PreACT and ACT test scores are critical indicators of student readiness for Advanced Placement (AP) courses. This research highlights the correlation between these standardized test scores and the likelihood of achieving success on AP exams. The findings suggest specific score thresholds for various AP subjects, helping educators identify students who are well-prepared for rigorous coursework. The study emphasizes the importance of combining test scores with other measures of student readiness, such as high school grades and coursework. Ideal for educators and administrators aiming to enhance AP course enrollment and success rates.

Key Points

  • Identifies PreACT and ACT score thresholds for AP exam success.
  • Highlights the correlation between standardized test scores and AP performance.
  • Recommends using test scores alongside other readiness measures.
  • Provides specific score guidelines for various AP subjects.
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ACT Research & Policy | Data Byte | August 2020
PreACT and ACT Test Scores Associated
with AP Exam Success
Justine Radunzel, PhD, and Jeff Allen, PhD
Many schools, districts, and states administer the PreACT
®
and/or the ACT
®
test to
measure readiness for college and careers. A recent study suggests that these test
scores can also be used to help identify students who are academically prepared and
may benefit from some of the more rigorous courses offered in high schools across the
nation, including Advanced Placement (AP) courses.
1
The purpose of this brief is to
highlight the PreACT and ACT AP-ready scores found in the study. The most common
use cases would be using:
• PreACT 8/9 tests administered in grades 8 or 9 to measure readiness for AP courses
taken in grades 9 or 10
• PreACT tests taken in grade 10 to measure readiness for AP courses taken in grade 11
• ACT tests taken in grades 10 or 11 to measure readiness for AP courses taken in grades
11 or 12
The study found that PreACT and ACT test scores are positively related to AP exam
scores and are good predictors of success. The recommended linkages to AP exam
success—defined two ways by either receiving a score of 3 or higher on the AP
exam
or receiving a 4 or higher on the AP exam—were developed in relation to content-
relevant scores for most courses (as shown in Table 1). More specifically, the sum of the
English and Reading scores (denoted E+R) and the English Language Arts (ELA) score
(average of the English, reading, and writing scores—not available for the PreACT test)
were used for ELA-related AP courses, and the STEM score (average of the math and
science scores) was used for STEM-related courses.
For each course and outcome, two AP-ready scores are provided—one for fall and one
for spring testing depending on when students take the ACT assessment (PreACT 8/9,
PreACT, or ACT test). For example, the first row of results within the table indicates that
students who tested in the fall and achieved a PreACT or ACT E+R score of 42 or higher
are likely academically ready to succeed in AP English Language and Composition in
the subsequent year as they have a 50% or greater chance of earning a 3 or higher on
the corresponding AP exam. Those with a PreACT or ACT E+R score of 54 or higher
1
Radunzel, J., & Allen, J. (2020). Predicting success on Advanced Placement exams using ACT Aspire, PreACT, and
ACT test scores. Iowa City, IA: ACT. https://www.act.org/content/dam/act/unsecured/documents/R1835-predicting-
success-AP.pdf. Data for the study was available for 49,220 students from 318 high schools who had taken at least one
AP exam in May of 2015 through May of 2019 and had previously taken ACT Aspire
®
, PreACT, or the ACT test.
ACT, Inc. 2020
© by ACT, Inc. This work is licensed under a Creative Commons Attribution-Non
Commercial 4.0 International License.https://creativecommons.org/licenses/by-nc/4.0/
ACT.org/research
R1839
have a 50% or greater chance of earning a 4 or higher score. The AP-ready scores
derived from spring testing are slightly higher at 45 (for 3 or higher) and 56 (for 4 or
higher) to account for the reduced time between taking the ACT assessment and the
AP exam.
For a holistic view of student readiness, we recommend using PreACT or ACT scores in
combination with other measures (e.g., high school coursework taken, high school grades,
motivation, interest) to assess readiness for AP courses.
Table 1. PreACT/ACT Scores Associated with a 50% Chance of Success on AP
Exams—continued
PreACT/
ACT score
3 or higher 4 or higher
AP course Fall Spring Fall Spring
ELA-related
English Language and
Composition
E+R 42 45 54 56
ELA 20 21 25 26
English Literature and
Composition
E+R 49 51 61 62
ELA 23 24 28 28
European History
E+R 45 49 57 60
ELA 21 23 26 28
Human Geography
E+R 41 41 52 52
ELA 19 19 24 24
Psychology
E+R 39 42 46 49
ELA 19 20 22 23
US Govt and Politics
E+R 47 50 59 61
ELA 22 23 27 28
US History
E+R 44 47 55 57
ELA 21 22 25 26
World History
E+R 39 43 51 55
ELA 19 20 24 25
STEM-related
Biology STEM 22 23 26 27
Calculus AB* STEM 25 25 28 28
Chemistry STEM 24 25 28 29
Computer Science A STEM 24 24 28 28
Environmental Science STEM 23 24 25 26
Macroeconomics STEM
24 26 27 28
Microeconomics STEM 23 25 25 28
Physics 1** STEM 27 27 30 30
Physics C: E and M STEM 26 28 28 30
Physics C: Mechanics STEM 25 25 28 28
Statistics STEM 23 24 27 28
ACT Research & Policy | Data Byte | August 2020
2
Table 1. PreACT/ACT Scores Associated with a 50% Chance of Success on AP
Exams—continued
PreACT/
ACT score
3 or higher 4 or higher
AP course Fall Spring Fall Spring
Other
Art History Comp. 22 22 28 28
Music Theory Comp. 21 22 25 27
PSAT/SAT-derived
Comparative Govt. and
Politics
Comp. 22 22 25 25
Computer Science
Principles
Comp. 18 18 25 25
Note. E+R = English + Reading score. Comp. = Composite score. ELA scores are only available for the ACT test.
*Cut scores are not reported for AP Calculus BC. As recommended by College Board as part of AP
Potential, students who meet the AP Calculus AB cut scores and perform well in courses leading up to
Calculus may consider taking AP Calculus BC.
**Cut scores are not reported for AP Physics 2. As recommended by College Board as part of AP Potential,
students who meet the AP Physics 1 cut scores and perform well in prerequisite courses for AP Physics 2
may consider taking AP Physics 2.
ACT Research & Policy | Data Byte | August 2020
3
Justine Radunzel, PhD
Justine Radunzel is a principal research scientist in Validity and Efficacy Research
specializing in postsecondary outcomes research and validity evidence for the ACT test.
Jeff Allen, PhD
Jeff Allen is a statistician and director in Validity and Efficacy Research. He specializes in
longitudinal research of educational outcomes, student growth models, and validation of
college readiness measures.
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End of Document
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FAQs

