2014‐15RemedialPlacement&EnrollmentReportPreparedbytheOfficeofAcademicandStudentAffairs
UniversityofNevada,LasVegasUniversityofNevada,RenoNevadaStateCollege
CollegeofSouthernNevadaGreatBasinCollege
TruckeeMeadowsCommunityCollegeWesternNevadaCollegeDesertResearchInstitute
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 1 of 45
BoardofRegents
Mr.RickTrachok,ChairmanMr.MichaelB.Wixom,Vice‐Chairman
Dr.AndreaAnderson Mr.TrevorHayesMr.CedricCrear
Mr.RobertDavidsonDr.MarkDoubravaDr.JasonGeddes
Mr.JamesDeanLeavittMr.SamLiebermanMr.KevinC.Melcher
Mr.KevinJ.PageMs.AllisonStephens
R.ScottYoung,ActingChiefofStaff
OfficersoftheNevadaSystemofHigherEducationMr.DanielJ.Klaich,Chancellor
Dr.LenJessup,PresidentUniversityofNevada,LasVegas
Dr.MarcJohnson,PresidentUniversityofNevada,Reno
Mr.BartPatterson,PresidentNevadaStateCollege
Dr.MichaelRichards,PresidentCollegeofSouthernNevada
Dr.MarkCurtis,PresidentGreatBasinCollege
Dr.MariaSheehan,PresidentTruckeeMeadowsCommunityCollege
Mr.ChesterBurton,PresidentWesternNevadaCollege
Dr.StephenWells,PresidentDesertResearchInstitute
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 2 of 45
TableofContents
RemedialPlacement................................................................................................................................................1
RemedialEnrollment..............................................................................................................................................3
GatewayCourseSuccess........................................................................................................................................8
RemediationRatesbyEthnicity......................................................................................................................10
RemediationRatesbyMillenniumStatus...................................................................................................10
RemediationTrends.............................................................................................................................................11
RemedialEnrollment Comparisons................................................................................................................12
CostofRemedialInstruction............................................................................................................................13
RemedialPlacementbyNevadaHighSchool............................................................................................14
NSHERemedialPolicy.........................................................................................................................................19
InstitutionalPlacementPolicies.....................................................................................................................21
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 3 of 45
RemedialPlacementRemedialratesforNSHEinstitutionsarereportedforplacementintocourseswithremedialcontenttoprovideamorecompletepictureoftheremedialneedsofrecentNevadahighschoolgraduates.RecenthighschoolgraduatesincludestudentswhograduatedfromaNevadahighschoolbetweenSeptember2013andAugust2014andsubsequentlyenrolledinanNSHEinstitution.Placementisbasedoninstitutionalassessmentandplacementpolicies(seetheInstitutionalPlacementPoliciessectionofthisreport).Typically,studentsareplacedbasedonAccuplacerorSATscores,butmanyinstitutionsareconsideringtheuseofmultiplemeasuresforplacementincludinghighschoolGPA.TheNSHEremedialplacementrateforthehighschoolclassof2014enrollingintoNSHEforthe2014‐15academicyearis57.7percent,upfrom54.9percentin2013‐14.
ThisreportincludesthepercentofrecentNevadahighschoolgraduatesplacedintoanEnglishand/ormathematicscoursewithremedialcontentoneyearfollowinghighschoolgraduation.WhiletheoverallremedialplacementrateforNSHEincreased,therateatthefour‐yearinstitutionsremainedrelativelyflatwhileTMCC’splacementratedecreasedsignificantly,reflectingchangesinplacementmethodsintendedtoimprovetheoverallsuccessofstudents.
TheCommunityCollegeResearchCenter(CCRC)reportsthatinanationalstudyontheprogressionofstudentsthroughremedialsequences,59percentofover250,000studentswerereferredtoremedialmathematics.Ofthosestudentswhocompliedwiththeirremedialmathematicsreferral,27percentcompletedthecollegelevelcourse.Ofthosewhodidnotenrollinaremedialcoursebutenrolleddirectlyintoacollegelevelcourse,72percentcompletedthatcourse.Theyconcludedthatremedialreferraldoesnotincreasethelikelihoodofsuccessinacollege‐levelcoursesincemanystudentsdonotmakeitthroughtheirremedialsequence.1Asaresultofthesubstantialnumberofstudentsthatperformwellincollege‐levelcoursesdespiteskippingtheirremedialreferral,CCRCconductedtwoadditionalstudiesandfoundinbothstudiesthat,“nearlyaquarterofstudentsassignedtoremedialmathematicsandathirdofstudentsassignedtoremedialEnglishcouldhavepassedcollege‐levelcourseswithaBorbetter.”2
TheCCRCdefinesunder‐placementasplacingastudentintoremediationwhoispredictedtoearnaBorbetterinacollegelevelcourse.GiventheNSHEdatasuggestingacorrelationbetweencompletionofacollegelevelgatewaycourseandstudentsuccess,includinggraduation,NSHEcontinuestoencourageevaluationoftheplacementmethodsutilizedatNSHEinstitutions.3
1 Bailey,T.,Jeong,D.W.,&Cho,S.W.(2010).Studentprogressionthroughdevelopmentalsequencesincommunitycolleges.NewYork,NY:ColumbiaUniversity,TeachersCollege,CommunityCollegeResearchCenter.
2 Scott‐Clayton,J.,&Stacey,G.W.(2015).Improvingtheaccuracyofremedialplacement.NewYork,NY:ColumbiaUniversity,TeachersCollege,CommunityCollegeResearchCenter.
3 ReportandRecommendationsoftheNSHETaskForceonGatewayMathematics:https://www.nevada.edu/ir/Documents/GatewaySummit/Report_and_Recommendations_of_the_Task_Force_on_Gateway_Mathematics_April_2015.pdf
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 4 of 45
ThefollowingtablesbreakdowntheNevadahighschoolclassof2014graduatesplacedintoanEnglishand/ormathematicscoursewithremedialcontentbythesubjectintowhichtheywereplaced.
52.5%
54.3%
80.9%
77.2%
56.8%
33.5% 51.6%
54.9%
59.9%
67.5% 81.0%
67.6%
58.4%
33.1%
57.0%
57.7%
CSN GBC NSC TMCC UNLV UNR WNC NSHE
PlacementRatesRecentHighSchoolGraduatesPlacedBelowCollegeLevel
TotalPlaced2013
TotalPlaced2014
15.5%2.3% 3.5% 5.3%
12.0%
12.0% 35.3%26.0%
38.5%17.8%
32.4%
29.9%38.1% 13.2%
31.5%
CSN GBC TMCC WNC 2‐yrInstitutions
PlacementRates‐ CommunityCollegesRecentHighSchoolGraduatesPlacedBelowCollegeLevel
Both
MathOnly
EnglishOnly
2.0%24.3%
3.0% 14.5%
43.7%12.6%
20.7%17.4%
35.3%
21.5%
9.3%
17.1%
NSC UNLV UNR 4‐yrInstitutions
PlacementRates‐ 4‐YearInstitutionsRecentHighSchoolGraduatesPlacedBelowCollegeLevel
Both
MathOnly
EnglishOnly
81.0%
58.4%49.0%
33.1%
59.9%
67.5% 67.6%
57.0%61.3%
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 5 of 45
Remedial EnrollmentThissectionofthereportprovidesdataontheenrollmentofstudentsplacedinamathematicsorEnglishcoursewithremedialcontent.Enrollmentofstudentsplacedintoacoursewithremedialcontentarecapturedsystemwide:ifastudentplacesintoremedial‐levelcourseworkatoneNSHEinstitutionbutenrollsinacourseatanotherNSHEinstitutionthatenrollmentiscapturedforthepurposeofthisreport.Theplacedstudentsaredepictedinthetablesbythecoursetheytookfollowingplacement.
DuetotheinitiativesatNSHEinstitutionstoimprovethedeliveryofremedialinstruction,alternativestotraditionalremedialcourses(Englishandmathematicscoursesbelowthe100‐level)havebeenimplementedatmanyNSHEinstitutionsandarecapturedintheenrollmentsectionofthisreport.Thisreportcapturesenrollmentinthefollowingcoursetypes:
TraditionalremedialmathematicsandEnglishcoursesnumberedbelow100
Skillslabsandmodulesareanalternativetotraditionalremedialmathematicscoursesandenabletheinstitutionstoaddressspecificdeficienciesallowingstudentstomovethroughtheirremedialsequencesmorequickly.
Co‐requisitecoursesthatenableastudenttoenrollincollegelevelinstructionwhilereceivingadditionalsupportrelatedtodeficienciesthatwouldhaveresultedinthestudentbeingplacedintoremedialcoursework.Co‐requisitecoursesenablestudentstocompletegatewaycoursesfasterthanenrollinginatraditionalremedialcoursesequence.Datashowthatstudentswhocompleteagatewaycoursewithinthefirstyear,regardlessoftheleveloftheirfirstmathematicsorEnglishcourse,persistandgraduateatahigherratethanthosewhodonot(seetheGatewayCourseSuccesssectionofthisreport).Co‐requisitecoursesasdefinedinthisreportincludetwocoursesectionsdeliveredsimultaneouslythatincludethecollege‐levelandremedialcontent.
StretchCoursesalsoenableastudenttoenrollincollegelevelinstructionwhile receivingadditionalsupportrelatedtodeficienciesthatwouldhaveresultedinthe studentbeingplacedintoremedialcourseworkandenablestudentstocomplete gatewaycoursesfasterthanenrollinginatraditionalremedialcoursesequence. Stretchcoursesasdefinedinthisreportconsistonecoursethatincludesthecollege‐levelandremedialcontent,oftenwithanincreasedcreditvalue.
Technicalcourseswithnoremedialco‐requisitesthatprovideEnglishandmathematicscontenttomeetcollege‐levelEnglishandmathematicsrequirementsforspecificcommunitycollegecertificatesanddegrees.
CollegelevelcoursesforthosestudentswhomayhaveinitiallybeenplacedintoremedialcourseworkbutwhoseplacementwaseitherchangedduetoadditionalinformationorwhochosetoenrollatanotherNSHEinstitution.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 6 of 45
ThelargenumberofstudentsplacedintocourseswithremedialcontentwhodonotenrollinanEnglishormathematicscourse,remedialorotherwise,duringtheirfirstyearofenrollmentmaybeduetothehighnumberofpart‐timestudentsenrolledatthecommunitycollegeswhodelayenrollmentinremedialcourses,reducingtheavailabilityinlimitedsectionsavailable.Consequently,studentswhodelayenrollmenttakeupseatsthatcouldotherwisebetakenbyrecenthighschoolgraduatesinneedofremediation.
