By HOLLY WAGNER

Herald-Whig Staff Writer

Quincy High School's 2008 graduates posted an average composite score of 20.1 on the ACT, the highest score since the school began administering the test to all students in 2001.

Quincy Notre Dame High School students scored an average composite of 22.9, up from 22.5 last year.

The Liberty School District registered an average composite of 20.9, according to high school principal Karen Carper. Last year, students scored 21. Other Adams County districts were not prepared to release ACT scores this morning.

At QHS, 456 students took the test, a smaller class from a year ago when 525 students averaged a 19.1 composite score on the 36-point scale.

Principal Terry Ellerman credited the uptick to a combination of efforts on the part of staff and students.

"It's hard to pinpoint any one thing," he said. "I think it's a lot of things that are coming together. ... I think the common focus that we have in our building is a good one," with its emphasis on all students learning, he said.

The ACT is designed to measure readiness for college and the workforce by setting benchmark scores that indicate a 50 percent chance of earning a B or higher in the corresponding credit-bearing college course.

Only 21 percent of those tested at QHS are considered college-ready in all four subjects: English, math, social science and science. Nationwide, that figure is 22 percent.

In English, 61 percent hit the benchmark. In math, it was 41 percent, 45 percent in social science and 25 percent in science. These percentages were slightly below statewide averages with the exception of math, where only 40 percent were considered college-ready statewide.

At QND, 30 percent of all students tested are considered college-ready: English, 84 percent; math, 56 percent; social science, 65 percent; and science, 35 percent.

At Liberty, the average composite was 23 percent; 72 percent in English, 47 percent in math, 42 percent in social science, and 23 percent in science.

The ACT, an Iowa City, Iowa-based nonprofit organization, says a major part of the shortfall in college readiness is that students are failing to complete a core curriculum of college-prep courses. Students who take a recommended core sequence -- four years of English, and three each of math, science and social studies -- are significantly more likely to meet benchmarks.

There is still a wide gap locally and nationally between the test scores of white students and black students. However, at QHS, that gap does not exist for other minorities.

The 373 QHS students who reported themselves as Caucasians scored an average composite of 20.2. The 18 students who identified themselves as African-American scored only 15.2.

The 48 students who consider themselves "other" or made no choice under ethnicity also scored 20.2. Eleven Hispanic students scored an average composite of 22.

"We continue ... to look at subgroups and what we're offering as intervention services," said Danielle Edgar, assistant principal for curriculum.

She said teachers recruit students they believe would benefit from after school programs, such as the ACT Prep that is offered annually in the evenings at First Baptist Church and after school.

"Some want it and seek it out themselves," Edgar said. "We're trying to do a lot of different things for all our subgroup areas and ... address kids as individuals as well."

All juniors in Illinois take the test under state requirements for the federal No Child Left Behind legislation. Michigan and Colorado also test 100 percent of students and next year they will be joined by Kentucky and Wyoming. A growing number of school districts are also requiring all students to take the ACT.

The last year the test was taken primarily as an entrance exam by students who were college bound was 2001. That year the score was 21.6.

Students may take the test more than once. The scores reflect the last test taken by students who graduated in June.

QHS scored slightly below the state average of 20.7. The state score was 20.5 a year ago. Nationwide, scores were 21.1, down from 21.2 last year but equal to the 2006 average.

Over the past year or so, Ellerman said the high school has implemented several practices that highlight its focus on learning for all students.

Staff are meeting weekly to collaborate in professional learning committees. Teachers in each department discuss common goals for their subject and how to respond to students who are learning and those who are not.

For students who have difficulty mastering a topic, QHS has instituted focused study halls. Students are assigned to the focused study halls a semester at a time, or may attend as needed for additional help from a content-area teacher.

Preparation for the ACT has been incorporated into advocacy classes as well as regularly into English and math classes. In addition, students are offered incentives to do well on the test, such as not having to take finals their senior year.

-- hwagner@whig.com/221-3374