2014‐15 Remedial Placement & Enrollment Reportsystem.nevada.edu/tasks/sites/Nshe/assets/File/... · 2014‐15 Remedial Placement & Enrollment Report Prepared by the Office of Academic

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


TableofContents

RemedialPlacement................................................................................................................................................1

RemedialEnrollment..............................................................................................................................................3

GatewayCourseSuccess........................................................................................................................................8

RemediationRatesbyEthnicity......................................................................................................................10

RemediationRatesbyMillenniumStatus...................................................................................................10

RemediationTrends.............................................................................................................................................11

RemedialEnrollment Comparisons................................................................................................................12

CostofRemedialInstruction............................................................................................................................13

RemedialPlacementbyNevadaHighSchool............................................................................................14

NSHERemedialPolicy.........................................................................................................................................19

InstitutionalPlacementPolicies.....................................................................................................................21


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


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%


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.


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)


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)


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)


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)


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


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.


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


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.


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.


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.


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



anyNSHEinstitution.



BothEnglish&Math



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%



anyNSHEinstitution.



BothEnglish&Math



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%



anyNSHEinstitution.



BothEnglish&Math



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%



anyNSHEinstitution.



BothEnglish&Math



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%


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


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.


InstitutionalPlacementPolicies–UNLV


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


http://edoutreach.unlv.edu/testing-services

http://english.unlv.edu/composition_placement

http://english.unlv.edu/composition

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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]


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


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.


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.


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.


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).


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.


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


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.


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


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.


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


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


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


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


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


490 StretchMath120and126

500 MATH120, MATH 126

560–610 MATH127,STAT152

620 MATH122,MATH123,MATH128,MATH176

630 MATH181

ACT

MathScore Placemen



22 MATH120,MATH126

25–27 MATH122,MATH123,MATH127,MATH128,STAT152

27–28 MATH176

28 MATH181


InstitutionalPlacementPolicies–WNC