Itisimportanttounderstandthatconsideringtheenrollmentofplacedstudentsinthismannerdoesnottakeintoaccountissuesofcapacityoradequatesectionsofferedattheinstitution,althoughavailablesectionsandself‐advisinghaveaconsiderableeffectonenrollmentintoremedialcoursework.Thenumberofsectionsavailableiscompoundedbythecompetitionformathematicsinstructors.
EnglishEnrollment
Asshown,atNSHEcommunitycolleges,one‐fifthtoone‐thirdofthoserecenthighschoolgraduatesplacedintoanEnglishcoursewithremedialcontentdonotenrollinanyEnglishcourseduringtheirfirstyear.LessthanfivepercentofrecenthighschoolgraduatesatUNRandUNLVwhoareplacedintoanEnglishcoursewithremedialcontentfailtoenrollinanEnglishcourseduringtheirfirstyearofenrollment.
24.7%
56.8% 58.6%70.2%
37.1%
0.0%0.0%
0.0%2.7%22.4%
4.7%
6.4%
35.5%20.8%
35.9%23.4%
CSN GBC TMCC WNC
EnrollmentofPlacedStudents‐ EnglishOneyearfollowinghighschoolgraduation
RemedialorSkillsLab Stretch CollegeLevelorTechnical NoEnglish
CSN47.9%Placed
(N=2,084)
GBC32.2%Placed(N=125)
TMCC41.6%Placed(N=401)
WNC18.5%Placed(N=94)
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 7 of 45
MathematicsEnrollment
DataatboththenationalandNSHElevelsindicatethatnotcompletingagatewaymathematicscoursewithinthefirstyearofinstructioncorrelateswithagreatlyreducedchanceofstudentsuccessandtimelygraduation.
CompleteCollegeAmericaregularlyhighlights–nationallyandforNevada–theimportantrolethatgatewaymathematicscoursescanplayinthepersistenceandsuccessofstudentsinhighereducation.Thenationaldialogueonreducingbarrierstostudentsuccessincludes(1)ensuringthattherequiredmathematicscoursesarerelevanttotheprogramsinwhichstudentsareenrolled,and(2)decreasingthelengthofremedialcoursesequencesbyofferingpathwaysthataccelerateremediationand/orco‐requisitemodelcourses,e.g.,coursesthatprovidecollegecreditbearingcourseworkalongwithremediationinthesamesemester.Bothofthelattermodelsprovideopportunitiestocompletethegatewaymathematicscoursesooner,andearliercompletionofthegatewaymathematicscoursecorrelatesstronglywithhigherratesofpersistenceandgraduation.
Skillslabs,modulesandco‐requisitecoursesarenowofferedatsomeNSHEinstitutionsasalternativestotraditionalremedialmathematicscoursesenablingthestudentstomovethroughtheirremedialsequencesandcompletetheircollege‐levelcoursesmorequickly.
NSHEreleaseditsreportontherecommendationsoftheTaskForceonGatewayMathematicsSuccessinApril2015.TheTaskForceconcludedthatqualitystudentadvisingandcampusprotocolstoensurethatstudentsdonotdelaycompletionofmathematicsandEnglishcoursesareacriticalcomponentofcampusimplementationofpoliciesthatfocusonsuccessingatewaymathematicsandEnglishcourses.PolicyrevisionsapprovedinJune2015include:
StudentswhomeetspecifiedbenchmarksoncollegereadinessassessmentsinmathematicsandEnglishbeexemptfromremediationandbeplacedintoacollege‐levelcourse(aspreviouslyadoptedbytheBoardinDecember2014).
0.0%17.0%
77.0%
55.3%
78.3%
7.3%
4.3%
1.2% 13.1%
40.4%
3.5% 2.6%
NSC UNLV UNR
EnrollmentofPlacedStudents‐ EnglishOneyearfollowinghighschoolgraduation
RemedialorSkillsLab Stretch CollegeLevelorTechnical NoEnglish
NSC37.3%Placed(N=94)
UNLV45.9%Placed
(N=1,325)
UNR12.4%Placed(N=274)
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 8 of 45
InstitutionsmustdevelopanassessmentandplacementpolicythatensuresstudentswhodonotmeetthesebenchmarkshaveanopportunitytoenrollinandcompleteagatewaycollegecourseinmathematicsandEnglishwithinoneacademicyear(forthosestudentswhoplaceintoMATH095orhigher)orwithinthreesemestersforthoseseekingaSTEMdegreewhoplaceatorbelowMATH095.
ItshouldbenotedthatNSHEanditsinstitutionsareworkingcollaborativelywithlocalschooldistrictstohelpthesestudentswhiletheyarestillinhighschool.Initiativesinclude,butarenotlimitedto,programstohelpwithacademicdeficienciesidentifiedthroughthe11thgradecollegeandcareerreadinessassessment(theACT)toaddressthosedeficienciesduringthesenioryearofhighschool,aswellaseffortstoexpanddualcreditoptions.
TheCCRCreportsthatinitsstudyofstudentprogression(referencedabove),27percentofstudentsreferredtoremedialmathematicsneverenrolledinadevelopmentaleducationcourseandonly33percentcompletedtheentireremedialsequence.
AtCSN,ofthe1,931studentsplacedintoremedialmathematics,69.4percent(or1,341students)failedtoenrollinanymathematicscoursewithinoneyearfollowinghighschoolgraduation.AtTMCC,33.7percent(or208students)placedintoremedialmathematicsfailedtoenrollinanymathematicscoursewithinoneyearfollowinghighschoolgraduation.
6.7% 2.4%
21.2%
0.8%
13.1%
61.3%
41.1%
59.5%
0.1%
0.0% 2.1% 1.5%
10.7%
13.0%1.9%
19.8%
69.4%
23.3%33.7%
18.3%
CSN GBC TMCC WNC
EnrollmentofPlacedStudents‐MathematicsOneyearfollowinghighschoolgraduation
SkillsLab Remedial Co‐Req CollegeLevelorTechnical NoMath
CSN44.4%Placed
(N=1,931)
GBC65.2%Placed(N=253)
TMCC64.1%Placed(N=618)
WNC51.7%Placed(N=262)
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 9 of 45
AtUNR,44.7percentofthe669studentsplacedintoremedialmathematicsenrolledinco‐requisitemathematicscoursesenablingthosestudentstoenrollincollegelevelinstructionwhilereceivingadditionalsupportrelatedtodeficienciesthatwouldhaveresultedinthestudentbeingplacedintoremedialcoursework.Co‐requisitecoursesasdefinedinthisreportincludetwocoursesectionsdeliveredsimultaneouslythatincludethecollege‐levelandremedialcontent.
76.9%
90.6%
43.9%
0.5%
0.3%
44.7%
1.5%
0.8% 8.8%21.1%
8.3% 2.5%
NSC UNLV UNR
EnrollmentofPlacedStudents‐MathematicsOneyearfollowinghighschoolgraduation
Remedial Co‐Req CollegeLevelorTechnical NoMath
NSC79.0%Placed(N=199)
UNLV34.1%Placed(N=985)
UNR30.1%Placed(N=667)
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 10 of 45
GatewayCourseSuccessThefollowingchartsshowthecompletionratesofcollege‐levelmathematicsandEnglishcoursesbyplacementtype(mathematicsorEnglishonly,bothmathematicsandEnglish,noremedialplacement)withinoneyearofhighschoolgraduationforthosestudentswhograduatedfromhighschoolin2013‐14andenrolledatanNSHEinstitutionthefollowingyear.Forthosestudentswithnoremedialplacement(placeddirectlyintocollege‐levelmathematicsandEnglishcourses),thecompletionofacollege‐levelmathematicscoursewithaD‐orbetterwithinoneyearrangesfrom38.2percentatCSNtoover80percentatUNR.Asonewouldexpect,thosestudentswhowereplacedintoaremedialmathematicscoursecompletedacollege‐levelmathematicsclasswithinoneyearatamuchlowerrate.
The stretchand co‐requisiteEnglish courses (courses thatprovide credit in college‐levelEnglishwhileremediatingdeficienciesthatwouldhaveresultedinastudentbeingplacedintoaremedialcourse)haveanobviouseffectatUNLVandUNRwherethecompletionofacollege level English course within the first year for students that required remedialEnglishiscomparabletothosestudentswithnoremedialrequirement.
38.2%
50.8%
54.2%
47.7%
52.1%
71.9%
81.9%
10.2%
21.7%
12.0%
24.4%
12.1%
11.6%
58.9%
CSN GBC TMCC WNC NSC UNLV UNR
CompletionofCollegeLevelMathematicswithinOneYearbyOriginalMathematicsPlacement
NoRemedialPlacement PlacedintoRemedialMathematics
61.9%
61.9%
66.7%
56.0%
62.5%
78.1%
82.1%
37.7%
40.0%
21.7%
28.7%
45.7% 71.8%
81.0%
CSN GBC TMCC WNC NSC UNLV UNR
CompletionofCollegeLevelEnglishwithinOneYearbyOriginalEnglishPlacement
NoRemedialPlacement PlacedintoRemedialEnglish
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 11 of 45
ChangestotheNSHEremedialplacementpolicyshiftthefocusfromcutscoresforcourseplacementtostudentpathwaysandthecompletionofgatewaycourses.ThepolicyrevisionsincluderequiringthatstudentswhomeetspecifiedbenchmarksoncollegereadinessassessmentsinmathematicsandEnglishbeplaceddirectlyintoacollege‐levelcourse.Forstudentswhodonotmeetthesebenchmarksorhavenottakenoneoftheassessments,institutionsmustdevelopanassessmentandplacementpolicythatensuresstudentshaveanopportunitytoenrollinandcompleteagatewaycollegecourseinmathematicsandEnglishwithinoneacademicyear(forthosestudentswhoplaceintoMATH095orhigher).Therevisionsprovideanexceptiontotheone‐yeargatewaypathwayforstudentsseekingaSTEMdegreewhoplaceatorbelowMATH095,allowingathree‐semestersequenceofremediationandagatewaycoursethatmayincludeco‐requisitecoursework.
