Is there a state or systemwide developmental education assessment and placement policy?


Developmental Education Policies

Is there a state or systemwide developmental education assessment and placement policy?

December 2018


Depending on its unique higher education governance structure, a state may have several policies included in this resource. System-level initiatives, programs and collaborations are excluded from this review. For a few states, Education Commission of the States did not identify an assessment and placement policy, but it did identify a relevant developmental education policy; those states are noted as “No assessment and placement policy identified.” 
 


Yes/No Is there a state or systemwide developmental education assessment and placement policy? Citation
Alabama
Yes. Chancellor's Procedures for the Alabama Community College System requires mandatory placement in developmental education courses, advising and instruction. Chancellor's Procedure for Board Policy 722.01
Alaska
No assessment and placement policy identified. Board of Regents of the University of Alaska System policy states that developmental courses will be offered. Board Policy P10.04.080
Arizona
Yes. Arizona Board of Regents policy authorizes community colleges to require students to complete developmental coursework if it is determined the student lacks basic competencies. Board Policy 2-121: Undergraduate Admission
Arkansas
Yes. Arkansas Higher Education Coordinating Board policy requires institutions to adopt placement plans and assessment measures, and provides guidelines for cut-off scores. Board policy requires the technical college system to develop assessment and articulation procedures between developmental education and each program. Coordinating Board Policy for Student Placement into General Education Core Courses (3.08) and College and Program Admissions And Student Ability to Benefit (4.05)
California
Yes. California State University Board of Trustees policy no longer requires mandated placement into developmental education. First-time, first year students who require developmental education are required to participate in the Early Start Program. Executive Order 1110

Yes. State education code directs the Board of Governors of the California Community Colleges to establish a common assessment system. A student may not be required to enroll in developmental education courses that lengthen time-to-degree. Cal. Educ. Code § 78213
Colorado
Yes. The Commission on Higher Education provides scores on common assessments that institutions may use to identify students who require developmental education. Section I Part E, Developmental Education
Connecticut
Yes. State statute requires that if the Connecticut State University System or a community technical college determines a student is likely to succeed in college level work with supplemental support, the institution must offer developmental education support that is embedded in the college level course. Conn. Gen. Stat. Ann. § 10a-157a

Yes. Board of Regents of the Connecticut State Colleges and University System policy suspends former policies and authorizes institutions to develop, test and refine placement methods to comply with state statute. Board Policy 1.9 Community College Suspension of Placement Policy
Delaware
No policy identified. A public webpage on the Delaware Technical Community College website indicates that a student must submit qualifying SAT scores or take the Accuplacer placement test.
District of Columbia
No assessment and placement policy identified. Municipal regulations direct the University to establish a comprehensive educational summer program for applicants who do not meet regular admissions standards. D.C. Mun. Regs. tit. 8-B, § 708
Florida
Yes. State statute directs the State Board of Education and Board of Governors to develop and implement a common placement test. Additionally, institutions must implement a student success plan for students placed in developmental education. Fla. Stat. Ann. § 1008.30

Yes. Florida State University System Board of Governors regulations require first time students who do not meet cut scores to complete developmental education requirements at Florida Agricultural and Mechanical University or at Florida College System institutions. Board Regulations Chapter 6.008 Postsecondary College-Level Preparatory Testing, Placement, and Instruction for State Universities

Yes. The State Board of Education requires that a student admitted to the Florida College System whose score on a placement test indicates a need for developmental education must be advised of all options and allowed to enroll in the option of their choice. State Board of Education Rule 6A-10.0315
Georgia
Yes. University of Georgia System Board of Regents policy requires that associate or baccalaureate degree seeking students must be evaluated for placement in English (reading/writing) and math. Board of Regents Policy 2.9 Learning Support and Board of Regents Policy 3.2.4 Test Scores

