System Procedure 3.3.1 Assessment for Course Placement

System Procedures
Chapter 3 - Educational Policies

Part 1. Purpose
To establish consistent practices and procedures among colleges and universities for assessment of students’ knowledge and skills for course placement.

Part 2. Definitions

American College Test (ACT)
A national standardized test designed to measure knowledge and skills in four areas: English, mathematics, reading, and science. The test is offered by ACT Inc., is taken by an individual/student, and generally used by colleges and universities for college admissions.

ACCUPLACER Test
A set of adaptive tests designed to measure knowledge and skills in reading, writing, and mathematics and used to assess student preparedness for introductory college-level courses. The test is offered by the College Board, is taken by an individual/student, and generally used by colleges and universities for course placement purposes. The term ACCUPLACER refers to the Next Generation ACCUPLACER test.

College-level courses
A college or university course that meets college-level standards. Credits earned in a college-level course apply toward the requirements of a certificate, diploma, or degree.

Developmental-level course
A course designed to prepare a student for entry into college-level courses. Developmental-level course credits do not apply toward a certificate, diploma, or degree. Developmental-level courses are numbered below 100 or 1000 level pursuant to Operating Instruction 3.36.1.1. Course Numbering Convention.

Developmental models
Various models of curricula and student support approaches of delivering developmental education. Examples of models include, but are not limited to,

traditional model of sequenced courses;

co-requisite, where students are enrolled in a college-level introductory course and concurrently enrolled in a developmental-level course that provides additional support or receives additional supplemental support to the college-level course;

a stretched college-level course that is extended over a longer period of time that allows for additional academic curricula and support;

models that combine multiple developmental education levels into a single course; or

models that compress the course content over a shorter period of time so that two levels of developmental education courses can be completed within one semester.

General Educational Development (GED) Test
The GED test allows individuals who do not have a high school diploma to earn a High School Equivalency Diploma. The test measures academic competencies similar to many of those required of a high school graduate.

Guided Self-Placement
A process for course placement that includes informing the student about course options, available supports, and content knowledge needed for success in each course. Staff and/or faculty review the students’ information and collaborate with the student to provide guidance. The student makes the final decision on course placement.

Minnesota Comprehensive Assessments (MCA)
The MCAs and alternate assessments; (MCA-Modified) and Minnesota Test of Academic Skills (MTAS), are the state tests designed to measure student progress toward Minnesota's academic standards and meet the requirements of the Every Student Succeeds Act (ESSA). The MCAs are administered in grades 3-8, 10, and 11 in the subject areas of reading, mathematics, and science. The MCA applicable to System Procedure 3.3.1 are the Grade 10 MCA Reading test and the Grade 11 MCA Mathematics test. Parents may opt out of MCA testing, pursuant to Minn. Stat. § 120B.31.

Placement
The upper limit of the coursework in a particular discipline a student is qualified to enroll in based on pre-identified measures and cut scores. Additional factors may increase the placement, such as the consideration of additional measures, campus appeals process, etc. Students must be given the opportunity to enroll in the corresponding college-level or developmental-level course based on their placement. Students cannot be required, but have the option, to enroll in a course lower than their placement.

Preliminary Scholastic Aptitude Test (PSAT)
A national standardized test designed to measure knowledge and skills in three areas: reading, writing, and mathematics. The test is offered by the College Board and can be taken by an individual/student in 10th or 11th grade.

Scholastic Aptitude Test (SAT)
A national standardized test designed to measure knowledge and skills in three areas: reading, writing, and mathematics. The test is offered by the College Board, is taken by an individual/student, and generally used by colleges and universities for admissions.

System-endorsed placement instruments or measures
The course placement instruments or measures identified by Minnesota State as the instruments or measures That may be used for course placement purposes at the colleges and universities.

Test for Adult Basic Education (TABE)
A standardized test used to assess skills and knowledge of adult learners in the areas of literacy, reading, mathematics and language.