TheTaskForceonGatewayMathematicsSuccesswillreconveneinNovember2015tohaveSystem‐widediscussionsontheimplementationofthepolicyrevisions.ThepolicyrequiresthatNSHEinstitutionsscaleupeffortstogetstudentsthroughgatewaymathematicscourseswithinoneyear(orthreesemestersforstudentsonaSTEMpathwaywhoplaceatorbelowMATH095).
Qualitystudentadvisingandcampusprotocolstoensurethatstudentsdonotdelaycompletionofmathematicscourses,includingcontinuousenrollment,willbeacriticalpartofcampusimplementation.Therefore,whentheTaskForcereconvenes,additionalinstitutionalrepresentativesfromacademicadvising,admissionsandinstitutionalleadershipwillbebroughttothetablefordiscussionsthatcansupportinstitutionalimplementation.Throughtheimplementationprocess,institutionswillexaminetheircapacityforfull‐scaleimplementationwithreasonablebenchmarksforeachinstitutionagainstwhichinstitutionalprogresstofull‐scaleimplementationwillbemeasured.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 12 of 45
RemediationRatesbyEthnicityNevadaHighSchoolClassof2014GraduatesPlacedintoaMathematicsand/or
EnglishCourseBelowCollege‐LevelWithinOneYear(Unduplicated)
RemediationRatesbyMillenniumStatusNevadaHighSchoolGraduatesPlacedintoaMathematicsand/orEnglishCourse
BelowCollege‐LevelWithinOneYear(Unduplicated)
StudentsreceivingtheMillenniumScholarshipmustmeetspecificacademicrequirementstobeeligiblefortheScholarship.Therefore,itisnotsurprisingthatMillenniumstudentshavelowerremedialplacementratesthannon‐Millenniumstudent.Increasedacademicrigorinhighschoolleadstostudentswhoarebetterprepared,theresultsofwhichareimprovedpostsecondaryperformance.
HSGraduating
Class
#EnrolledinNSHE
#Placedinto
RemedialCourses
RemedialPlacement
Rate
#EnrolledinNSHE
#Placedinto
RemedialCourses
RemedialPlacement
Rate
#EnrolledinNSHE
#Placedinto
RemedialCourses
RemedialPlacement
Rate
2013 5,573 2,555 45.8% 5,582 3,571 64.0% 11,155 6,126 54.9%2014 5,486 2,503 45.6% 5,577 3,875 69.5% 11,063 6,378 57.7%
MillenniumScholars Non‐MillenniumScholars Total
Thetotalforrecenthighschoolgraduatesenrolledacrossthesystemisreducedforduplicateenrollments(studentswhoareenrolledinmorethanoneinstitutionarecountedonlyonceinthetotal).
57.8%
51.9%
72.1%
67.2%
63.8%
49.1%
53.6%
58.7%
45.6%
66.1%
64.8%
58.2%
48.7%
54.1%
AmericanIndianorAlaskaNative
Asian
BlackorAfricanAmerican
Hispanicsofanyrace
NativeHawaiian/PacificIslander
White
Twoormoreraces
2013 2014
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 13 of 45
RemediationTrendsPlacementintoaRemedial‐levelMathematicsand/orEnglishCourseWithinOneYear
RecentNevadaHighSchoolGraduatesandAllFirst‐timeFreshmen
2013 2014
EnrolledPlacedBelowCollege‐
Level% Enrolled
PlacedBelowCollege‐Level
%
UNLVRecentNevadaHSGrads 2,904 1,649 56.8% 2,889 1,688 58.4%AllFirst‐timeFreshmen 3,871 2,944 76.1% 3,986 2,366 59.4%
UNRRecentNevadaHSGrads 2,014 675 33.5% 2,218 734 33.1%AllFirst‐timeFreshmen 3,086 936 30.3% 3,532 1,059 30.0%
UniversityTotalRecentNevadaHSGrads 4,918 2,324 47.3% 5,107 2,422 47.4%AllFirst‐timeFreshmen 6,957 3,880 55.8% 7,518 3,425 45.6%
NSCRecentNevadaHSGrads 225 182 80.9% 252 204 81.0%AllFirst‐timeFreshmen 332 165 49.7% 354 190 53.7%
CSNRecentNevadaHSGrads 4,805 2,522 52.5% 4,352 2,607 59.9%AllFirst‐timeFreshmen 7,498 3,959 52.8% 8.065 4,690 58.2%
GBCRecentNevadaHSGrads 265 144 54.3% 388 262 67.5%AllFirst‐timeFreshmen 357 152 42.6% 582 356 61.2%
TMCCRecentNevadaHSGrads 1,027 793 77.2% 964 652 67.6%AllFirst‐timeFreshmen 1,482 1,090 73.5% 1,440 1,001 69.5%
WNCRecentNevadaHSGrads 477 246 51.6% 507 289 57.0%AllFirst‐timeFreshmen 718 409 57.0% 997 555 55.7%
Comm.Coll.TotalRecentNevadaHSGrads 6,574 3,705 56.4% 6,211 3,810 61.3%AllFirst‐timeFreshmen 10,055 5,610 55.8% 11,084 6,602 59.6%
NSHETOTAL*RecentNevadaHSGrads 11,155 6,126 54.9% 11,063 6,378 57.7%AllFirst‐timeFreshmen 17,344 9,655 55.7% 18,956 10,217 53.9%
*Thetotalforrecenthighschoolgraduatesenrolledacrossthesystemisreducedforduplicateenrollments(studentswhoareenrolledinmorethanoneinstitutionarecountedonlyonceinthetotal).Therefore,thenumbersofstudentsenrolledateachinstitutiondoesnotaddtothetotal.
Allfirst‐timefreshmenincludesthetotalofstudentswhoenrolledatanNSHEinstitutionforthefirst‐timeduringthe2014‐15academicyear,includingthosefromout‐of‐stateorprivatehighschoolsinNevada,andnon‐traditionalstudentswhomaynothavegraduatedrecentlybutareenrollingforthefirst‐timeatapostsecondaryinstitution.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 14 of 45
RemedialEnrollment ComparisonsFirstTimeFreshmenEnrolledinRemedialCoursesasaPercentofthe
TotalNumberofStudentsEnrolledinRemediation
UNLV UNRUNIV.TOTAL NSC CSN GBC TMCC WNC
COMM.COLL.TOTAL
NSHETOTAL
Totalnumberofstudentsenrolledincourseswithremedialcontentatcohortinstitution
3,885 1,466 5,351 529 9,832 829 3,735 1,205 15,601 21,481
First‐timefreshmenenrolledincourseswithremedialcontentatcohortinstitution*
2,056 971 3,027 164 2,897 271 740 471 4,379 7,570
Percentoftotalnumberofstudentsenrolledinremediationaccountedforbyfirst‐timefreshmen
53.0% 66.2% 56.6% 31.0% 29.5% 32.7% 19.8% 39.1% 28.1% 35.2%
*First‐timefreshmenincludesout‐of‐statestudentsandstudentswhoarenotrecenthighschoolgraduatesbutareenrollinginapostsecondaryeducationinstitutionforthefirst‐time.
RecentNevadaHighSchoolGraduatesEnrolledinRemedialCoursesasaPercentoftheTotalNumberofStudentsEnrolledinRemediation
UNLV UNRUNIV.TOTAL NSC CSN GBC TMCC WNC
COMM.COLL.TOTAL
NSHETOTAL
Totalnumberofstudentsenrolledincourseswithremedialcontentatcohortinstitution
3,885 1,466 5,351 529 9,832 829 3,735 1,205 15,601 21,481
RecentNevadahighschoolgraduatesenrolledincourseswithremedialcontentatcohortinstitution*
1,560 660 2,220 161 1,501 173 472 192 2,338 4,675*
PercentoftotalnumberofstudentsenrolledinremediationaccountedforbyrecentNVhighschoolgraduates
40.2% 45.0% 41.5% 30.4% 15.3% 20.9% 12.6% 15.9% 15.0% 21.8%
*Thetotalforrecenthighschoolgraduatesenrolledacrossthesystemisreducedforduplicateenrollments.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 15 of 45
CostofRemedialInstructionIn1997,theNevadaLegislatureapprovedSenateBill482(Chapter473,StatutesofNevada1997)directingtheNevadaSystemofHigherEducation(NSHE)toprovidecertaininformationtoNevadaschooldistrictsonenrollmentsinremedialcourseswithintheNSHEandthecostsassociatedwithprovidingthatinstruction.CodifiedinNevadaRevisedStatutes(NRS)396.548,themandatestatesthefollowing:
TheBoardofRegentsshallrequireemployeesoftheSystemtoprovidetotheBoardofTrusteesofeachschooldistrictofthisstate,asappropriate,informationregardingthe:
Numberofpupilswhograduatedfromahighschoolinthedistrictintheimmediatelyprecedingyearandenrolledinremedialcoursesinreading,writingormathematicsatauniversity,statecollegeorcommunitycollegewithintheSystem.CostsincurredbytheSysteminprovidingremedialinstructionpursuanttosubsection1.
ThedatanecessarytosatisfythisrequirementisproducedandprovidedtotheschooldistrictsthroughtheNevadaP20toWorkforceResearchDataSystem(NPWR):http://npwr.nv.gov.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 16 of 45
Thistableprovidesasummarybyhighschoolofthenumberofrecenthighschoolgraduatesplacedintoremedialmathand/orEnglishat
anyNSHEinstitution.
