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Kentucky
Postsecondary Placement Policies

Statewide

The Kentucky Council on Postsecondary Education revised the placement requirements for the 2019-20 academic year.

Students who meet or exceed the state’s minimum qualifying scores (see table) on one of five assessments are exempt from completing developmental education or co-requisite coursework. The council also sets cut scores for placement into three credit-bearing math courses: quantitative reasoning, college algebra and calculus.

Kentucky’s Minimum College Readiness Benchmarks

Readiness Area

ACT

SAT

KYOTE

GED

ALEKS

English

18

480 or 25

6

165

N/A

Reading

20

480 or 25

20

165

N/A

Math

19

500

22

165

30

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Georgia
Postsecondary Placement Policies

University System of Georgia

The Board of Regents has established system-wide placement policies and exemptions for community colleges and four-year institutions.

To be exempt from placement testing in English (reading/writing), students must meet one of the following criteria:

  • Completed Area A English course with grade of “C” or higher
  • English Placement Index of 4230 or higher
  • High School grade-point average of 3.1 or higher and completion of required high school curriculum in English
  • Score of 480 SAT or higher on the Evidence-Based Reading and Writing section
  • Score of 17 ACT or higher on the English or Reading subtest higher
  • Score of 61 or higher on Classic Accuplacer (237 or higher on Next-Generation Accuplacer) Reading Comprehension Test and score 4 or higher on the WritePlacer

To be exempt from placement testing in Mathematics a student must meet one of the following criteria:

  • Complete Area A mathematics course with grade of “C” or higher
  • Placed into pre-calculus or higher math course
  • Math Placement Index of 1265 or higher
  • High School GPA of 3.4 or higher and completion of required high school curriculum in mat;
  • Score of 510 or higher on the SAT math section
  • Score of 20 or higher on the ACT math subtest
  • Score of 79 or higher on Classic Accuplacer Elementary Algebra test
  • Score of 266 or higher on Next-Generation Accuplacer Quantitative Reasoning, Algebra, and Statistics test

Institutions may set higher scores or require additional measures for screening and placement into Learning Support courses. Students who meet the institution’s admission standards for programs leading to baccalaureate degrees are exempted from further placement testing.

Institutions may calculate a Mathematics Placement Index and an English Placement Index based on high school grade point average, SAT or ACT and, when indicated, the Classic Accuplacer placement test.

Institutions place students who do not meet placement thresholds into co-requisite, Learning Support courses. For more detailed information, please see the University System of Georgia Academic Affairs Handbook 2.9.1 Administrative Procedures for Learning Support Programs.

Technical College System of Georgia

System policy requires technical colleges to assess students’ readiness to enter academic programs of study. Institutions may accept a student’s official entrance score on several validated assessment instruments, including the SAT, ACT, GED, Accuplacer, COMPASS, or Test of Adult Basic Education (TABE). Colleges may also use high school GPA and documentation of certain work experiences to exempt students from placement testing.   

Students who do not meet all requirements for regular admission into a selected program are granted provisional admission status. Provisionally admitted students may take learning support classes and certain specified occupational courses until they satisfy program pre- and co-requisites.

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Delaware
Postsecondary Placement Policies

Four-Year Institutions

Delaware requires that 100% of high school students take the SAT before graduation. Accordingly, students who meet the SAT cut score set by the state’s public colleges and universities are exempt from remedial or developmental courses upon enrollment.

The University of Delaware and Delaware State University require that all first-time freshmen take the ALEKS assessment to determine their math course placement. A score of 45 or higher on the ALEKS assessment allows students to enroll in credit-bearing math courses.

High school students who pass the state’s transitional courses with a 77 or higher are exempt from remedial and developmental courses.

University of Delaware

At the University of Delaware, placement determinations vary by college and intended major. Students cannot register for specific math courses unless they meet the appropriate placement thresholds. Once you know the required math course for your major, use the following chart to determine the placement level.

Course

Title

*Placement Level Required for Enrollment

Math 010

Intermediate Algebra (Remedial, non-credit)

G, M, P, S, B, C

Math 113

Contemporary Mathematics

G, M, P, S, B, C

Math 114

College Mathematics and Statistics

M, P, S, B, C

Math 115

Precalculus

P, S, B, C

Math 117

Precalculus for Scientists and Engineers 

S, B, C

Math 221

Calculus I

B, C

Math 241

Analytic Geometry and Calculus A

C

In 2017, the University of Delaware launched a four-year pilot program providing Delaware students with the choice to submit their SAT or ACT test scores for admission to the University.

Delaware State University

All formally admitted freshmen and transfer students must complete the online ALEKS placement test for math two weeks prior to orientation and score at 45 or higher to enroll in college-level math courses. Student performance on the ACT or SAT determine placement into English composition courses.   