Validation period
The period an acceptable placement score is valid for purposes of course placement.

Part 3. Assessment for Course Placement Committee
The system office Academic and Student Affairs Division shall maintain an Assessment for Course Placement Committee that will be convened every 5 years to review system endorsed instruments and measures and make recommendations to the Senior Vice Chancellor for Academic and Student Affairs.

Subpart A. Committee responsibilities
The ACPC shall periodically review national course placement instruments and placement practices and submit recommendations to the senior vice chancellor for academic and student affairs on the following:

acceptable placement measures,

instruments to be designated as the system-endorsed placement instruments,

minimum scores on the system-endorsed placement instruments,

measures for placement into courses at the college level,

proposed changes to board policy and system procedure related to course placement measures, and

other items as needed to address consistency of measures utilized and placement practices at colleges and universities.

Subpart B. Recommendations for system minimum course placement scores for placement instruments and measures.
The ACPC shall develop and recommend to the senior vice chancellor for academic and student affairs:

a process for establishing system minimum course placement scores,

the system college-level minimum course placement scores for the system-endorsed instrument,

additional measures that colleges and universities shall use to place a student appropriately in developmental/corequisite courses or introductory college-level writing, mathematics (ollege algebra and statistics), and reading-intensive courses.

Subpart C. Placement instrument and measures review and approval
A complete review of the system-endorsed placement instrument and measures must be conducted at least every five years. The ACPC will regularly review system-level success data (as available) to evaluate the impact of the enacted placement measures. If supported by data-backed evidence, the ACPC may recommend adjustments to the measures to better support student success in the specified course area.

The senior vice chancellor for academic and student affairs shall approve the system-endorsed placement instruments and measures that are specified in this procedure.

Part 4. Placement Instruments and Measures

Subpart A. Acceptable placement measures
For students who present a valid high school GPA, subject area test scores from the ACT, PSAT, SAT, MCA, official scores on the system-endorsed placement instrument (ACCUPLACER), or GED and TABE scores, colleges and universities shall use the highest placing measure to determine student course placement. When a course, program, or college/university requires a specific level of reading, writing, or mathematics skill, the subject area test scores from these measures or high school GPA must be used to determine student placement in courses. Placement into college-level coursework must be based on any one of the placement measures or processes outlined in this procedure. Colleges and universities shall not require students to have taken the ACT, PSAT, SAT, GED, TABE, or MCA tests for course placement purposes.

Subpart B. System-endorsed placement instrument
Effective July 1, 2023, the College Board ACCUPLACER is designated as the system-endorsed placement instrument. Colleges and universities shall provide the option for students to be evaluated with the ACCUPLACER as specified in this procedure.

Subpart C. Assessment for course placement in a higher-level course
Colleges and universities may use additional assessment measures in reading, writing or mathematics for placement into a course above the introductory college level only if the acceptable placement measures do not assess for placement into the higher-level course. These additional assessment measures must be administered at no cost to the student and be available to all students.

Subpart D. Assessment of students who are multilingual learners of English
Colleges and universities must provide an option for students (who are identified via the Universal application or self-identify as a multilingual learner of English) to be evaluated for English language proficiency using the following three-part multiple measures tool: ACCUPLACER ESL Reading & Listening, a self-evaluation, and writing sample.

Testing Process

Campuses must add the following questions to their local application until updates to the Universal Application are complete. If on the Universal Application an applicant identifies as an international student, non-citizen, or completed high school and/or college work at an institution outside of the US, the following questions will be asked:

Is English the official language of schools in your country? Yes/No (No, triggers sub question)

After the age of 10, how many years have you studied in English at school full-time (at least 18 hours a week)?

Less than 7 years (*flag for potential ELL assessment)

7 years or more

I took my GED in a language other than English.

Yes/No (Yes= recommended flag for ELL assessment)

Are you interested in taking English for Speakers of Other Languages (ESOL/ESL/EAP/ELL) courses?

