll in how a student performs. And NO, this does not mean that all kids can’t learn just that there are many obstacles. If a child doesn’t have a support system at home it makes it difficult for a child to succeed. A great teacher can make a huge difference in the life of a child, but the teacher can’t do it all by themselves they need the help of the parents.

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