RecentGraduatesEnrolledinNSHE
EnglishOnly MathOnly
BothEnglish&Math
TotalRemedialPlacement
PercentPlacedintoRemediation
CarsonCity 230 17 59 32 108 47.0%
CarsonHighSchool 220 17 54 31 102 46.4%
PioneerHighSchool 10 5 1 6 60.0%
CCSDCharter 66 13 9 30 52 78.8%
AndreAgassiCollegePrepatory 4 1 2 3 75.0%
CollegeofSouthernNevadaHigh 1 1 1 100.0%
DeltaAcademy 4 2 1 1 4 100.0%
ExploreKnowledgeAcademy 6 1 1 2 4 66.7%
OdysseyCharterSchoolsofNevada 51 9 6 25 40 78.4%
Churchill 75 4 24 13 41 54.7%
ChurchillCountyHighSchool 75 4 24 13 41 54.7%
Clark 7,391 1,319 1,074 2,085 4,478 60.6%
AcademyforIndividualizedStudies 38 3 8 11 22 57.9%
AdvancedTechnologiesAcademy 135 16 11 17 44 32.6%
AlpineAcademy 4 1 3 4 100.0%
ArborViewHighSchool 233 39 30 60 129 55.4%
BasicHighSchool 132 18 25 36 79 59.8%
BiltmoreContinuationHighSchool 1 0 0.0%
BonanzaHighSchool 127 24 17 38 79 62.2%
BoulderCityHighSchool 57 6 11 14 31 54.4%
BurkHorizonHighSchool 6 1 1 4 6 100.0%
BurkHorizonSouthwestSunsetHS 4 2 2 4 100.0%
CanyonSpringsHighSchool 126 20 18 52 90 71.4%
CCSDVirtualHighSchool 12 2 3 5 41.7%
CentennialHighSchool 220 45 34 71 150 68.2%
ChaparralHighSchool 129 30 14 51 95 73.6%
CheyenneHighSchool 138 22 19 55 96 69.6%
CimarronMemorialHighSchool 174 32 24 67 123 70.7%
CollegeofSouthernNevadaHigh 139 21 14 3 38 27.3%
CoronadoHighSchool 315 54 35 47 136 43.2%
CowenAcademicCenter 1 0 0.0%
DelSolHighSchool 122 25 15 51 91 74.6%
DesertOasisHighSchool 209 41 27 59 127 60.8%
DesertPinesHighSchool 112 22 15 46 83 74.1%
DesertRoseHighSchool 3 1 1 2 66.7%
DurangoHighSchool 214 60 25 54 139 65.0%
EastCareerandTechnicalAcademy 277 48 36 84 168 60.6%
EdWClarkHighSchool 212 39 22 53 114 53.8%
EldoradoHighSchool 104 20 12 57 89 85.6%
FoothillHighSchool 209 22 44 47 113 54.1%
GlobalCommunity 6 2 4 6 100.0%
GreenValleyHighSchool 269 49 44 59 152 56.5%
RemedialPlacement
RemedialPlacementbyNevadaHighSchool‐GraduatingClassof2014
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 17 of 45
Thistableprovidesasummarybyhighschoolofthenumberofrecenthighschoolgraduatesplacedintoremedialmathand/orEnglishat
anyNSHEinstitution.
RecentGraduatesEnrolledinNSHE
EnglishOnly MathOnly
BothEnglish&Math
TotalRemedialPlacement
PercentPlacedintoRemediation
RemedialPlacement
IndianSpringsHighSchool 5 3 3 60.0%
LasVegasAcadInt'lStudies 159 17 39 26 82 51.6%
LasVegasHighSchool 237 33 42 86 161 67.9%
LaughlinHighSchool 11 2 2 3 7 63.6%
LegacyHighSchool 201 26 36 88 150 74.6%
LibertyHighSchool 189 35 28 57 120 63.5%
MileyAchievementCenter 1 0 0.0%
MoapaValleyHighSchool 19 2 3 3 8 42.1%
MojaveHighSchool 94 17 11 50 78 83.0%
MorrisSunsetHighSchool 4 4 4 100.0%
NevadaLearningAcademyatCCSD 3 1 1 2 66.7%
NewHorizonsLearningCenter 1 1 1 100.0%
NorthwestCareerandTechnical 280 49 49 58 156 55.7%
PaloVerdeHighSchool 263 59 31 60 150 57.0%
RanchoHighSchool 212 35 20 67 122 57.5%
SandyValleyHighSchool 5 1 1 20.0%
ShadowRidgeHighSchool 186 42 21 52 115 61.8%
SierraVistaHighSchool 206 45 36 45 126 61.2%
SilveradoHighSchool 190 50 22 50 122 64.2%
SoutheastCareerTechnicalAcademy 168 19 32 47 98 58.3%
SouthernNevadaVocationalSchool 1 1 1 100.0%
SouthwestCareerTechnicalAcademy 270 62 34 67 163 60.4%
SpringValleyHighSchool 165 35 20 55 110 66.7%
SunriseMountainHighSchool 129 24 21 62 107 82.9%
SunsetHighSchoolSouth 1 1 1 100.0%
ValleyHighSchool 218 37 32 48 117 53.7%
VeteransTributeCareerTechnicalAcademy 96 19 26 14 59 61.5%
VirginValleyHighSchool 30 3 9 9 21 70.0%
WarrenWalkerHighSchool 1 1 1 100.0%
WestCareer&TechnicalAcademy 190 23 27 31 81 42.6%
WestPrepInstituteSchoolfor 14 8 1 3 12 85.7%
WesternHighSchool 114 12 22 50 84 73.7%
Douglas 200 6 55 27 88 44.0%
AspireAlternativeSchool 8 2 4 6 75.0%
DaytonHighSchool 1 1 1 100.0%
DouglasHighSchool 173 5 48 21 74 42.8%
GeorgeWhittellHighSchool 17 1 4 1 6 35.3%
JacobsenHighSchool 1 1 1 100.0%
Elko 258 9 80 85 174 67.4%
CarlinHighSchool 10 3 5 8 80.0%
ElkoHighSchool 114 2 33 36 71 62.3%
JackpotCombinedSchool 5 2 2 4 80.0%
SpringCreekHighSchool 100 5 36 32 73 73.0%
WellsHighSchool 12 3 5 8 66.7%
WestWendoverJrSrHighSchool 17 3 7 10 58.8%
Eureka 6 1 4 5 83.3%
EurekaCountyHighSchool 6 1 4 5 83.3%
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 18 of 45
Thistableprovidesasummarybyhighschoolofthenumberofrecenthighschoolgraduatesplacedintoremedialmathand/orEnglishat
anyNSHEinstitution.
RecentGraduatesEnrolledinNSHE
EnglishOnly MathOnly
BothEnglish&Math
TotalRemedialPlacement
PercentPlacedintoRemediation
RemedialPlacement
Humboldt 82 3 27 19 49 59.8%
AlbertMLowryHighSchool 78 3 26 17 46 59.0%
McDermittCombinedSchool 4 1 2 3 75.0%
Lander 40 18 10 28 70.0%
AustinHighSchool 1 0 0.0%
BattleMountainHighSchool 39 18 10 28 71.8%
Lincoln 16 4 6 10 62.5%
COBastianHighSchool 3 2 2 66.7%
LincolnCountyHighSchool 9 1 5 6 66.7%
PahranagatValleyHighSchool 4 1 1 2 50.0%
Lyon 207 9 82 35 126 60.9%
DaytonHighSchool 81 4 37 11 52 64.2%
EagleRidgeHighSchool 1 0 0.0%
FernleyHighSchool 52 2 12 15 29 55.8%
SilverStageHighSchool 37 18 3 21 56.8%
SmithValleyHighSchool 7 1 1 2 4 57.1%
YeringtonHighSchool 29 2 14 4 20 69.0%
Mineral 4 1 2 3 75.0%
MineralCountyHighSchool 4 1 2 3 75.0%
Nye 93 6 27 21 54 58.1%
BeattyHighSchool 9 4 2 6 66.7%
GabbsHighSchool 2 1 1 50.0%
PahrumpValleyHighSchool 68 5 20 15 40 58.8%
PathwaysHigh 4 1 1 25.0%
RoundMountainJrSrHighSchool 5 3 2 5 100.0%
TonopahHighSchool 5 1 1 20.0%
Pershing 9 2 2 2 6 66.7%
PershingCountyHighSchool 9 2 2 2 6 66.7%
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 19 of 45
Thistableprovidesasummarybyhighschoolofthenumberofrecenthighschoolgraduatesplacedintoremedialmathand/orEnglishat
anyNSHEinstitution.
RecentGraduatesEnrolledinNSHE
EnglishOnly MathOnly
BothEnglish&Math
TotalRemedialPlacement
PercentPlacedintoRemediation
RemedialPlacement
Private 331 32 67 55 154 46.5%
AcademyforLearning 1 1 1 100.0%
AdelsonEducationalCampus 10 3 2 5 50.0%
BishopGormanHighSchool 111 10 25 17 52 46.8%
BishopManogueCatholicHighSchool 60 2 8 4 14 23.3%
CalvaryChapelChristianSchoo 14 3 1 5 9 64.3%
CalvaryChapelGreenValley 3 1 1 33.3%
CalvaryChurchChristianSchoo 1 1 1 100.0%
ChurchAcademy 3 2 2 66.7%
ExcelChristianSchool 8 4 3 7 87.5%
FaithLutheranHighSchool 56 6 10 12 28 50.0%
GreenValleyChristianSchool 4 1 1 25.0%
LakeMeadChristianAcademy 5 1 1 2 40.0%
LasVegasJuniorAcademy 1 1 1 100.0%
MeadowsSchool 4 0 0.0%
MountainViewChristianSchool 15 2 3 4 9 60.0%
NewHorizonsAcademy 1 1 1 100.0%
PyramidLakeHighSchool 2 2 2 100.0%
SageRidgeSchool 4 1 1 25.0%
SierraLutheranHighSchool 9 1 3 4 44.4%
SierraNevadaHighSchool 6 2 1 3 50.0%
SpringValleyChristianAcademy 1 1 1 100.0%
TrinityChristianSchools 1 1 1 100.0%
TrinityInternationalSchools 7 4 1 1 6 85.7%
WordofLifeChristianAcademy 4 1 1 2 50.0%
StateCharter 201 12 37 33 82 40.8%
BeaconAcademyofNevada 25 4 7 2 13 52.0%
CollegeofSouthernNevadaHig 1 0 0.0%
CoralAcademyofScience‐LasVegas 11 2 2 3 7 63.6%
DavidsonAcademyofNevada 3 0 0.0%
InnovationsInternationalCharter 6 1 3 4 66.7%
NevadaConnectionsAcademy 27 2 9 9 20 74.1%
NevadaStateHighSchool 77 0 4 2 6 7.8%
NevadaVirtualAcademy 38 2 11 9 22 57.9%
QuestAcademy 7 2 3 5 71.4%
SilverStateHighSchool 6 3 2 5 83.3%
Storey 20 2 6 1 9 45.0%
VirginiaCityHighSchool 20 2 6 1 9 45.0%
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 20 of 45
Thistableprovidesasummarybyhighschoolofthenumberofrecenthighschoolgraduatesplacedintoremedialmathand/orEnglishat
anyNSHEinstitution.
