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In 2006, ACT, Inc., released a report called Reading Between the Lines that showed which skills differentiated those
students who equaled or exceeded the benchmark score (21 out of 36) in the reading section of the ACT college admissions
test from those who did not. Prior ACT research had shown that students achieving the benchmark score or
better in reading—which only about half (51 percent) of the roughly half million test takers in the 2004–2005 academic
year had done—had a high probability (75 percent chance) of earning a C or better in an introductory, credit-bearing
course in U.S. history or psychology (two common reading-intensive courses taken by first-year college students)