Administrative Policies

KCTCS Assessment and Placement Policy

1. Purpose

This policy describes the assessment and placement policy by which students are eligible to enroll in KCTCS coursework.

2. Scope

2.1

This assessment and placement policy specifically applies to all credential-seeking students, students who transition from non-credential seeking to credential seeking, and students who are undecided about their choice of program as of Fall 2022, except students identified under 3.5 B Certificate and Diploma-Assessment and Placement Exemptions.

2.2

Assessment and Placement Guidelines specific to dual credit high school students are found in 4.13 APPENDIX I

3. Policy

3.1 General Provisions

1. Students enrolling in a college credit course for the purpose of earning credit applicable toward an educational credential who meet the college readiness benchmarks as identified by the Council on Postsecondary Education’s (CPE) College Readiness (see 4.13 APPENDIX III) Indicators may enroll in college-level coursework.
2. A credential-seeking student who does not meet the College Readiness standards established by CPE may be required to enroll in no more than one (1) developmental course in each curriculum pathway (Reading, Writing, and Mathematics) in areas for which the student has not met the academic readiness standards. A developmental course means a course that prepares a student for college-level study and does not award credit toward a credential or degree (13 KAR 2:020).
   
3. A student shall have access to a corequisite or credit-bearing content course in the curriculum pathway (English or mathematics) within the first academic year of enrollment. Corequisite course is defined as a course that includes enhanced academic supports, such as additional hours of instruction, tutoring, mentoring, or advising that awards credit toward a credential or degree (13 KAR 2:020).
4. Students with 12 or more credit hours at the 100 level or above in general education courses with a 2.0 GPA are exempt from reading placement requirements and are considered college ready in reading. However, all students must meet individual course pre-requisites such as those for entry-level English and mathematics courses.
5. Primary subject-level placement charts for reading, English and mathematics shall state the minimum score on the subject-specific domain for common tests used within KCTCS. Placement scores indicate minimum academic levels required for placement into KCTCS developmental courses, corequisite courses, entry-level reading, English and mathematics courses, and some programs. Colleges shall not require higher than the KCTCS placement scores listed. Placement charts do not indicate course sequences.
6. All exam scores remain an indicator of academic readiness for a minimum of twelve (12) months from the date of administration. An institution shall not determine academic readiness using scores received from exams taken more than four (4) years prior. Administered placement tests, specific course selection, and course sequences may differ by college insofar as this policy allows. Students should refer to their respective colleges for details.
7. A final high school GPA, as used for placment, does not have an expiration date.
8. Approved methods of assessment and placement are:
   • ACT
   • Accuplacer
   • ALEKS
   • Cumulative unweighted high school GPA
   • EdReady Diagnostic
   • EdReady Study Path
   • GED College Readiness
   • KYOTE
   • SAT
   • TABE 9/10-A (Discontinued as of December 31, 2021)
   • Wonderlic

3.2 Special Provisions

1. College Discretion One-Level Advancement or “One-Up”
   KCTCS Colleges, at their discretion, may place credential-seeking students who score within one placement level below the system-wide standard into an entry-level college corequisite course or pathway-appropriate developmental course
2. Alternative Remediation
   Students scoring below the college readiness standards may be eligible for high quality basic skills instruction through Kentucky Skills U (formerly Kentucky Adult Education). Students with college readiness scores below the benchmark can take the Test of Adult Basic Education (TABE) at the local Skills U Center to determine eligibility. Additionally, student may take advantage of various pre-enrollment interventions available at many KCTCS colleges.
3. Accommodations
   Students with disabilities may request accommodations consistent with the provisions of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
4. High School and Home-Schooled Students
   Assessment and Placement Guidelines specific to dual credit students are in 4.13 Appendix I. Home-Schooled students will follow these same guidelines.
5. Waivers
   A college may establish procedures to exempt students from assessment and placement criteria. The procedure must include the conditions under which a waiver will be granted, including clearly identifying the students being granted a waiver and the reason for the waiver. The college’s waiver policy must be on file at the college and in the KCTCS Chancellor’s Office.