RecentGraduatesEnrolledinNSHE
EnglishOnly MathOnly
BothEnglish&Math
TotalRemedialPlacement
PercentPlacedintoRemediation
RemedialPlacement
Washoe 1,767 67 413 395 875 49.5%
AcademyofArts,Careers&Technology 67 1 28 9 38 56.7%
DamonteRanchHighSchool 151 6 30 31 67 44.4%
EarlWoosterHighSchool 141 4 17 37 58 41.1%
EdwardCReedHighSchool 189 3 56 50 109 57.7%
GalenaHighSchool 150 3 35 30 68 45.3%
InclineHighSchool 10 2 1 1 4 40.0%
NorthStarOnlineSchool 15 7 2 9 60.0%
NorthValleysHighSchool 155 11 44 40 95 61.3%
ProcterRHugHighSchool 76 6 18 31 55 72.4%
RenoHighSchool 178 2 39 25 66 37.1%
RobertMcqueenHighSchool 225 10 45 29 84 37.3%
SpanishSpringsHighSchool 241 14 56 61 131 54.4%
SparksHighSchool 94 4 28 39 71 75.5%
TruckeeMeadowsCCHighSchool 61 1 7 3 11 18.0%
WashoeInnovationsHighSchool 13 1 7 8 61.5%
WashoeInspireAcademy 1 1 1 100.0%
WashoeCharter 43 2 5 13 20 46.5%
AcademyforCareerEducation 12 1 7 8 66.7%
CoralAcademyofScience 23 2 3 4 9 39.1%
ICanDoAnythingHighSchool 5 1 1 2 40.0%
RainshadowCommunityCharterHighSchool 3 1 1 33.3%
WhitePine 24 1 7 8 16 66.7%
WhitePineHighSchool 24 1 7 8 16 66.7%
NSHETotal 11,063 1,504 1,998 2,876 6,378 57.7%
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 21 of 45
NSHERemedialPolicyTitle4,Chapter16,Section1TheplacementpoliciesoftheNevadaSystemofHigherEducation(NSHE)areintendedtoensureafoundationofknowledgeandcompetenciesthatwillassiststudentsinsuccessfullypursuingandattaininganacademicdegree.StudentsarestronglyencouragedtopreparefortherigorsofhighereducationpriortoenteringtheNSHE.
1. Pursuanttofederalregulations,institutionsmaymakeability‐to‐benefitdeterminations
usingfederallyapprovedtestsandpassingscorestoreceivefederalstudentaid.TheNSHEreservestherighttocanceltheadmissionorregistrationofanyindividualwhoseattendanceatauniversityorcollege,intheopinionoftheappropriateadministrativeofficerandthePresident,wouldnotbemutuallybeneficial,asdeterminedbytheability‐to‐benefittest,tothatindividualandtheuniversityorcollege.
2. InitialPlacementofStudentsintoEnglishandMathematicsCourses.a. ExemptionfromRemedialInstruction.Degree‐seekingstudentswhomeetorexceed
theminimumEnglishormathematicsscoresonanyoneofthecollegereadinessassessmentslistedbelowmustbeplacedintoacollege‐levelcourseinthatsubjectandareexemptfrombeingplacedintoanyformofremedialinstructioninthatsubjectprovidedthatthestudent:
i. WascontinuouslyenrolledinanEnglishcourseandamathematicscourseinhisorhersenioryearofhighschoolunlessanexceptionisapprovedonacasebycasebasisbyanNSHEinstitution;and
ii. EnrollsinanNSHEinstitutionafterhighschoolinanyterm(summer/fall/winter/spring)duringtheacademicyearfollowinghighschoolgraduation.
Institutionsmayuseotherfactorsincludinghighschooltranscript,gradepointaverage,oradditionaltestingtodeterminetheappropriatefirstcollege‐levelcourse.InstitutionsarenotrequiredtohonorinitialplacementdecisionspursuanttothissubsectionforstudentswhofailtoremaincontinuouslyenrolledinrequiredmathematicsandEnglishcoursesuntilthecoremathematicsandEnglishrequirementsarecompleted.
CollegeReadinessAssessments‐ EnglishTestScore MinimumScoreACTEnglish 18
SATCriticalReading 500SmarterBalanced 2583(AchievementLevel3)
PARCC Level4Score
CollegeReadinessAssessments‐MathematicsTestScore MinimumScore
ACTMathematics 22SATMathematics 500SmarterBalanced 2628(AchievementLevel3)
PARCC Level4Score
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 22 of 45
b. PlacementofStudentswithoutanExemptionfromRemedialInstruction.FordegreeseekingstudentswhohavenotmettheEnglishormathematicscollegereadinessassessmentscoreononeofthetestsinsubsectionaorwhohavenottakenanyofthetestsinsubsectiona,institutionsmustdevelopanassessmentandplacementpolicythatensuresstudentswhoplaceathighschoolorabovelevelshaveanopportunitytoenrollinandcompletegatewaycollegecoursesinmathematicsandEnglishwithinoneacademicyear.Theassessmentandplacementpolicymayusemultiplemeasures,including,butnotlimitedtoplacementexams;highschoolGPA;courseselectionandperformanceinthesenioryearofhighschool;andintendedpostsecondaryprogramofstudytodetermineappropriateplacementintoonethefollowingoptions:
i. Placementintocollege‐levelcourseswithoutanyadditionalacademicsupportorremediation;
ii. Placementintoaco‐requisitecoursewhereacademicsupportisprovidedtostudentswhileenrolledincollege‐levelgatewaycourses;
iii. Placementintoasinglesemesterofremedialeducationthatisfollowedbyeitheragatewaycollege‐levelcourseorco‐requisitegatewaycourseoption;or
iv. ForstudentswhoareseekingaSTEM(science,technology,engineeringormathematics)degreeorprogramofstudythatrequirescollegealgebraorpre‐calculusandwhoplaceatthehighschoolAlgebra1level(e.g.Math095),placementintoathree‐semestersequenceculminatinginthegatewaycollegealgebracourse.Thesequencemayincludeco‐requisitecoursework.
c. Institutionsmayestablishalternativepathwaystothosedescribedinsubsectionbforthosedegree‐seekingstudentswhosemathematicsorEnglishskillsarebelowthehighschoollevelasestablishedbytheinstitution’sassessmentandplacementpolicysetforthinsubsectionb.
3. Unlessaninstitutionalexceptionismade,alldegree‐seekingstudentsmustbecontinuouslyenrolledinappropriatemathematicsandEnglishcoursesuntiltheinstitutionalcorecurriculummathematicsandEnglishrequirementsarecompleted.
4. Requirementsforcollegereadinessandcollege‐levelcourseenrollmentshallbepublicizedbyeachinstitutiontotheappropriateNevadaschooldistricts.Inaddition,theChancellorwillworkwiththeStateSuperintendentofPublicInstructiontopublicizetheserequirementstoallNevadaschooldistrictsandtoestablisheducationalstrategiestoencouragehighschoolstandards,graduationrequirements,andassessmentsthatarealignedwithcollegeandworkforcereadinessexpectations.
5. Forpurposesofthissection,“college‐level”meanscoursesthatarenumbered100‐levelandabove.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 23 of 45
InstitutionalPlacementPolicies–UNLV
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 24 of 45
UNLV ENGLISH COMPOSITION
PLACEMENT INFORMATION
Initial Course Placement
ACT English Score *
SAT Critical Reading Score
Placement
1 – 17 200 – 490 ENG 101E Composition I Extended
18 – 29 500 – 670 ENG 101 Composition I
30 – 36 680 – 800 ENG 102 Composition II
* The ACT Residual Exam is available through UNLV Educational Outreach.
Additional Placement Options
English Language Center: Non-native speakers who place into ENG 101E based on test scores should consider ENG 113E, which is equivalent to ENG 101E, but provides additional support for English language learners. Please contact the English Language Center for more information. (702-895-4311)
Advanced Placement: Students may use scores from the Composition/ Literature test or the Language/Composition test for placement.
Students with AP scores of 3 place into ENG 101.
Students with AP scores of 4-5 place into ENG 102.
Placement Portfolios: Students who feel that standardized test scores do not accurately reflect their writing ability may demonstrate their preparation for ENG 101 by submitting a portfolio which contains:
A one-page cover letter that identifies the class in which each portfolio essay was originally written, the assignment that was given, and the skills that each essay demonstrates.
Two essays of at least 500 words each that are clearly focused around a central idea, developed with specific supporting details, organized to provide a logical flow of ideas, and edited to observe the conventions of standard written English.
A timed essay that responds to one of two short contemporary articles provided the day of the test.
Go to http://english.unlv.edu/composition_placement or call the Composition Office (895-3165) for more information.
First Day Diagnostics: Students will complete a diagnostic essay the first day of class in both ENG 101 and ENG 101E. Students whose writing demonstrates weaknesses in basic language skills will be advised to switch to a class offered by the English Language Center or sign up for workshops and tutoring offered by the Writing Center.
ENG 101 Composition I
English 101 is a writing intensive course designed to improve critical thinking, reading, and writing skills. Students develop strategies for turning their experience, observations, and analyses into evidence suitable for writing in a variety of academic disciplines. 3 credits. Letter grades. Credits apply towards fulfillment of UNLV English Composition requirement.
ENG 101E/101F Composition I Extended
ENG 101E/101F is a two-semester ENG 101 sequence designed for students who would benefit from more practice and instruction than is available in a one-semester course. Students use the ENG 101 text and complete the first half of the ENG 101 curriculum during ENG 101E and the second half during ENG 101F. ENG 101E 3 elective credits. S/U grading. ENG 101F 3 credits. Letter grades. Completion of ENG 101E / 101F sequence fulfills UNLV requirement for ENG 101.
ENG 102 Composition II
ENG 102 builds upon the critical thinking, reading, and writing capabilities that students developed in ENG 101. Students learn the processes necessary for collecting and incorporating research material in writing. They learn how to evaluate, cite, and document primary and secondary research sources, and how to develop arguments and support them with sound evidence. 3 credits. Letter grades. Credits apply towards fulfillment of UNLV English Composition requirement.