Yes/No (Yes= recommended flag for ELL assessment)

If any of the above three questions result in an affirmative response, applicants must be sent a communication which explains the ELL assessment process and initiates steps for beginning that process.

Multilingual learners of English course placement components:

ACCUPLACER ESL Reading and Listening and WritePlacerESL (See Part 5 for information about administering)

WritePlacerESL samples will be evaluated by qualified and trained ELL professionals using the ELL Writing Sample rubric.

A standardized self-assessment of English language acquisition will be collected to help inform recommendation process.

All pieces of the assessment (ACCUPLACER ESL and Self-Assessment) should be completed within two business days or as near as possible to determine course placement.

Students should be offered the recommendation for non-ELL classes if they score:

Higher than 205 on the AccuplacerESL Reading and Listening;

And a 5 on the local MinnState rubric on the WritePlacerESL

However, they should be offered the option of ELL coursework if indicated by their self-assessment

Subpart E. Additional assessment measures
For purposes other than placement in reading, writing, mathematics, or ESOL, colleges and universities may require additional measures (e.g., computer literacy, study skills inventories, occupational-related tests, or readiness for online courses) for advising and placement purposes. These additional assessment measures must be administered at no cost to the student and be available as an opportunity to all students.

Part 5. ACCUPLACER Administration

Subpart A. ACCUPLACER testing and retesting process
Prior to testing, colleges and universities shall inform students how their test score(s) will be used for course placement. When taking the ACCUPLACER for the first time, a student will be provided a reasonable opportunity and time to review ACCUPLACER test materials, including a sample test. When course placement requires the student to take a developmental-level course, the student must be provided the opportunity to retest at the earliest time determined by the student when testing is available, including retesting during or after a student has taken a developmental-level course. Colleges and universities may have a policy that limits the number of ACCUPLACER retests in a given time period and limits the total number of ACCUPLACER retests.

Subpart B. Student fees ACCUPLACER
A student must not be charged a fee for the ACCUPLACER tests. A college or university may charge a fee to a student who requests a retest of an ACCUPLACER subject area test.

Subpart C. Accommodations for ACCUPLACER testing
When requested in advance by a student through an authorized reasonable accommodation process, colleges and universities shall provide students reasonable accommodations for ACCUPLACER testing.

Part 6. Alternative Course Placement Methods
Colleges and universities shall honor the following additional course placement methods.

Subpart A. Alternative methods for reading and writing placement
Students who meet the following criteria must receive a college-level placement in reading and writing:

documentation of completion of an associate degree, a baccalaureate degree, or higher degree from an accredited post-secondary institution in the United States, or

successful completion (C or better) of six college-level course credits.

Students who meet the following criteria may receive college-level placement in reading and writing:

documentation of completion of a post-secondary diploma or certificate.

Subpart B. ACCUPLACER option for students without system-endorsed measures or scores
All colleges and universities shall provide the option for students to take the ACCUPLACER if requested by the student, but shall not require a student to take the ACCUPLACER. A student who does not provide the minimum high school GPA or course placement subject area scores from the ACT, PSAT, SAT, GED, TABE, or MCA may take the ACCUPLACER tests for course placement purposes when a course, program, or college/university policy indicates a requirement for a specific level of reading, writing, or mathematics skills.

Subpart C. Guided Self Placement (GSP)
Students who do not have a high school GPA within the validity window or course placement subject area scores from the ACT, PSAT, SAT, GED, TABE, or MCA within the validity window may utilize the college or university’s GSP process, if available. When available, the GSP process may be used for course placement purposes if a course, program, or college/university policy indicates a requirement for a specific level of reading, writing, or mathematics (college algebra and statistics) skills. A student’s GSP placement must be honored at all Minnesota State colleges and universities.

