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

MATHEMATICS PLACEMENT LEVELS

Mathematics Placement Level	ACT Mathematics	SAT Mathematics	HS GPA	KYOTE	EdReady Diagnostics	EdReady Study Path	KCTCS Courses A student may enroll in any course listed below the indicated placement level.  "S" indicates a corequisite option
CALCULUS COLLEGE READINESS	27	640		CALCULUS 15			MAT 175, MAT 174, MAT 170
Precalculus	23	560		COLLEGE ALGEBRA 15	69	94	MAT 171, MAT 160, MAT 159
COLLEGE ALGEBRA COLLEGE READINESS	22	540	3.2	COLLEGE ALGEBRA 14	65	86	MAT 161, MAT 155, MAT 154, MAT 150
QUANTITATIVE REASONING COLLEGE READINESS OR College Algebra Coreequisite/    Prerequisite	19	510	3.0	COLLEGE ALGEBRA 7 or MATH PLACEMENT 22	55	68	STA/MAT 151, MAT 146, MAT 141, PHI 250, MAT 150 with MAT 100, MAT 126
AAS Mathematics and College Algebra Associated Developmental	18	490	2.8	MATH PLACEMENT 18	50	63	MAT 116, MAT 110, MAT 105, MAT 085
Quantitative Reasoning Corequisite OR Associated Developmental	16	430	2.2	MATH PLACEMENT 12	41	59	MAT 146 with MAT 146S, MAT 126 with MAT126S, MAT 116 with MAT 116S, MAT 110 with MAT 110S, MAT 105 with MAT 105S, OR MAT 075, MAT 071, MAT 065
Meta-Major Pathway Corequisites OR Associated Developmental	14	360	1.0	MATH PLACEMENT 6	33	53	MAT 161 with MAT 161S, STA/MAT 151 with MAT 151S, MAT 141 with MAT 141S OR MAT 062, MAT 061, MAT 055, MAT 011
Adult Education	N/A	N/A		MATH PLACEMENT 0 – 5	0-32	0-52	Refer to Skills U or Pre-Enrollment Interventions

B. Reading Placement

1. 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.

      READING PLACEMENT LEVELS

      Reading Placement Level	ACT Reading	SAT  *Reading **Evidence-based Reading & Writing	HS GPA	Wonderlic Verbal	EdReady Diagnostic Reading and Writing	EdReady  Study Path Reading and Writinging	KCTCS Courses
      READING COLLEGE READINESS	20	24* 480*	3.0	325	70	95	No Reading Course Required
      Reading Corequisite or Reading Course	16	440**	2.2	265	56	72	RDG 100 Corequisite with General Education or College Success Course[1] IRW 100 Corequisite with ENG 101 IRW 095[2], RDG 185, RDG 030
      Developmental	11	390**	<2.2	205	35	43	IRW 085, RDG 020
      Adult Education	0-10	0-380**		0-200	0-34	0-42	Refer to Skills U or Pre-Enrollment Interventions

      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.
      
      
      
      C. 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.

         ENGLISH PLACEMENT LEVELS

         English Placement Level	ACT English	SAT *Writing & Language **Evidence-Based Reading & Writing	HS GPA	Wonderlic Verbal	EdReady Diagnostic Reading and Writing	EdReady Study Path  Reading and Writing	KCTCS Courses
         ENGLISH COLLEGE READINESS	18	22* 480**	3.0	310	70	95	ENG 101
         English Corequisite OR Developmental for ENG 101	14	440**	2.2	240	56	72	ENG 101 Corequisite with ENG 100 OR IRW 100, IRW 095, ENC 091
         Developmental	12	390**	<2.2	205	35	43	IRW 085, ENC 0963, ENC 090
         Adult Education	0-11	0-380**		0-200	0-34	0-42	Refer to Skills U or Pre-Enrollment Interventions

         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.
   
   

   ESL PLACEMENT LEVELS at Bluegrass Community & Technical College

   ESL Placement Level	ACT	MEPT	Reading	Writing	Listening/Speaking
   ESL COLLEGE READINESS	Reading 20 English 18	EPT 715	No Placement	ENG 101 corequisite with ENG 100, or ENG 101 (if ESL Reading Completed)	No Placement
   ESL Level 3		EPT 605	Any 100 Level HUM corequisite with RDG 1006, or ESL 030	ESL 130	ESL 110
   ESL Level 2		EPT 415	ESL 120 corequisite with RDG 1006, or ESL 020	ESL 091	ESL 100 or ESL 012
   ESL Level 1		EPT 305	FYE corequisite with RDG 1006, or ESL 010	ESL 090	ESL 011
   ESL Level 0		EPT 0-295	Refer to Skills U or Pre-Enrollment Interventions

   ESL PLACEMENT LEVELS at Jefferson Community & Technical College

   ESL Placement Level	ACT	MEPT	Reading	Writing	Grammar
   ESL COLLEGE READINESS	Reading 20 English 18	EPT 707	No Placement	ENG 101	No Placement
   ESL Level 4		EPT 607	ESL 053	ESL 063	ESL 063
   ESL Level 3		EPT 507	ESL 052	ESL 072	ESL 082
   ESL Level 2		EPT 407	ESL 051	ESL 071	ESL 081
   ESL Level 1		EPT 217	ESL 031	ESL 041	ESL 041
   ESL Level 0		EPT 0-207	Refer to Skills U or Pre-Enrollment Interventions

   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.
   
   
2. Mathematics Placement Levels
   

   Mathematics Placement Level	ACT MATH	Accuplacer/Next Gen Advanced Algebra Functions (AAF)	ALEKS	GED College Readiness MATHEMATICAL REASONING	TABE 9/10 - A	Wonderlic QUANTITATIVE
   CALCULUS (CL) COLLEGE READINESS	27		76	N/A	N/A	N/A
   Precalculus	23		52	N/A	N/A	355
   COLLEGE ALGEBRA (CA) COLLEGE READINESS	22		46	175	N/A	340
   College Algebra Corequisite OR QUANTITATIVE REASONING (QR) COLLEGE READINESS	19	250	30	165	N/A	300
   College Algebra Associated Developmental	18		N/A	N/A	N/A	280
   Quantitative Reasoning Corequisite OR Associated Developmental	16		N/A	N/A	10.2	270
   Meta-Major Pathway Corequisites OR Associated Developmental	14		N/A	N/A	6.4	250
   Adult Education	N/A		N/A	N/A	0-6.3	0-245

3. Reading Placement Levels
   

   Reading Placement Level	ACT READING	Accuplacer/ NextGen	Accuplacer/Classic Reading	GED College Readiness Reasoning through the Language Arts	TABE 9/10-A Reading	KYOTE READING
   READING COLLEGE READINESS	20	250	80	165	12.5	20
   Reading Corequisite or Reading Course	16		60	N/A	10.0	12
   Developmental	11		41	N/A	6.0	6
   Adult Education	0-10		0-40	N/A	0-5.9	0-5

4. English Placement Levels
   
   

   English Placement Level	ACT ENGLISH	Accuplace/ Next Gen	Accuplacer/ Classic WritePlacer	GED College Readiness Reasoning through the Language Arts	TABE 9/10-A Reading	KYOTE WRITING
   ENGLISH COLLEGE READINESS	18	250	5	165	12.8	6
   English Corequisite or Developmental for ENG 101	14		4	N/A	9.0	5
   Developmental	12		2	N/A	6.1	3
   Adult Education	0-11		0-1	N/A	0-6.0	0-2

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.