Two-Year and/or Technical Colleges

All Delaware Technical Community College students are required to take the Accuplacer to determine placement unless they meet one of the following three exemptions:

  • Completed credit-bearing courses in English, reading and/or math
  • Earned a 490 or above on SAT Math and 475 higher on SAT Verbal
  • Hold a bachelor’s degree when they are admitted
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Arkansas
Postsecondary Placement Policies

Statewide

Students who meet or exceed the ACT Benchmarks in English, reading, and math are exempt from placement testing.

The Arkansas Higher Education Coordinating Board requires all institutions to have an approved student placement plan. The board directs institutions to use multiple measures to determine placement into college-level courses when students score below the minimum ACT cut scores.

Arkansas Department of Higher Education ─ Minimum ACT Scores

ACT Sub-test Cut Score
English Composition 18
Reading 22
Math – College Algebra 22

The multiple weighted measures may include the following:

  • high school grade-point average
  • the number of years since a student took a specific course or was in school
  • other test scores (such as SAT or high school end-of-course exams)
  • other non-cognitive information such as motivation, time management skills or family support
  • writing samples and successful completion of a transitional course in high school

The board requires institutions to assess the effectiveness of placement criteria in predicting student success in the first credit-bearing college course.

Institutions may require that students interested in STEM majors meet higher standards for placement.

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Alabama
Postsecondary Placement Policies

Four-Year Institutions

Common, statewide placement requirements do not exist for four-year institutions. Instead, institutional governing boards set placement requirements.

Two-Year and/or Technical Colleges

The Alabama Community College Board of Trustees repealed the two-year system’s requirements for student placement testing in 2017.

As a result, the Alabama Community College System now encourages but does not require its institutions to use the ACCUPLACER to assess students for placement into credit-bearing college courses.

Institutions may exempt students from placement tests if students achieve satisfactory scores — as set by each institution — on the ACT or SAT.

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West Virginia
College and Career Planning in K-12

State regulation requires districts to provide structured Personalized Student Planning opportunities for students to explore and plan for careers. Student advisors use these activities to develop the personalized education plan with each student. During the eighth grade, students explore career options and take needs and interest assessments to help choose coursework for the ninth and 10th grades. Students revise plans annually. During the 10th grade year, students choose their coursework through the end of high school and postsecondary plans for the first year after high school graduation. Advisors assist students and their parents in identifying the student’s interests, learning styles, and career and academic aptitudes to guide educational planning and career choices.

School Counseling and Student Advisement

A standards-focused, integrated, and comprehensive school counseling program helps high school students acquire the skills to prepare for high school and postsecondary success. School counselors work with other school staff to assist students with academic and postsecondary planning that leads to seamless transitions to the identified postsecondary options.

High schools will implement student advisement systems that provide students with meaningful, supportive relationships and maximize each student’s personalized learning experience. An adult advocate, advisor or mentor will take an interest in each student’s successful learning, goal setting, career planning and personal growth. Schools should implement an evidence-based advisory system that integrates school success and career-readiness skills (e.g., work ethic, communication skills, teamwork, personal responsibility, organization, financial literacy, and study skills).

Postsecondary Access and Completion Initiatives

The West Virginia Higher Education Policy Commission and the Council for Community and Technical College Education strive to facilitate a statewide culture that values education and actively cultivates the academic achievement of all citizens, regardless of age or income. The Division of Student Affairs coordinates several college access and completion initiatives, including:

College Foundation of West Virginia is a college readiness outreach initiative aimed at helping students plan, apply, and pay for college. The one-stop college planning website is CFWV.com. The division also has launched a pilot project, funded by the Kresge Foundation, to provide students with college counseling and college-planning reminders via text message. Other CFWV outreach activities include training educators and community outreach professionals to provide in-depth college counseling, coordinating West Virginia’s statewide “College Application and Exploration Week” event, and engaging communities in promoting a stronger college-going culture across the state. Additionally, the division supports the work of the West Virginia Higher Education Policy Commission’s Division of Financial Aid in informing students of the availability of financial aid and assists in the efforts of the Commission to help adult students complete college degrees. The West Virginia Department of Education, the West Virginia Council for Community and Technical College Education, the West Virginia Department of Education and the Arts, and various other educational organizations are partners in these efforts.

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Virginia
College and Career Planning in K-12

Beginning in elementary school, students develop Academic and Career Plan Portfolios, including information about students interests and future goals. Seventh and eighth graders develop Academic and Career Plans and receive counseling about opportunities for obtaining industry certifications prior to high school graduation, as well as learning about Advanced Placement and dual enrollment options. Middle schools are also required to provide a course in career investigation, Middle grades students complete a locally selected career interest inventory and identify a career pathway. Students review their academic and career plans before they enter the ninth and 11th grades. The plan includes a high school program of study that is aligned with a postsecondary career pathway and/or college entrance.