Development of a Guided Self Placement (GSP) process. Colleges and universities may elect to develop a GSP process for reading, writing, and/or mathematics placement for use with students who do not provide scores for any of the measures indicated in this procedure. The GSP process should be developed in collaboration with the college or university’s discipline-related faculty and staff.

Information about courses, available supports, and program/pathway requirements is shared with the student. This may include a review of sample topics and skills needed for success in each course option to allow the student to conduct a self-assessment of skills and comfort with the course content.

Faculty and/or staff provide guidance and communication to the student about recommendations for course placement most relevant to the identified program/pathway in alignment with Guided Learning Pathways.

Students make the final decision on course placement.

ACCUPLACER or other standardized assessments (such as ALEKS PPL) may be incorporated into the process to help inform students with their self-placement decision. However, if used for Guided Self-Placement, such assessments would not restrict a students’ placement options.

College or university-developed tests must not be used to replace the GSP process.

Part 7. System Minimum Course Placement Scores
Colleges and universities shall develop a course placement process in which a student who obtains the minimum high school GPA, or subject area test score from any of the acceptable measures, or obtains subject area test scores from any of the acceptable measures within the score range in combination with the minimum self-reported cumulative high school GPA as indicated in the following subparts, and that measure is within the acceptable validation period, must be given a placement into the corresponding college-level course(s) without required corequisite support when a course, program, or college/university policy indicates a requirement for a specific level of reading, writing, or mathematics skills.

Subpart A: Placement based on high school GPA
A student who obtains the following minimum cumulative high school GPA, obtained within the last ten years, inclusive of the current calendar year, or obtains the following minimum cumulative high school GPA and associated grade in listed high school coursework, obtained within the last ten years, inclusive of the current calendar year, must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or the associated portion(s) of the ACCUPLACER.

Reading: A student who presents a cumulative high school GPA of 2.6 or higher must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing: A student who presents a cumulative high school GPA of 2.6 or higher must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra:

A student who presents a cumulative high school GPA of 2.8 or higher and earned a minimum grade of C- in high school Algebra 2 must be given a placement of college-level that allows for enrollment in College Algebra.

A student who presents a cumulative high school GPA of 2.6 and enrolled in high school Precalculus or advanced 4th year math class beyond Algebra 2 must be given a placement of college-level that allows for enrollment in College Algebra.

A student who presents a cumulative high school GPA of 2.4 and enrolled in high school calculus must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics:

A student who presents a cumulative high school GPA of 2.8 and earned a minimum grade of C- in high school Algebra 2 must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A student who presents a cumulative high school GPA or 2.6 and enrolled in high school Precalculus or advanced 4th year math class beyond Algebra 2 must be given a placement of college-level that allows for enrollment in introductory college-level statistics.

A student who presents a cumulative high school GPA of 2.4 and enrolled in high school Calculus must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A college or university may establish lower minimum score(s) for placement into introductory college-level mathematics courses other than College Algebra or Statistics and for developmental mathematics courses. A college or university may establish higher minimum score(s) for placement into a higher level mathematics course(s).

Subpart B. Placement based on ACT subject area test scores
A student who obtains:

the following minimum ACT subject area scores or higher based on documentation of subject area test scores on the ACT test taken within five calendar years, inclusive of the current calendar year, for reading, writing, and mathematics, or

ACT subject area scores within the range noted in combination with the minimum self-reported cumulative high school GPA, (obtained within the last ten calendar years, inclusive of the current calendar year),

must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or the associated portion(s) of the ACCUPLACER.

Reading. A student who presents a reading subject area test score of 21 or higher or a reading subject area test score of 19-20 and a self-reported high school GPA of 2.5 or higher must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing. A student who presents an English subject area test score of 18 or higher or an English subject area test score of 16-17 and a self-reported high school GPA of 2.5 or higher must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra: A student who presents

a mathematics subject area test score of 22 or higher, or

a mathematics subject area test score of 20-21 and a self-reported cumulative high school GPA of 2.7 or higher, must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics: A student who presents

a mathematics subject area test score of 19 or higher, or

a mathematics subject area test score of 17-18 and a self-reported cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A college or university may establish lower minimum score(s) for placement into introductory college-level mathematics courses (other than College Algebra or Statistics) and developmental mathematics courses.