3.3 Associate Degree-Seeking Students

1. Mathematics Placement
   1. For students who do not have the CPE required minimum college readiness indicators for their chosen pathway (see 4.13 Appendix III), below is the KCTCS Mathematics Placement Level Chart. Each test refers to the minimum score required on the appropriate subject- specific domain of the indicated test for each Placement Level. Placement charts do not indicate course sequences. Only common tests are listed. For placement using older or uncommon measures, see 4.13 Appendix II.
   2. Change in Quantitative Reasoning/Math Pathway: KCTCS colleges may establish procedures to address developmental or prerequisite math needs for students who change programs and consequently QR/Math pathways. Placement into a corequisite course in the new pathway is strongly recommended. If student has a 2.5 high school GPA the student would automatically be afforded the opportunity of a corequisite course per CPE Implementation Guidance

NOTE: A student may enroll in any course listed in the indicated placement level. "S" indicates a corequisite option.

2. Reading Placement
   1. The pathway to complete READING basic requirements for a credential will, at most, require one developmental course to be followed by a reading corequisite or no further reading courses required.
   2. For institutions offering Integrated Reading and Writing (IRW) developmental courses, a student shall be placed into whichever is LOWER, the Reading Course Placement or the English Course Placement, but will at no time be required to take more than one developmental course per pathway.
   3. Below is the Reading Placement Level Chart. Each test refers to the minimum score required for the appropriate subject-specific domain of the indicated test for each Placement Level. Only common placement tests are listed. For Reading placement using older or uncommon measures, see 4.13 APPENDIX II.

¹ The corequisite general education course may vary by institution. To assist with selection of corequisite courses and student registration, general education courses that currently have a reading prerequisite will allow registration with concurrent enrollment in RDG 100 or IRW 100.
² Students who place at the Corequisite Level, but not lower, for both Reading and English, shall be placed in either IRW 095 which will satisfy both the reading requirement and prerequisites for ENG 101, OR a college-level reading course and/or corequisite English and reading courses. At no time shall a student take both IRW 095 and a corequisite or college-level reading or English course in the same term.

3. English Placement
   1. The pathway to complete English (Writing) basic requirements for a credential will, at most, require one developmental course to be followed by ENG 101 or ENG 101 corequisite.
   2. For institutions offering Integrated Reading and Writing (IRW) developmental courses, a student shall be placed into whichever is LOWER, the Reading Course Placement or the English Course Placement, but will at no time be required to take more than one developmental course per pathway.
   3. Below is the English Placement Level Chart. Each test refers to the minimum score or level required for the appropriate subject-specific domain of the indicated test for each Placement Level. Only common placement tests are listed. For English placement using older or uncommon measures, see 4.13 APPENDIX II.

³ Students who place at the Corequisite Level, but not lower, for both Reading and English, shall be placed in either IRW 095 which will satisfy both the reading requirement and prerequisites for ENG 101, OR a college-level reading course and/or corequisite English and reading courses. At no time shall a student take both IRW 095 and a corequisite or college-level reading or English course in the same term.

3.4 English as a Second Language (ESL)

1. Some KCTCS colleges offer instruction to non-native English speakers. Any ESL student who does not meet college readiness levels in English or reading shall take a language placement assessment, currently the Michigan English Placement Test (MEPT)⁴. ESL students who do not meet college readiness levels in mathematics shall take the institution’s current mathematics assessment tool.
2. In the ESL Course Placement Chart for the ESL categories of reading, writing, listening/speaking and grammar, each test refers to the minimum score required. Please refer to the specific institution’s ESL program guidelines for course options.

⁴ Formerly referred to as CaMLA (Cambridge Michigan Language Assessment)
⁵ Writing sample may be required for BCTC.
⁶ Where available, special sections of corequisite and RDG 100 classes dedicated to ESL students will be designated.
⁷ Writing sample is required for JCTC.