The State Council of Higher Education for Virginia administers a statewide, federally funded GEAR UP program to help low-income students prepare for college. The program delivers early college activities through summer school on college campuses, neighborhood academies and parental-involvement initiatives, and scholarships for eligible participants.

Virginia offers online resources through two Web portals: I-am-the-one.com and the Virginia Education Wizard (http://VAwizard.org). Both sites help students learn more about college and work-based learning opportunities.

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Texas
College and Career Planning in K-12

State law requires middle grades students who have failed a state test or are not likely to graduate high school on time to complete personal graduation plans. All other students complete such plans by the ninth grade. Districts must inform students entering ninth grade about the endorsement requirement for the Foundation high school diploma and about the distinguished level of achievement.

The College for All Texans campaign is a project of the Texas Higher Education Coordinating Board. The goal of the campaign is to increase college-going rates of Texas high school graduates. The campaign provides information for parents and for middle grades and high school students about preparing, applying and paying for college. The project also provides materials to schools and other organizations to help them promote college readiness, financial aid options and postsecondary education to Texas students. Its website is CollegeForAllTexans.com.

Generation TX is a statewide portal provided by the Texas Higher Education Coordinating Board that offers access to online resources for students and their families to help them plan for college. Its website is GenTX.org.

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Tennessee
College and Career Planning in K-12

State regulation requires districts to administer a career-interest inventory to seventh grade students. Prior to entering high school, students complete an initial plan of study. By the end of the 10th grade, students should complete a second career interest inventory and revise their plan to include course work for the final two years of high school as well as career options and postsecondary plans. Students collaborate with middle grades and high school counselors to create these plans, updating them annually.

The Tennessee Higher Education Commission administers Tennessee’s federally funded GEAR UP TN grant program, a seven-year discretionary grant program that aims to increase the number of low-income, first-generation students enrolling and succeeding in college across 15 Tennessee counties. GEAR UP TN provides direct services to a cohort of students, beginning in the seventh grade and continuing through the first year of postsecondary education. GEAR UP TN also provides services to students in the senior class of participating high schools each grant year. As part of this grant, the Tennessee Department of Education and THEC offer CollegeforTN.org, an online Web resource that provides information for Tennessee students and their families to help them plan, apply and pay for college.

Tennessee has an online College and Career Planning System, available to all students in grades six through 2, allowing students to explore career options, learn more about themselves and plan for higher education and the workforce. The Tennessee Student Assistance Corporation provides an additional statewide Web portal, College Pays, to help students and their families plan for college.

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South Carolina
College and Career Planning in K-12

State law requires school counselors to ensure that, beginning in the sixth grade, all middle grades students have numerous opportunities to explore career options and complete career interest assessments prior to developing their Individual Graduation Plans, with assistance from their parents/guardians and school counselors.

By the end of eighth grade, students identify one or more of the 16 career clusters in their graduation plans. Students may change their choices of clusters at any time.

In high school, 10th grade students are required to narrow their focus areas by selecting academic majors within their chosen cluster(s). The selection of a major is also documented in the graduation plan to guide students in the selection of elective courses as they form their college and career aspirations beyond graduation.

The South Carolina Commission on Higher Education administers a statewide, federally funded GEAR UP program. The objectives of GEAR UP are to increase high school students’ academic performance and preparation for postsecondary education. Students in the program receive:

  1. Tutoring and mentorship
  2. Introduction to institutions of higher education through trips and school-based sessions
  3. Informational sessions regarding financial aid for postsecondary education

The South Carolina Commission on Higher Education also offers SC CAN (www.SCCANGO.org), a statewide portal that provides access to online resources for South Carolina students, families, and educational professionals. Visitors can view the site through mobile, computer, and tablet devices, access information through social media, watch videos, view pictures, download resources, receive news and program updates, read student blogs, submit success stories, and view an interactive calendar of events.

The South Carolina Commission on Higher Education awards funding to the Center of Excellence for College and Career Readiness at Francis Marion University. This center partners with school districts, technical colleges, economic development centers, and four-year colleges and universities to prepare students for postsecondary success. The center provides resources, programs, and support for existing and new P-20 initiatives and stakeholders (including administrators, guidance counselors, teachers, and students). Further, the center conducts research to further an understanding of how best to prepare South Carolina’s students for the challenges they face beyond high school.

Using the South Carolina Transfer and Articulation Center, students can better plan their progression to a degree by identifying and taking courses that will transfer toward a degree program at a public institution. Using SC TRAC, students can easily locate information related to transfer and access transfer agreements, search for course equivalencies to determine how courses taken at one institution transfer to another and find detailed and up-to-date information on degree pathways