What is the significance of PreACT and ACT scores for AP courses?
PreACT and ACT scores serve as important predictors of student readiness for Advanced Placement (AP) courses. The study outlines specific score thresholds that indicate a student's likelihood of achieving a score of 3 or higher on AP exams. For instance, an E+R score of 42 or higher on the PreACT is associated with a 50% chance of success in AP English Language and Composition. These insights help educators identify students who are academically prepared to tackle more challenging coursework.
How are the AP-ready scores determined for different subjects?
AP-ready scores are derived from the analysis of PreACT and ACT test results, focusing on relevant subject areas. For example, the English and Reading scores (E+R) are used for ELA-related AP courses, while STEM-related courses utilize the average of math and science scores. The study provides specific score recommendations for both fall and spring testing, ensuring that students are evaluated based on their readiness relative to the timing of their AP exams.
What recommendations does the study make for educators?
The study recommends that educators use PreACT and ACT scores in conjunction with other measures, such as high school grades and student motivation, to assess readiness for AP courses. This holistic approach allows for a more comprehensive evaluation of a student's capabilities. By identifying students who meet the recommended score thresholds, educators can better support and encourage enrollment in AP courses, ultimately enhancing academic success.
What are the implications of this research for high school administrators?
High school administrators can utilize the findings from this research to inform their strategies for promoting AP course enrollment. By understanding the specific score thresholds associated with AP exam success, administrators can implement targeted interventions and support systems for students. This data-driven approach can lead to increased participation in AP courses and improved overall student performance on AP exams.

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