3.5 Certificate and Diploma-Seeking Students

1. Certificate and Diploma Minimum Standards (See Exemptions Below)
   • KCTCS has determined minimum academic standards for placing students in certificate and diploma programs. Some certificates embedded within associate degree programs may have placement levels less than those required for the associate degree and other certificates may require higher assessment and placement levels as determined through the curriculum approval process. All course prerequisites and selective admissions requirements must still be met.
   • Certificate or Diploma Minimum Standards (Students should meet one of the following):
     • ACT Composite Score of 16
     • The equivalent of ACT Mathematics 16, ACT Reading 16, and ACT English 14 as indicated on the Placement Tables found in section 3.3 of this policy
     • Earned 12 college-level credit hours within the last 7 years
     • Completed the appropriate developmental and/or corequisite course sequence(s).
     • Met Ability to Benefit standards (students who have not obtained a high school diploma or its equivalent) by completing a Department of Education approved exam with appropriate scores or satisfactorily completing 6 credit hours or the equivalent coursework applicable toward a degree or certificate offered by the institution making the determination.
2. Certificate and Diploma Assessment and Placement Exemptions
   1. KCTCS grants an exemption from assessment and placement criteria for any student enrolled in a credential or program that requires 18 credits or less, or is listed below. However, any course prerequisites must still be met.
   2. Colleges using the waiver process described in section 3.2 of this policy may exempt students enrolled in select certificate and diploma programs from assessment and placement criteria.
   3. If a student has successfully completed all course work for a certificate or diploma, the student shall then be exempt from assessment and placement criteria, thus allowing the student to earn the qualifying credential.
      

4.13 Appendix I: Assessment and Placement of Dual Credit High School Students

All Colleges will utilize this placement guideline/policy as written

13 KAR 2:020 governs the requirements for general education courses. To help maximize high school student success in dual credit courses and subsequent college/university coursework upon high school graduation, and to maintain the integrity of college-level coursework, this policy has been developed to assess and place 9^th through 12^th grade high school students in dual credit classes. All KCTCS Colleges will follow these guidelines as written, which align closely with the CPE Admissions and Placement Regulation and align with but do not completely match the general provisions of the KCTCS Assessment and Placement Policy. Limited admissions programs such as Early or Middle College programs will follow those program admission requirements.

Requirements for enrollment into General Education Dual Credit Courses

Dual credit students must meet the CPE college readiness indicator appropriate for any course for which they enroll AND any course-specific requirements noted in the KCTCS course catalog.

Exception: Dual credit students in the 12th grade who assess/place into an English, Math or Reading course with a supplemental course may enroll in that option if offered by their KCTCS College for dual credit. Both courses are eligible for any available dual credit tuition waiver and dual credit scholarship. All other students must meet the established readiness indicators to enroll in an English, Math, or Reading course.

Requirements for Enrollment into Technical Education Dual Credit Courses

Students must meet:

• A high school grade point average (GPA) of 2.0;
• AND any course-specific requirements noted in the KCTCS course catalog.

There are additional placement options for students to enroll in technical courses outlined in the Dual Credit policy.

4.13 Appendix II: Course Placement for Older or Uncommon Measures

1. The following placement charts are for reference to older placement tests no longer being offered but still within the four (4) year period for placement, or for reference to less common measures or pilot measures. Manual prerequisites overrides may be needed for student enrollment based on some of these measures, especially for courses below college readiness.

4.13 Appendix III: Council on Postsecondary Education College Readiness Indicators

Beginning Fall 2022-Spring 2025, all public postsecondary institutions in Kentucky will use the indicators of readiness established by the Council on Postsecondary Education as measures of college academic readiness. Upon admission to a public postsecondary institution, students scoring at or above the established scores or grades will not be required to complete developmental coursework and will be allowed entry into college credit-bearing coursework that counts toward degree credit requirements.

Students not meeting established college readiness indicators but who have a 3.0 cumulative, unweighted high school GPA may enroll in a college-level gateway course in a readiness area. Students not meeting established college readiness indicators and who do not meet the high school GPA cutoff should enroll in either corequisite or developmental courses according to the tables above.

*Institutions may determine readiness at these levels based on institutional data, as long as students have met the quantitative reasoning benchmark in one of the identified measures.