Yes. State Board of the Technical College System of Georgia policy manual outlines assessment and placement methods to evaluate a student's readiness for a program. Board Policy - Admission: Assessment and Placement, Standard Number 02-01-06
Hawaii
No policy identified.
Idaho
Yes. The Idaho State Board of Education requires that each institution must maintain a diagnostic testing mechanism for English language arts and math, and provide necessary measures to students who are identified as needing additional academic support. Governing Policies and Procedures III
Illinois
No assessment and placement policy identified. State statute requires the Board of Higher Education to develop guidelines that emphasize the role of community colleges in offering developmental education. 110 Ill. Comp. Stat. Ann. 205/9.07
Indiana
No policy identified. A public webpages on the Ivy Tech Community College Board website indicate most students will be assessed for reading, writing and math skills with an ACT, SAT, PSAT or ACCUPLACER score.
Iowa
No policy identified. The Department of Education convened a developmental education work group to study developmental education in state and submitted a final report in July 2018.
Kansas
Yes. The Kansas Board of Regents has issued recommended guidelines regarding developmental education assessment and placement. 2018 Placement Assessment Guidelines
Kentucky
Yes. Administrative Regulations set admission guidelines that state if a public university admits a student who does not meet readiness standards, a placement exam must be used to place the student in the appropriate course. 13 Ky. Admin. Regs. 2:020 (Section 2) (10)

Yes. The Kentucky Council on Postsecondary Education has issued guiding principles for developmental education and intervention programming. Kentucky's Guiding Principles for Developmental Education and Postsecondary Intervention Programming

Yes. The Kentucky Community and Technical College System policy supplements policy requirements outlined in administrative regulations. KCTCS Assessment and Placement Policy 4.13
Louisiana
Yes. The Louisiana Board of Regents has established uniform guidelines for student placement. Board of Regents Academic Affairs Policy 2.18
Maine
No policy identified. A public webpage on the Maine Community College System website outlines admission requirements and identified cut scores.
Maryland
No policy identified. A Student Outcome and Achievement Report from the Maryland Association of Community Colleges states that community colleges agreed to standardize assessment procedures, tests and cut scores.
Massachusetts
Yes. Massachusetts Department of Higher Education, Board of Higher Education policy requires that each incoming student's college readiness is assessed according to a common assessment instrument. Institutions may use high school GPA in lieu of an assessment score. Board Policy AAC 19-08, AAC 19-08
 
Michigan
No policy identified.
Minnesota
Yes. Board of Trustees of the Minnestota State Colleges and Universities policy directs the Chancellor to identify a system-endorsed placement instrument. Board Policy 3.3 Assessment for Course Placement and System Procedure 3.3.1 Assessment for Course Placement
Mississippi
Yes. Mississippi Institutions of Higher Learning Board of Trustees policy states that students who fail to meet admission standards may be admitted and required to participate in a year long academic support program and/or the summer developmental program. IHL Board Policy 602.C
Missouri
Yes. Missouri Department of Higher Education & Coordinating Board policy states that community colleges have adopted common standards for college readiness. College Readiness Standards for the Missouri Community Colleges
Montana
Yes. Board of Regents of Higher Education for the Montana University System policy identifies community colleges as the primary provider of developmental coursework, details course numbers and timing for completion. Board of Regents Policy & Procedures Manual Section: 301.18, Developmental Education
Nebraska
No assessment or placement policy identified. State statute authorizes the Coordinating Commission for Postsecondary Education to adopt developmental education policies. The Commission is also authorized to issue guidelines that emphasize community colleges as the primary providers of developmental education. Neb. Rev. Stat. Ann. § 85-1413
Nevada
Yes. Nevada System of Higher Education Board of Regents policy outlines uniform cut scores for course placement. NSHE Board policy Title 4, Chapter 16, Section 1
New Hampshire
No policy identified.
New Jersey
No policy identified.
New Mexico
No policy identified. In 2016, the New Mexico English and New Mexico Math remediation task forces issued recommendations for English and math placement and course models.
New York
No assessment and placement policy identified. State statute. State statute requires the state university trustees to develop a comprehensive plan to develop a developmental education program, to be implemented as part of the master plan at each state university of New York community college. N.Y. Educ. Law § 6303-a

No assessment and placement policy identified. State University of New York Trustees policy clarifies the state university of New York's position on offering credit for developmental education and encourages campuses to devote appropriate attention to the awarding of academic credit. SUNY Board policy AA Doc. No. 1005