A college or university may establish higher minimum score(s) for placement into a higher-level mathematics course(s).

Subpart C. Placement based on SAT subject area test scores
A student who obtains:

the following minimum SAT subject area scores or higher based on documentation of subject area test scores on the SAT test taken (within five calendar years, inclusive of the current calendar year), for reading, writing, and mathematics, or

obtains SAT subject area scores within the range noted in combination with the minimum self-reported cumulative high school GPA, (obtained within the last ten calendar years, inclusive of the current calendar year),

must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or the associated portion(s) of the ACCUPLACER.

Reading: A student who presents

an evidence-based reading and writing (ERW) subject area test score of 480 or higher, or

an ERW subject area test score of 440-479 and a self-reported high school GPA of 2.5 or higher,

must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing: A student who presents

an evidence-based reading and writing (ERW) subject area test score of 480 or higher, or

an ERW subject area test score of 440-479 and a self-reported high school GPA of 2.5 or higher,

must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra: A student who presents

a mathematics subject area test score of 530 or higher, or

a mathematics subject area test score of 520-529 and a self-reported cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics: A student who presents

a mathematics subject area test score of 530 or higher, or

a mathematics subject area test score of 520-529 and a self-reported cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in introductory college-level Statistics courses.

A college or university may establish lower minimum score(s) for placement into introductory college-level mathematics courses other than College Algebra or Statistics and for developmental mathematics courses.

A college or university may establish higher minimum score(s) for placement into a higher-level mathematics course(s).

Subpart D. Placement based on MCA subject area test scores
A student who obtains:

the following minimum MCA subject area scores or higher based on documentation of subject area test scores on the MCA test (taken within five calendar years, inclusive of the current calendar year), for reading and mathematics, or

obtains MCA subject area scores within the range noted in combination with the minimum self-reported cumulative high school GPA, obtained within the last ten calendar years, inclusive of the current calendar year,

must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or associated portion(s) of the ACCUPLACER.

Reading: A student who presents

an MCA Reading score of 1047 or higher, or

an MCA Reading score of 1042-1046 and a self-reported high school GPA of 2.5 or higher,

must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

College-Algebra: A student who wants to take College Algebra and presents

an MCA Mathematics score of 1158 or higher, or

an MCA Mathematics score of 1152-1157 and a self-reported cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in College Algebra.

Statistics: A student who wants to take college-level statistics where the course is offered and presents

an MCA Mathematics score of 1148 or higher, or

an MCA Mathematics score of 1146-1147 and a self-reported cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in an introductory college-level statistics course.

Liberal Arts Mathematics: A student who wants to take Liberal Arts Mathematics where the course is offered and presents

an MCA Mathematics score of 1150 or higher, or

an MCA Mathematics score of 1146-1149 and a cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in an introductory college-level liberal arts mathematics course.

Subpart E. Placement based on ACCUPLACER scores
The following course placements based on the ACCUPLACER subtest scores indicate that a student is ready for introductory college-level courses. A student who obtains the minimum score or higher on the ACCUPLACER (within five calendar years, inclusive of the current calendar year), for reading and writing and (within two calendar years, inclusive of the current calendar year) for mathematics, must be placed in the corresponding college-level course(s).