Composition for Non-Native Speakers
The English Language Center provides equivalent composition courses for non-native speakers. Students who do not speak English as a first language should call 895-4311 for more information.
Revised 3/15
Course
Descriptions
Composition Program
(702) 895-3165 http://english.unlv.edu/composition
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 25 of 45
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(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 26 of 45
FLOW OF UNLV MATH COURSES
Advising Contact Information (please visit http://advising.unlv.edu/colleges.html for more detailed and up-to-date information)
College/School Location Phone Email Academic Success Center ASC 702-895-3177 [email protected] Business BEH 100 702-895-3363 [email protected] Education CEB 226 702-895-1537 [email protected] Engineering TBE A-207 702-895-2522 [email protected] Fine Arts CDC 2-215 702-895-5390 [email protected] Health Sciences BHS 100 702-895-5448 [email protected] Honors College LLB 3270 702-895-2263 [email protected] Hotel Administration BEH 543 702-895-3616 [email protected] Liberal Arts WRI B131 702-895-1997 [email protected] Sciences MPE A130 702-895-2077 [email protected] Urban Affairs GUA-4th Floor-North Wing 702-895-1009 [email protected] Graduate College FDH 305 702-895-3320 [email protected] Pre Law Advisor WRI A214 702-895-2525 [email protected] Pre Med Advisor MPE A131 702-895-3170 [email protected]
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 27 of 45
UNLV Placementinto UNLVMathematicsCourses
Revised9/2/2015University of Nevada, Las Vegas
ContactInformationDepartment of Mathematical Sciences (DMS) Location: Central Desert Complex (CDC) Building 8 Phone: (702) 895‐3567 Fax: (702) 895‐4343 Email: [email protected] Website: http://www.unlv.edu/math
The DMS does not, under any circumstances, provide prerequisite waivers. The purpose of this document is to provide information on some of the various options for satisfying prerequisites.
For a description of courses with their required prerequisites, please visit the UNLV catalog.
GeneralEducationMathematicsCoursesAccording to the UNLV catalog (effective 2010), the general education mathematics course “should be taken during the student’s first year at UNLV, but no later than the end of the second.” The DMS strongly urges all students to enroll in mathematics their first semester at UNLV. The general education mathematics requirement for the university (effective 1998) is listed as “any 100 level math course except 115 or 122.” Students should seek advising before signing up for any mathematics course, as different degree programs typically have a specified mathematics requirement.
Note that Math 095 and Math 096 do not earn university credit and do not count towards enrollment for purposes of the Millennium Scholarship. It is possible that a student must enroll in these or other prerequisite courses before taking their required course.
SAT/ACTThe primary means of mathematics placement for a degree‐seeking student (who has not previously taken any college mathematics course) is the SAT/ACT. Based on the NSHE Code (Title 4, Chapter 16, Section 1), the UNLV DMS has set the following cutoff scores (effective Fall 2014). Scores cannot be older than 2 years at time of placement.
Minimum Requirement for Course Placement
Course ACT Math Score SAT Math Score
Math 095 none none
Math 096 20 500
Math 120 22 500
Math 122 22 520
Math 124 22 520
Math 126 22 520
Math 127 25 560
Math 128 25 560
Math 132 24 560
Math 181 28 630
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Once the score(s) is posted in the students’ record, they will be eligible to enroll in the appropriate level course. For questions regarding posting of scores, students should contact their advisor or registrars’ office. For questions regarding placement, students should contact their advisor or the DMS.
PreviousCollegeCreditIf a student has transferred into UNLV from an accredited* college or university and has received college level mathematics credit (with a grade of C or higher), this transfer course may be evaluated for credit and/or placement. Depending on the articulation of the course, this transfer course could be used to determine appropriate placement, or in some cases count towards a students’ degree program. Please note that all mathematics courses from NSHE schools are directly transferrable. If a student has a transfer course from another accredited institution, they are to see their advisor about filling out a “Transfer Course Equivalency Form.” This form must be evaluated by the DMS. To be used as a prerequisite, the student must have received a C or better†. Until the course is posted and grade is evaluated, a student will not be allowed to register‡ for any subsequent math courses. The evaluation process could take as long as one month to process once the DMS receives the request. Once the course is transferred, posted, and grade evaluated, students will be eligible to enroll in the appropriate level course. For questions regarding posting of transfer courses, students should contact their advisor or registrars’ office. For questions regarding the evaluation process, students should contact the DMS.
AdvancedPlacementTestIf a student took the math AP test, they may be placed into courses using the table below. It is not mandated that a student cannot enroll in courses for which they have previously received credit. However, if a student receives AP credit for a course and decides to enroll in it for credit at UNLV, the grade will count in the computation of their GPA (unless audited or dropped).
UNLV Credits Earned with Advanced Placement (AP) Test
Credit Earned at UNLV Test Score
AP Calculus Test
4 credits for Math 181 AB Math 4‐5
8 credits for Math 181 and 182 BC Math 4‐5
AP Statistics Test
3 credits for Stat 152 3‐5
Once the score is posted, students will receive proper credit and be eligible to enroll in the appropriate
level subsequent course. For questions regarding posting of scores, students should contact their advisor or registrars’ office. For questions regarding course content and placement, students should contact their advisor or the DMS.
MathDepartmentPlacementTestStudents who have not taken prior college math courses, the ACT/SAT standardized test(s), or who wish to place at a higher level mathematics course than their scores indicate, may take a placement test offered by the DMS. To be eligible§ to take the placement test, a student must have not previously taken the DMS Placement Test within the last four weeks.
* The DMS does not typically accept transfer courses from non‐accredited institutions. † Please be aware, a course for which a student has earned a C‐ or lower will not count for prerequisite purposes. ‡ See “Enrolling in a Subsequent Course” section for exceptions. § While it may be possible in the system for a student to sign up, pay for and take the placement exam, if a student is not in fact eligible to take the exam their score will not be uploaded into the system.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 29 of 45
Some examples of students who wish to take the placement test include those who:
have not taken the ACT/SAT standardized test(s)
have taken the ACT/SAT standardized test(s) outside of a 2 year period
have taken the ACT/SAT standardized test(s) but wish to better their placement
have taken a mathematics course at an accredited college or university (including NSHE), did not earn a final grade because of withdrawing or auditing, and wish to better their placement
have taken a mathematics course at an accredited college or university (including NSHE), did earn a final grade, but wish to better their placement
have taken another mathematics course at a non‐accredited college or university.
Students should contact the DMS to make arrangements for placement testing, or visit the website http://www.unlv.edu/math/mpri.html. Once the score is posted, students will be eligible to enroll in the appropriate level course. For questions regarding eligibility for the exam, posting of scores and subsequent enrollment into courses, students may contact the DMS.
ALEKSPlacementExamStudents who have not taken prior college math courses, the ACT/SAT standardized test(s), or who wish to place at a higher level mathematics course than their scores indicate, may also take the ALEKS exam. ALEKS is an online, adaptive assessment that provides a comprehensive picture of a students mathematical strengths and weaknesses. There is a one‐time fee of $25 payable directly to the ALEKS cooperation that provides a student with modules to help prepare for an assessment exam, and up to 4 placement exam attempts. For further questions or concerns, contact the Math Learning Center at [email protected].
EnrollinginaSubsequentCourseA student may wish to sign up for a course (for the following semester or summer session) while enrolled in its prerequisite. For UNLV prerequisites, the system will typically allow a student to sign up for the subsequent course without interruption. However, it is understood that the student will receive a final grade of C or better in the prerequisite course, or the DMS will automatically drop them without notice the week before classes begin.
If, for some reason the system is not allowing a UNLV student to enroll under these circumstances, they must contact the DMS with the following information: full name, myUNLV number, current course number and section, requested course number, and a minimum of 2 section choices (with call numbers) listed in order of preference. If a NSHE student wishes to sign up for a course while enrolled in its prerequisite, they must obtain a letter from the instructor on letterhead indicating the following: student name, myUNLV number, instructor name, number and title of course, and current grade in course (must be C or higher). The student should then contact the DMS to arrange for transfer of that letter and subsequent placement. Again, it is understood that the student will (without prompting) provide the DMS with proof of the final grade of C or better, or the DMS will automatically drop them without notice the week before classes begin.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 30 of 45
InstitutionalPlacementPolicies–UNREnglishIt'simportantthatyoubeginyourcollegeeducationinthewritingcoursethatbestfitsyourexperienceandability.WeusetheACTorSATscoresforinitialplacementintoCoreWritingCourses.
EnglishCourse ACT SAT
English Verbal/CriticalReading
English098 ≤17 ≤430
English100J 18‐20 440‐500
English101 21‐29 510‐670
English102(102H) ≥30 ≥680
Werecognizethatyouractualwriting,notjustyourtestscore,shoulddetermineyourfinalplacement.Ifyoudon'tbelieveyourtestscorereflectsyourwritingability,youmayrequestaplacementevaluation.OPTIONSFOREVALUATION:
Therearetwooptionsforevaluation.Keepinmindthatyourwritingsamplesareusedtoplaceyouinthecoursethatbestfitsyourwritingability.Theevaluationprocessisnotsimplyawaytochallengeacourse.Ourgoalinplacingstudentsistoensureasbestwecantheirsuccessinwriting.Weplacewritersprimarilyaccordingtosentencefluencyandessaydevelopment. Sentencefluency:Yourwritingshouldnotshowrecurringproblemswithbasicsentence
structure.However,occasionalminorproblemsinusagewillnotnecessarilyplaceyouinEnglish098orinEnglish100J.
Development:Yourwritingshoulddemonstrateanabilitytodevelopacentralideawithexplanation,examples,andotherkindsofsupport.Clear,well‐organizedwritinggenerallyleadstoplacementinEnglish101.