Yes. A memo from the University Provost of CUNY reviews changes to developmental education policy and practice, and sets instruction guidelines and uniform math minimum proficiency standards. University Provost Memo, date June 27, 2013, Changes in Remedial Policy and Practice.
North Carolina
Yes. State Board of Community Colleges multiple measures policy establishes an index used to determine college readiness for recent high school graduates. NCCCS Policy, Multiple Measures for Placement, August 2016
North Dakota
Yes. North Dakota University System policy sets uniform cut scores for course placement. NDUS Procedures 402.1.2 Student Placement into College Courses
Ohio
Yes. State statute directs the presidents of all state institutions to jointly establish uniform, statewide standards that each student must meet in order to be considered remediation free. Each instituion is responsible for assessing the needs of its students. Ohio Rev. Code Ann. § 3345.061

Yes. The presidents of state higher education institutions have established statewide standards in math, science, reading and writing to comply with state statute. Uniform Statewide Standards for Remediation Free Status
Oklahoma
Yes. Oklahoma State Regents for Higher Education procedures require each college and university to develop a plan to evaluate students and determine college readiness and course placement. Minimum cut scores are outlined. State Regents Academic Affairs Procedure 3.20
Oregon
No policy identified. HB 2681 (2015) convened a work group to examine and make recommendations on course placement at community colleges, including a statewide assessment. Language was repealed on January 1, 2017.

No policy identified. A statutorily created work group submitted a report to the Higher Education Coordinating Commission and Department of Education. The recommendations were not binding, however, the community college presidents and university provosts agreed to incorporate the Smarter Balanced assessment into placement decisions.
Pennsylvania
No assessment and placement policy identified. State statute requires all public institutions to provide developmental programs, when required. 22 Pa. Code § 31.33 (b)(3)
Rhode Island
No policy identified. The Office of the Postsecondary Commissioner launched a state-wide corequisite remediation-at-scale initiative in spring 2018.

No policy identified. A public webpage on the Community College of Rhode Island website offers indicates the ACCUPLACER assessment is required, and scores will be used for placement.
South Carolina
Yes. The South Carolina Commission on Higher Education requires that only two-year institutions offer developmental education courses, and notes that the University of South Carolina decided all developmental students would enroll in enriched sections of entry level courses. Commission Policies on Developmental Education in South Carolina

Yes. South Carolina Technical College System procedure includes guidelines for each college to follow. State Board Procedure 3-2-101.1
South Dakota
Yes. The South Dakota Board of Regents has issued English and math placement guidelines for public universities. BOR Guideline 7.6: English and Mathematics Placement Guidelines
Tennessee
Yes. Tennessee Board of Regents academic guidelines outline developmental education assessment and placement, and a learning support framework for the state community colleges and technical colleges. Board Guidelines, Learning Support: A-100
Texas
Yes. The Texas Higher Education Coordinating Board requires every public higher education institution to assess the academic skills of every entering student. 19 Tex. Admin. Code § 4.51 et. seq.
Utah
No assessment and placement policy identified. State statute requires all community colleges to provide developmental education. Utah Code Ann. § 53B-16-202
Vermont
No policy identified.
Virginia
Yes. Virginia Community College State Board policy requires colleges to follow VCCS guidelines and procedures when assessing students for course placement. VCCS Student Development Services, Student Development, Placement, Section 6.4.0.2
Washington
Yes. State statute requires the Student Achievement Council to work with the state board for community and technical colleges, the workforce training and education coordinating board, and the four year institutions to encourage the use of multiples measures to determine course placement. Wash. Rev. Code Ann. § 28B.77.020 (7)(a)(ii)
West Virginia
Yes. State statute directs the higher education policy commission and the council for community and technical college education to collaborate to approve and implement uniform placement standards. W. Va. Code Ann. § 18B-1B-4 (20) and W. Va. Code Ann. § 18B-2B-6 (39)

Yes. The Higher Education Policy Commission has established uniform assessment and placement standards for public colleges and universities. W. Va. Code R. 133-21 et. seq.
Wisconsin
Yes. University of Wisconsin System Board of Regents policy requires students to be assessed for course placement. Regent Policy Document 4-8
Wyoming
Yes. University of Wyoming policy states that students who do not meet admission requirements may be admitted with support. Admission of Students, UW Regulation 2-201

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