Park College has an ACT average score of 22 for undergraduate admissions. This score reflects the typical performance of admitted students, providing a benchmark for prospective applicants.
Park College has an ACT score range for undergraduate admissions with a 25th percentile of 19 and a 75th percentile of 25. While meeting this range does not guarantee admission, scores near the top end of 25 indicate a stronger application. Conversely, applicants scoring closer to 19 will need to enhance their application with higher grades, compelling essays, notable awards, and extracurricular activities to improve their chances.
Park College's math ACT score requirements indicate that the 25th percentile score is 20, while the 75th percentile score is 24. This means that 25% of admitted students scored at or below 20, and 75% scored at or below 24, reflecting the range of acceptable scores for the math component of the ACT.
Park College requires students to achieve an ACT English score in the range of 20 to 24, with the 25th percentile at 20 and the 75th percentile at 24. These scores reflect the minimum expectations for the English component of admissions.
Park College's Reading ACT Score requirements indicate that the 25th percentile score is 20, while the 75th percentile score is 24. This means that students scoring at or above 24 are considered competitive, while those scoring around 20 may be on the lower end of the accepted range. These figures highlight the expectations for the reading component of the ACT for undergraduate admissions at the college.
Park College's ACT score requirements for the science component indicate that the 25th percentile score is 20, while the 75th percentile score is 24. This means that to be competitive, students should aim for a score above 20, with scores around 24 being more favorable.
Park College requires standardized tests for undergraduate admissions, with 100% of students submitting ACT scores. Self-reporting of scores is allowed, and the college permits superscoring of ACT results.
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