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Wisconsin High School Assessments Data and Results

image of pie chartThe Wisconsin High School Assessments are comprised of: ACT Aspire Early High School assessment for grades 9 and 10 students, the ACT with writing for grade 11 students, and the ACT WorkKeys for grade 11 students.



The ACT assesses students' academic readiness for college. The ACT tests five subject areas – English, mathematics, reading, science, and writing. The Composite score is the whole number average of the subject area scores not including Writing. Beginning in 2015-16, an English Language Arts (ELA) score based on the English, Reading and Writing scores and a STEM score based on Mathematics and Science was reported. The highest possible score on the exam is 36 for the Composite, ELA, and STEM scores and each of the subject scores. The scores of each subject area are categorized as College Ready or Below College Ready based on benchmark values provided by the ACT. Benchmarks are provided for the Math, Science, STEM, English, Reading, and ELA scores. No ACT benchmarks are provided for the Composite and Writing scores. Wisconsin-specific cut scores were developed based on ACT benchmarks.

Aspire Early High School

ACT Aspire Early High School assesses student readiness in English, mathematics, reading, science, and writing and is linked to ACT College Readiness Benchmarks. ACT Aspire results are reported on a 3-digit score scale and are compared to ACT Benchmarks to determine whether students are on track to meet college-ready benchmarks. Students that are reported as “Exceeding” or “Ready” have met the ACT Readiness Benchmark for a subject while students that are reported as “Close” or “In Need of Support” have not met the ACT Readiness Benchmark for a subject. 3-digit scores are also reported for an overall composite score (average of the English, reading, mathematics and science scores), an English language arts (ELA) score (average of the English, reading and writing scores) and STEM score (average of the mathematics and science scores).


Note that no single test can tell us whether students have learned everything that is important for students to learn. Additional local evidence should be reviewed for a more complete picture of student learning.