OPTION1:BringormailtotheCoreWritingProgramofficeaportfoliocontainingthreeorfouressaysyou'vewritteninthepastyear.Submitclean,unmarked,ungraded,polishedessays.Gradedormarkedpaperswillnotbeevaluated.ONLYhardcopieswillbeaccepted.Electronicsubmissionswillnotbeaccepted.ItisprudenttosendcopiesandkeepyouroriginalsasportfolioswillNOTbereturned.Werecommendthatstudentssubmitaportfolioratherthantaketheexambecauseaportfolioshowsmoreaboutyourwritingthanthetimedessayexam,whichgivesyoulittletimeforreflectionandrevision.OPTION2:MakeanappointmentbycallingtheCoreWritingProgramofficetocomeinandwriteaplacementessay.Theessayexammusttakeplaceduringnormalbusinesshoursandiswritteninouroffice.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 31 of 45
Pleasehaveseveraloptionsinmindforyourappointment.Anessaytopicandallexammaterialswillbeprovidedwhenyouarrive.APEXAMPLACEMENT:
ForstudentsinhighschoolAdvancedPlacementcourses,APcreditisawardedasfollows: Forascoreof3ontheLiteratureandCompositionorLanguageandComposition,youreceive
creditforEnglish101(3credits).YoumusttakeEnglish102. Forascoreof4or5ontheLanguageandCompositionexam,youreceivecreditforbothEnglish
101and102(6credits). Forascoreof4or5ontheLiteratureandCompositionexam,youmaychoosetoreceivecreditfor
English101andEnglish297(IntroductiontoLiterature);youmustthentakeEnglish102;OR,bycompletingEnglish104(InvestigativeWriting,onecredit)youcanreceivecreditforbothEnglish101and102(6creditsinadditiontotheonecreditfor104).
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 32 of 45
UNR - Math Placement – Fall 2014
SAT 470 ACT 19 Acc EA 76 HS GPA 3.5
SAT <470 ACT <19 Accuplacer EA <76
SAT 480 ACT 20 AccuplacerCLM 30
Math 95
Math 96
SAT 500 ACT 22 AccuplacerCLM 55
Math 120 Math 126
Major change to STEM or COBA
Math 127 Math 176 Stat 152 SAT 610 ACT 27 Accuplacer CLM 84
Stretch Math 120E + 96A (4 CR)
Stretch Math 126 E +96D (5 CR)
If a student’s test scores place them in Math 95 BUT they have an NSHE CORE GPA or cumulative high school GPA ≥ 3.5, place them in Math 96 or stretch math 120 as appropriate by major.
Math 128 is for science majors who belong in CHEM 121 but are placed in Math 126. College advisors will determine whether to place students in Math 128. Math 128 requires ACT 27, SAT 610, or Accuplacer CLM 70.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 33 of 45
InstitutionalPlacementPolicies–NSCStudentsatNevadaStateCollegeareplacedintotheappropriatemathandEnglishcoursesbasedontheirperformanceonastandardizedexam(ACTorSAT)oracollegeplacementtest.PlacementtestingshouldoccurpriortoenrollinginclassesatthecollegeandstudentsarestronglyencouragedtocompletetheircollegemathandEnglishrequirementsinthefirstyearofstudy.MathematicsNevadaStateCollegestudentsareplacedintomathematicscoursesbysubmittingACTorSATscores,orbytakinganAccuplacertest.AlldegreeprogramsrequireMATH120orhighertofulfilltheMathematicsCoreCurriculumrequirement(pleaseseeyourdegreeoutlineforspecificcourserequirements).
StudentswhoarerequiredtocompleteafoundationalmathcoursepriortoenrollinginMATH120(orhigher)willenrollinMATH95M,whichispartofaredesignedcurriculumthatgivesstudentsanopportunitytocompletetheircollegemathrequirementsinasingleyear.FulldetailsaboutNSC’smathsequences–alongwithbriefdescriptionsofeachrelevantcourse–areprovidedinthe“NSCMathCourseSequence.”Thetablebelowlistshowstudentswillbeplacedaccordingtoeachappropriatetestscore.Course Math95M Math120E Math120 Math126E Math126 Math181ACTMath ≤19 ≤21 ≤22 ≤24 ≤27 ≥28SATMath ≤450 ≤490 ≤500 ≤550 ≤620 ≥630Accuplacer (EA)≤84 EA≥85 (EA)≥85&
(CM)≥63(EA)≥85&(CM)≥63
(EA)≥&(CM)≥70
(EA)≥85&(CM)≥101
Note:EA=ElementaryAlgebra;CM=CollegeLevelmathEnglishStudentsareplacedintoENG100orENG101viaACT/SATorthroughanAccuplacerscore.StudentswhodonotmeettheminimumrequirementsarereferredtoremedialclassesattheCollegeofSouthernNevada.StudentswhocompleteENG102willsatisfytheCoreCurriculumRequirement.Typically,studentstakeENG101duringtheirfirstsemesteratNSCandENG102duringthesecondsemester.StudentswhoneedextraassistanceinEnglishwritingskillswilltakeENG100,a5‐creditcourseofferingmoreinstructionandpracticethanENG101.Astudentwhosuccessfullycompletes(withaCorhighergrade)ENG100canmoveontoENG102.Thetablebelowlistshowstudentswillbeplacedaccordingtoeachappropriatetestscore.Course ReferredtoCSN ENG100 ENG101 ENG102ACTEnglish ≤17 18‐20 21‐29 ≥30SATVerbal(re‐centered) ≤430 440‐500 510‐670 ≥680Accuplacer RC<60
SS<60RC=60‐75SS=60‐85
RC≥76&SS≥86
N/A
Note:RC=ReadingComprehension;SS=SentenceSkills
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 34 of 45
StudentswhoplaceintoENG100orlowercanattempttoimprovetheirplacementbyusingAccuplacer’s“WritePlacer”essayassessment.Thecutoffsforthisassessmentareasfollows:
Course ReferredtoCSN ENG100 ENG 101 ENG102Accuplacer(“WriterPlacer”)
<3 3or4 ≥5 N/A
Generally,AccuplacerscoresarenotusedtoplacestudentsintoENG102.However,studentswhoearnexceptionallyhighscores(ReadingComprehension≥103andSentenceSkills≥110)havetheoptiontopetitiontogodirectlyintoENG102.Todothis,theymustsubmitawritingsampleforareviewbyNSC’sEnglishfaculty,whointurnmakeaplacementrecommendation.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 35 of 45
NSC Math Course SequenceSTEM Path
STEM Path for students who test into Math 95 or Math 96.
Math 95M Math 126E Math 127 Math 181Math 95MMath 126E= 96D +126
Math 127 Math 181
STEM Path for students who test into Math 126. Take Math 126 and 127 concurrently.
Math 126
Math 127 Math 181
Math 126
Math 127 Math 181
Non-STEM Path
Non-STEM Path for students who test into Math 95 or Math 96.
Math 95M 120SMath 95MMath 120E= 96A + 120
Non-STEM Path for students who test into Math 120.
Math 120
Math 95M (5 credits) This mastery based course covers foundational mathematics topics up through elementary algebra.
Math 96A (1 credit) Students who pass Math 95M can take Math 96A concurrently with Math 120 as a 1-credit supple-mental course.
Math 96D (2 credits) Students who pass Math 95M can take Math 96D concurrently with Math 126 as a 2-credit supple-mental course
Math 120 (3 credits) This course covers topics in statistics, consumer mathematics, and modeling.
Math 120E (4 credits) Students register for this course to take Math 120 and Math 96A together.
Math 126 (3 credits) College Algebra is for students who plan to go on to calculus.
Math 126E (5credits) Students register for this course to take Math 126 and Math 96D together.
Math 127 (3 credits) Trigonometry can be taken concurrently with Math 126 (though not with Math 126E).
Math 181 (4 credits) Calculus depends heavily on the skills of Math 126 and 127.
Students who want to advance beyond their initial placement can use EdReady to prepare for retaking the Acuplacertest. Alternatively students can request placement into Math 120E if they work up to a score of 85 in EdReady, or they canrequest placement into Math 120 with a score of 100 in EdReady.
Course Math 95M Math 120E Math 120 Math 126E Math 126 Math 181ACT Math ≤ 19 ≤ 21 ≥ 22 ≤ 24 ≤ 27 ≥ 28SAT Math ≤ 450 ≤ 490 ≥ 500 ≤ 550 ≤ 620 ≥ 630Accuplacer (EA) ≤ 84 (EA) ≥ 85 (EA) ≥ 85 & (EA) ≥ 85 & (EA) ≥ 85 & (EA) ≥ 85 &
(CM)≥ 63 (CM)≥ 63 (CM)≥ 70 (CM)≥ 101
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 36 of 45
InstitutionalPlacementPolicies–CSNEnglishToplaceintotheappropriateEnglishclass,studentswillbetakingtheWritePlacerexam.TheWritePlacerexamistheessayportionoftheACCUPLACERtestingprogram.ScoresandPlacementsWhenyoutaketheACCUPLACERwritingplacementexam(theWritePlacer)youwillbegivenascore.ThisscorewilldetermineintowhichEnglishclassyouwillbeplaced.ACCUPLACERscoreof1AdultBasicEducation;contacttheGEDofficeattheSaharaWestCampusforappropriateinstruction.ACCUPLACERscoreof2‐ENG092CollegePrepEnglishI(5credits)
CourseDescription(ENG092):Emphasisoncollegelevelreadingandwriting.Practiceinparagraphconstructionandtheintroductiontothecompleteessay.Reviewofgrammar/punctuationskillsandsentencestructure.Guidanceandinstructioninintegratingreadingandwritingskills.ACCUPLACERscoreof3or4‐ENG098PreparatoryComposition(3credits)
CourseDescription(ENG098):English098PreparatoryCompositionIntensivereadingandwritingcoursefocusingoncollegelevelcriticalreadingandessaywritingstrategies.ThiscoursewasdesignedforstudentswhoseACTorSATscoresindicatethattheywouldbenefitfromanadditionalsemesterofEnglishbeforebeginningtheircollegelevelwork.StudentswhosuccessfullycompleteEnglish098withagradeof“C”orbetterwillbeeligibletoenrollinEnglish100,101,or113.ACCUPLACERscoreof5‐ENGLISH100
CourseDescription(ENG100):Awritingintensivecoursedesignedtostrengthencollege‐levelcompositionskills,withparticularattentiontoaudience,purpose,andcontextforwriting.Studentsreceiveextensivebackgroundinstrategiesofplanning,drafting,andrevising.Research,primaryand/orsecondary,isintroducedasameansbywhichstudentscanextendtheirownunderstandingthroughtheuseofoutsideresources.Additionally,criticalreadingandthinkingstrategiesaredeveloped.ExtraassistancewithEnglishwritingskills(grammar,sentencestructure,usage,andpunctuation)isprovided.StudentswhosuccessfullycompleteENG100withagradeof“C‐”orhigherwillsatisfytheENG101requirementandwillbeeligibletoenrollinENG102.Prerequisite:EnglishPlacementTestorENG098orESL139withagradeof“C‐”orhigher.ACCUPLACERscoreof6orhigher‐ENGLISH101CourseDescription(ENG101):English101isdesignedtostrengthencollege‐levelwritingskills,withparticularattentiontoaudience,purposeandrhetoricalsituation.Studentsreceiveextensivebackgroundinstrategiesofplanning,draftingandrevising.Researchisintroducedasameansbywhichstudentscanextendtheirownunderstandingthroughtheuseofoutsideresources.Additionally,criticalreadingandthinkingstrategiesaredeveloped.StudentswhosuccessfullycompleteENG101withagradeof“C‐”orhigherwillbeeligibletoenrollinENG102.Prerequisite:EnglishPlacementTestorcompletionofENG098orESL139withagradeof“C‐”orhigher.
