| Description |
This study examined the relation between the ACT Reading score and a variety of high school student academic behaviors including cumulative grade point average (GPA), number of college courses taken, number of reading intensive courses taken, and two state common core standards reading assessments. It also looked at how income and gender moderated the effects of these variables on the ACT Reading score. Using standard multiple regression, a model representing 52% of the variance in the ACT Reading score was revealed. The findings indicate students who take more rigorous coursework in high school and maintain a high GPA are more likely to do well on the ACT Reading test. Additionally, taking more advanced courses was correlated with better ACT Reading scores for boys. A strong GPA showed a weaker relationship to success on the ACT Reading test for low-income students than for their higher income peers |