Reading: A student who

scores 250 or higher on the ACCUPLACER Reading test, or

scores between 236-249 on the ACCUPLACER Reading test and obtains a self-reported high school GPA of 2.5 or higher,

must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing: A student who

scores 250 or higher on the ACCUPLACER Reading test, or

scores between 236-249 on the ACCUPLACER Reading test and obtains a self-reported high school GPA of 2.5 or higher,

must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra: A student who

scores 250 or higher on the ACCUPLACER Advanced Algebra and Functions test, or

scores between 240-249 on the ACCUPLACER Advanced Algebra and Functions test and obtains a self-reported high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics: A student who presents

a score of 240 or higher on the ACCUPLACER Advanced Algebra and Functions test, or

a score of 255 or higher on the ACCUPLACER Quantitative Reasoning, Algebra, and Statistics (QAS) test, or

a QAS score between 245-254 and a self-reported cumulative high school GPA of 2.7 or higher,

must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A college or university may establish lower minimum score(s) for the ACCUPLACER test for placement into introductory college-level mathematics courses (other than College Algebra or Statistics) and for developmental mathematics courses.

Subpart F: Placement based on GED subject area test scores
A student who obtains the following minimum GED subject area scores or higher based on documentation of subject area test scores on the GED test taken within five calendar years, inclusive of the current calendar year, for reading, writing, and mathematics must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or the associated portion(s) of the ACCUPLACER.

Reading: A student who presents a Reasoning Through Language Arts (RLA) score of 165 or higher must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing: A student who presents a Reasoning Through Language Arts (RLA) score of 165 or higher must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra: A student who presents a mathematical reasoning test score of 165 or higher must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics: A student who presents a mathematical reasoning test score of 165 or higher must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A college or university may establish lower minimum score(s) for placement into introductory college-level mathematics courses other than College Algebra or Statistics and for developmental mathematics courses.

A college or university may establish higher minimum score(s) for placement into a higher-level mathematics course(s).

Subpart G: Placement based on PSAT subject area test scores
A student who obtains:

the following minimum PSAT subject area scores or higher based on documentation of subject area test scores on the PSAT test (taken within five calendar years, inclusive of the current calendar year), or

obtains PSAT subject area scores within the range noted in combination with the minimum self-reported cumulative high school GPA, (obtained within the last ten years, inclusive of the current calendar year), for reading, writing, and mathematics

must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or the associated portion(s) of the ACCUPLACER.

Reading: A student who presents

an evidence-based reading and writing (ERW) subject area test score of 460 or higher, or

an ERW subject area test score of 450-459 and a self-reported high school GPA of 2.5 or higher,

must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing: A student who

presents an evidence-based reading and writing (ERW) subject area test score of 460 or higher, or

an ERW subject area test score of 450-459 and a self-reported high school GPA of 2.5, or higher,

must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra: A student who presents

a mathematics subject area test score of 510 or higher, or

a mathematics subject area test score of 500 and a cumulative high school GPA of 2.7,

must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics: A student who presents

a mathematics subject area test score of 510 or higher, or

a mathematics subject area test score of 500 and a cumulative high school GPA of 2.7,

must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A college or university may establish lower minimum score(s) for placement into introductory college-level mathematics courses (other than College Algebra or Statistics) and for developmental mathematics courses.

A college or university may establish higher minimum score(s) for placement into a higher level mathematics course(s).

Subpart H: Placement based on TABE subject area test scores
A student who obtains the following minimum TABE subject area scores or higher based on documentation of subject area test scores on the TABE test taken within five calendar years, inclusive of the current calendar year, for reading, writing, or mathematics must be given a placement of college-level that allows for enrollment in the corresponding college-level course(s). The student must not be required to take all or the associated portion(s) of the ACCUPLACER

Reading: A student who presents a reading subject area test score of 537 or higher must be given a placement of college-level that allows for enrollment in courses that designate college-level reading skills as a prerequisite.

Writing: A student who presents a writing subject area test score of 537 or higher must be given a placement of college-level that allows for enrollment in a college-level writing course and in courses that designate college-level writing skills as a prerequisite.

Mathematics:

College Algebra: A student who presents a mathematics subject area test score of 538 or higher must be given a placement of college-level that allows for enrollment in College Algebra.