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 37 of 45
Cutoff Scores for CSN MATH Course Placement No Placement or other test needed for entry into MATH 104 or MATH 116. For ACCUPLACER Column: AR = Arithmetic Test, AG = Elementary Algebra Test, CM = College Math Test. *C or better is required in Prerequisite courses.**All test scores are cannot be older than two years.
Course Prereq. Course*
SAT** ACT**
Math Prep Mods
ACCUPLACER** Credit Awarded
Math Prep None < 89 on AR
MATH 093(remove)
350 13
MATH 095 MathPrep(1-3) or M116
400 16 3, 4 or 5 > 89 on AR and < 76 on AG
MATH 096 M095 or Math Prep (4-6)
450 19 6 > 76 on AG
MATH 111 Math Prep 400 16 3, 4 or 5 > 89 on AR and < 76 on AG
MATH 120 M095 or Math Prep (4-6)
450 19 6 > 76 on AG College Math CLEP > 50
MATH 122 M096 or M097
500 22 CM > 49
MATH 123 M122
MATH 124 M096 or M097
500 22 CM > 49 College Algebra CLEP > 50
MATH 126 M096 or M097
500 22 CM > 49 Precalculus CLEP > 50
MATH 127 M126 550 25 CM > 83
MATH 128 M096 or M097
550 25 CM > 83
MATH 132 M124, M126 or M128
550 25 CM > 83
MATH 181 M127 or M128
600 28 CM > 100 Calculus CLEP > 50 AP Calculus AB or BC > 4
MATH 182 M181 AP Calculus BC > 4
MATH 251 M127 or M128
600 28 CM > 100
MATH 253 M182
MATH 283 M182
MATH 285 M182
STAT 152 M124, M126 or M128
550 25 CM > 83 AP Stat > 4
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 38 of 45
InstitutionalPlacementPolicies–GBCAllassociateandbaccalaureatedegreeprogramsatGBCentailcollege‐levelEnglishandmathematicscourses.Enrollmentinthesecoursesrequiresoneofthefollowing:
QualifyingscoresontheACTorSAT. QualifyingscoresonaGBC‐administeredAccuplacertest(CPT). Successfulcompletionofdevelopmentalcourses.Scoresfromplacementtestsabove
determinewhichdevelopmentalcoursesmayberequired,ifany.EnglishPlacementScores
Accuplacer ACT SAT SentenceSkills Writing Class<18 <440 <86 1‐4 ENG095or10318‐29 440‐670 >86 5‐8 ENG101and10730‐36 680‐800 >115 N/A ENG102
MathInadditiontoSAT,ACT,andAccuplacerscores,alternativemethodsofplacementareusedincludingreviewofastudent’shighschooltranscriptformathcoursesandpersonalizedinterviewwiththestudenttoassesstheirmathbackground.StudentswhocompleteENG101andMATH095withagradeofCorbetterareeligibletoenrollinMATH120.TosatisfythemathematicsrequirementfortheAssociateofArts,eachstudentmustcompletethreecreditsofMATH120orfivecreditsatthelevelofMATH126orhigher.FortheAssociateofScience,eachstudentmustcompletefivecreditsofMATH126orhigher.CompletionofMATH116orhigherisrequiredtosatisfythemathematicsrequirementfortheAssociateofGeneralStudies.MATH116orhigherisrequiredforallAssociateofAppliedSciencedegrees.ThemathematicsrequirementmayalsobesatisfiedbyastudentwhoearnscreditthroughtheCLEP(College‐LevelExaminationProgram)tests,ortransfersequivalentcreditstoGBC.
Accuplacer ACT SAT ARTH ELEMAG COLLLEV
MATHCLASS
<16 <400 <86 MATH09117‐18 400‐465 >86 <62 MATH095or
09719‐21 470‐495 >86 63‐120 MATH09622‐24 >500 >86 63‐120 40‐63 MATH116or
12022‐24 >520 >86 63‐120 >63 MATH126or
128>25 >560 MATH127or
higher
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 39 of 45
InstitutionalPlacementPolicies–TMCCEnglishPlacementCutScoresEffectiveMarch31,2015thefollowingplacementcutscoresrequirementsapplytoEnglishcoursesatTruckeeMeadowsCommunityCollege.
Test RawScoreRange CoursePlacement
ACCUPLACERNativeEnglish
ReadingComprehension
20–40 ABEEnglish
41–55 EnglishSkillsCenterESC1
56–75 ENG98RandRequiredREAD95(1.5credits)76–85 ENG101(noonline101or107)andRequired
READ135ORENG98R(onlineorinperson;noREAD135)
86+ ENG101orENG107(in‐classoronline) orBUS106
Non‐NativeEnglishReadingSkills
&ESLWritePlacer
20‐49andESLWritePlacer0– 5 RefertoCommunityESLProgram50–80andESLWritePlacer0– 2 ENG81A,ENG81C81–105andESLWritePlacer0– 2 ENG112A,ENG81C106– 120andESLWritePlacer0– 2 ENG112D andRequiredREAD135(Non‐
Native)50‐80andESLWritePlacer3– 5 ENG112A,ENG81C81–105andESLWritePlacer3– 5 ENG112A,ENG112C,andENG112D106– 114andESLWritePlacer3– 5 ENG112D andRequiredREAD135(Non‐
Native)115– 120andESLWritePlacer3– 5 ENG113,RecommendREAD135(Non‐Native)
StudentsthatScoreaperfectscoreof6 intheESLWritePlacerwillbranchouttoNativeReadingComprehension.ThisgivesstudentstheopportunitytoshowthattheyarereadyfortheNativeEnglishTrack.NativeReadingComprehension20– 75andESLWritePlacer6
StudentsatthislevelarenotpreparedforNativeEnglish.WedivertbacktoNon‐NativeplacementbyadministeringtheNon‐NativeReadingSkillssectionofACCUPLACER.Forplacementweusethestudent’sESLReadingSkillsscoresandrefertotheESLWritePlacer3‐5sequence.
NativeReadingComprehension76 ‐ 85andESLWritePlacer6
ENG101orENG113andRequiredREAD135(Non‐Native)
NativeReadingComprehension86– 120andESLWritePlacer6
ENG101 orENG113(ifstudentprefers)
SAT
Below440 TakeACCUPLACERorself‐enrollinEng98andRead95orENG112CandENG112D
440– 670 ENG101orENG107orENG113680+ ENG102orENG114
ACT
Below18 TakeACCUPLACERorself‐enrollinEng98 andRead95orENG112C,ENG112D
18–29 ENG101orENG107orENG11330+ ENG102orENG114
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 40 of 45
OR
APEXAMPLACEMENT:
ForstudentsinhighschoolAdvancedPlacementcourses,APcreditisawardedasfollows:
•Forascoreof3ontheLanguageandCompositionexam,studentsreceivecreditforEnglish101(3credits).
StudentsmusttakeEnglish102.
•Forascoreof4or5ontheLanguageandCompositionexam,studentsreceivecreditforbothEnglish101and102(6credits).
AlternatePathwayOptionsfor2014WCSDGraduates
BeginningFall2014foralternatepathwaysinplacementsintoentry‐levelcollegecoursesforrecentWashoeCountySchoolDistrict(WCSD)highschoolgraduates.Additionally,2013WCSDgraduateswhoarenewstudentsatTMCCmaybeplacedusingthesemathematicsplacementcriteria.
TMCCEnglishPlacement Criteria CoursePlacementHighSchool OverallunweightedGPA<
3.0ACCUPLACERPlacement ORSAT/ACT**orself‐enrollinEng98andRead95(1.5credits)orENG112CandENG112D
OverallunweightedGPA>3.0
ENG101,RecommendedREAD135orENG113,RecommendedREAD135
APEnglishcourse(passingwith“C”orbetter)
ENG101,RecommendedREAD135orENG113,RecommendedREAD135
HighSchoolEquivalency TakeACCUPLACER OR self‐enrollinENG98RandRequiredREAD95(1.5credits)orENG112CandENG112D
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 41 of 45
MathPlacementScores
ACCUPLACER
Arithmetic ElementaryAlgebra CollegeLevelMath Placement
Below80
MathSkillsCenter
80
MATH90,MATH95,MATH108
76 MATH90,MATH96,MATH106
50 MATH120
55 MATH126
70 MATH122,MATH123,MATH128
84 MATH127,MATH176,STAT152
101 MATH181
SAT
MathScore Placemen
400–460 MATH90,MATH95,MATH108
470–500 MATH90,MATH96,MATH106
490 StretchMath120and126
500 MATH120, MATH 126
560–610 MATH127,STAT152
620 MATH122,MATH123,MATH128,MATH176
630 MATH181
ACT
MathScore Placemen
17–18 MATH90,MATH95,MATH108
19–21 MATH90,MATH96,MATH106
22 MATH120,MATH126
25–27 MATH122,MATH123,MATH127,MATH128,STAT152
27–28 MATH176
28 MATH181
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 42 of 45
InstitutionalPlacementPolicies–WNC
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 43 of 45
(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 12/03/15) Ref. ARSA-5a, Page 44 of 45
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