College-level Statistics: A student who presents a mathematics subject area test score of 538 or higher must be given a placement of college-level that allows for enrollment in introductory college-level statistics courses.

A college or university may establish lower minimum score(s) for placement into introductory college-level mathematics courses other than College Algebra or Statistics and for developmental mathematics courses.

A college or university may establish higher minimum score(s) for placement into a higher-level mathematics course(s).

Subpart I: Using Reported Scores (self-reported, official, unofficial)

High school GPA. Students may provide high school GPA scores via self-report, official transcripts, or unofficial transcripts. Colleges and universities must use the highest score reported for course placement.

High school course enrollment and/or completion. Students may provide high school course enrollment and/or completion via self-report, official transcripts or unofficial transcripts.

All Other Measures. Students may submit official or unofficial score reports for the ACT, PSAT, SAT, GED, TABE, or ACCUPLACER. Colleges and universities must use the highest score reported for course placement within the validity period.

Subpart J. Course placement scores for and access to developmental-level/corequisite courses
Each college and university may set course placement scores lower than the minimum scores established in Procedure 3.3.1 for developmental-level courses. Students who score lower than a college-level score and are given placement into developmental-level must enroll in developmental courses or models. Students may choose to enroll in a course that is lower than their placement level.

Subpart K. Course placement scores for advanced courses
Each college and university may set course placement scores higher than the minimum scores established in Procedure 3.3.1 for college-level courses that are beyond the introductory college level.

Part 8. Appeals
Colleges and universities shall establish an appeals process that students may use to appeal a decision regarding course placement. The appeals process may utilize current college or university established processes, such as the academic appeals process. Guided Self Placement must not be used to replace an appeals process although components of the GSP process may be incorporated into the appeals process.

Part 9. Ongoing Reporting on Course Placement

Subpart A. Entering data
Colleges and universities must set up levels and measures within the Academic Records Student Affairs (ARSA) system and enter placement data into the student information system according to the standards of Minnesota State, including the following:

Placement test results, and

Course placement.

Subpart B. Annual report on additional measures or evidence used
Upon request, colleges and universities shall provide additional data on course placement to the Minnesota State system office.

System Procedure History:

Date of Adoption: 09/12/06
Date of Implementation: 01/14/08
Date of Last Review: 03/03/26

Date & Subject of Amendments:

03/03/26 – Full five-year review. Updated definitions in Part 2, including new definitions for General Education Development (GED), Guided Self-Placement, Preliminary Scholastic Aptitude Test (PSAT), and Test for Adult Basic Education (TABE). Amendments to Part 3 Assessment for Course Placement Committee, including removal of Subpart A. Committee Membership. Amendments to Part 4 Placement Instruments and Measures, including new language in Subpart D. Assessment of students who are multilingual learners of English and the removal of Subpart F. Multiple measures for course placement. Amendments to Part 5 ACCUPLACER Administration including removal of Subpart C. Common background questions for collection of Demographic data. Amendments to Part 6 Alternative Course Placement Methods, including new language in Subpart A. Alternative methods for reading and writing placement and Subpart B. New Subpart C. Guided Self Placement (GSP). Amendments to Part 7. System Minimum Course Placement Scores, including new Subpart A. Placement based on high school GPA, new Subpart F. Placement based on GED subject area test scores, new Subpart G. Placement based on PSAT subject area test scores, new Subpart H. Placement based on TABE subject area test scores, and new Subpart I. Using Reported Scores (self-reported, official, unofficial). Amended Part 8. Appeals to include Guided Self Placement language. Amendments to Part 9. Ongoing Reporting on Course Placement, including new language in Subpart B. Annual report on additional measures or evidence used.

06/27/19 – Reviewed as part of the five year review cycle pursuant to Board Policy. Significant amendments throughout the policy.

Additional HISTORY.

System Procedure 3.3.1 Assessment for Course Placement

Related Documents:

System Procedure History: