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Remediation Procedural Revision – Academic and Student Affairs Handbook
Learning Support Program Specifics
Academic & Student Affairs Handbook
Page 2: 2.4.10 Common Course Prefixes, Numbers, and Descriptions (Minor Revision)
Page 8: 2.9.1 Administrative Procedures for Learning Support Programs (Revisions)
I. Organization and Staff
II. Evaluation for Learning Support Placement
III. Rules Regarding Learning Support Program Operation
IV. Rules for Students in Learning Support Programs
Page 27: 2.9.2 Numbering of Learning Support Courses (Minor Revisions)
Page 28: 2.9.3 Reporting and Recording Learning Support Status on Transcripts (Revisions)
Admissions and Transfers:
Academic & Student Affairs Handbook
Page 33: 2.17 Acceptance of Core Coursework and Placement Test Scores from TCSG Colleges (Revision)
Page 38: 3.2.4 Test Scores (Revision)
Page 45: 3.2.6 Special Admissions (Minor Revisions)
Page 58: 3.6.1 Admission to Career Programs (Minor Revisions)
Page 61: 3.7 Admission of Non-degree Students (Minor Revision)
Consistency Issues
Academic & Student Affairs Handbook
Page 62: 2.4.4 Details Regarding Areas A-F (Minor Revision)
Page 63: 2.8.2 General Requirements (Regents Testing Program) (Minor Revision)
Page 64: 3.11.5 Learning Support Considerations (Under Students with Learning Disorders) (Minor Revision)
Document Color Codes:
Green shading – Policy from the BOR manual
Blue shading – Procedure from the Academic & Student Affairs Handbook
Yellow Highlight – This section has been altered
Green Highlight- Section is in need of additional revisions or has been revised by another group
2
Academic and Student Affairs 2.4.10 Common Course Prefixes, Numbers, and Descriptions
Previous Change
Note that current order of listing makes little sense. Learning Support Courses are grouped together, which is fine, but they
are inserted as a group right after CSCI and before ECON courses. Suggest moving the Learning Support group between
HIST and MATH, where it belongs alphabetically.
CSCI 1302 Computer
Science II
The course
includes an
overview of
abstract data
types
(ADTs);
arrays
(multi-
dimensional
) and
records; sets
and strings;
binary files;
searching
and sorting;
introductory
algorithm
analysis
(including
Big-O);
recursion;
pointers and
linked lists;
software
engineering
concepts;
dynamic
data
structures
CSCI
1302
Computer Science
II
The course includes an overview of abstract
data types (ADTs); arrays (multi-
dimensional) and records; sets and strings;
binary files; searching and sorting;
introductory algorithm analysis (including
Big-O); recursion; pointers and linked lists;
software engineering concepts; dynamic data
structures (stacks, queues, trees).
Learning Support Courses removed from this location.
ECON
2105
Principles of
Macroeconomics
This principles of economics course is
intended to introduce students to concepts
that will enable them to understand and
analyze economic aggregates and evaluate
economic policies.
3
(stacks,
queues,
trees).
Learning Support Courses
English
ENGL
0099
Exit level
course
ENGL
0098
Second exit
level course
(if
applicable)
ENGL
0097
Non exit
level course
ENGL
0096
Non exit
level course
Mathematics
MATH
0099
Exit level
course
MATH
0098
Second exit
level course
(if
applicable)
MATH
0097
Non exit
level course
MATH009
6
Non exit
level course
4
Reading
READ
0099
Exit level
course
READ
0098
Second exit
level course
(if
applicable)
READ
0097
Non exit
level course
READ
0096
Non exit
level course
ECON
2105
Principles of
Macroeconomic
s
This
principles of
economics
course is
intended to
introduce
students to
concepts
that will
enable them
to
understand
and analyze
economic
aggregates
and evaluate
economic
policies.
HIST A survey of U.S. HIST 2112 A survey of U.S. History from the post-
5
2112 History from the post-
Civil War period to
the present.
Course
Prefix
and
Number
Course Name Course
Description
MATH
1001
Quantitative
Reasoning
This course
emphasizes
quantitative
reasoning
skills
needed for
informed
citizens to
understand
the world
around
them.
Topics
include
logic, basic
probability,
data
analysis and
modeling
from data.
Civil War period to the present.
Learning Support Courses added to this location. Extraneous header removed.
Learning Support Courses
Learning Support courses with numbers ranging from 0096 to 0099 should
not be offered after summer of 2015. Reading will not be offered as a
separate course after summer of 2015. No later than fall of 2015, all
Learning Support courses will have numbers in the 0987 to 0999 range and
will match the descriptions listed below.
English
ENGL 0999 Support for
English
Composition
This course is intended to provide
corequisite support for students
requiring remediation in English or
reading while they are enrolled in
ENGL 1101 – English Composition I
ENGL 0989 Foundations for
English
Composition
This is the first course in a year-long
pathway leading to ENGL 0999 and
ENGL 1101 in the second semester.
ENGL 0099 Exit level course - May not be offered
after summer of 2015
ENGL 0098 Second exit level course (if applicable)
- May not be offered after summer of
2015
ENGL 0097 Non exit level course - May not be
offered after summer of 2015
ENGL 0096 Non exit level course - May not be
offered after summer of 2015
6
Mathematics
MATH
0997
Support for
Quantitative
Reasoning
This course is intended to provide
corequisite support for students
requiring remediation in mathematics
while they are enrolled in MATH 1001
– Quantitative Reasoning
MATH
0998
Support for
Mathematical
Modeling
This course is intended to provide
corequisite support for students
requiring remediation in mathematics
while they are enrolled in MATH 1101
– Introduction to Mathematical
Modeling
MATH
0999
Support for College
Algebra
This course is intended to provide
corequisite support for students
requiring remediation in mathematics
while they are enrolled in MATH 1111
– College Algebra
MATH
0987
Foundations for
Quantitative
Reasoning
This is the first course in a year-long
pathway leading to MATH 0997 and
MATH 1001 in the second semester.
MATH
0988
Foundations for
Mathematical
Modeling
This is the first course in a year-long
pathway leading to MATH 0998 and
MATH 1101 in the second semester.
MATH
0989
Foundations for
College Algebra
This is the first course in a year-long
pathway leading to MATH 0999 and
MATH 1111 in the second semester.
MATH
0099
Exit level course - May not be offered
after summer of 2015
7
MATH
0098
Second exit level course (if applicable)
- May not be offered after summer of
2015
MATH
0097
Non exit level course - May not be
offered after summer of 2015
MATH
0096
Non exit level course - May not be
offered after summer of 2015
Reading – No Learning Support Reading courses may be offered after
summer of 2015
READ
0099
Exit level course - May not be offered
after summer of 2015
READ
0098
Second exit level course (if applicable)
- May not be offered after summer of
2015
READ
0097
Non exit level course - May not be
offered after summer of 2015
READ
0096
Non exit level course - May not be
offered after summer of 2015
MATH
1001
Quantitative
Reasoning
This course emphasizes quantitative
reasoning skills needed for informed
citizens to understand the world around
them. Topics include logic, basic
probability, data analysis and modeling
from data.
8
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Academic & Student Affairs Handbook 2.9.1 Administrative Procedures for Learning Support Programs
Previous Change
Learning Support (LS) is a generic term for programs designed to prepare
students for collegiate work. Institutions must serve students who fall below
USG placement standards and have the flexibility to develop more rigorous
academic criteria with which their students must comply. Learning Support
programs are intended to serve students who are not prepared for core
curriculum courses and need additional preparation in reading, mathematics,
and/or English (writing). Students who may be served within the LS program
are:
1. Students who:
o score below the USG-minimum admission requirements on
the SAT or ACT; or
o have Required High School Curriculum (RHSC) deficiencies
in English or mathematics; or
o are required to take placement testing and score below the
minimum scores set for collegiate-level courses. (Note: At
institutions where an SAT/ACT score is not required,
students are required to take the placement exam if they do
not submit an SAT/ACT or ELA score that exempts them
from learning support.)
2. Students who are determined by the institution to need academic
assistance even though they are eligible to be admitted without LS
requirements under USG policy.
3. Students who elect to enroll in LS courses in order to prepare for
Core Curriculum courses.
Learning Support is a generic term for programs designed to prepare students
for, or to assist students with, collegiate work. Institutions must serve students
who fall below USG placement standards and have the flexibility to develop
more rigorous academic criteria with which their students must comply.
Learning Support programs are intended to serve students who need
additional support in mathematics or English (reading/writing). Students who
may be served within the Learning Support program are:
1. Students who do not meet USG criteria to exempt Learning Support
placement.
2. Students who are determined by the institution to need academic
assistance even though they are eligible to be admitted without
Learning Support requirements under USG policy.
3. Students who elect to enroll in Learning Support courses in order to
prepare for core curriculum courses.
9
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10
Previous Change
I. Organization and Staff
A. Each institution shall establish a centralized (separate program) or
decentralized (within the collegiate-level programs) program for
Learning Support. For each Learning Support program, the
following should be addressed.
Structure
Description of the organizational plan.
Who provides leadership to the program?
How are budgetary issues handled?
Who makes sure that policies and procedures are
adhered to?
Who handles scheduling of classes?
Who assesses student needs?
Who provides analyses on total program?
Faculty
To whom do LS faculty report?
How are promotion/tenure issues handled?
Who evaluates LS faculty?
How will professional development opportunities
be handled?
Students Who will advise LS students?
Curriculum Who will design and monitor an integrated,
interdisciplinary curriculum which meets the
I. Organization and Staff
[Removed -Previous Section A]
11
unique needs of students?
How will assessment and programmatic changes be
handled?
B. Each institution that has learning support students will designate
an appropriate faculty or staff member who will be responsible for
coordinating and supervising the administration and scoring of
COMPASS placement and exit tests in accordance with USG test
administration guidelines.
C. The record of each student’s LS course work, including courses,
grades, and the results of any applicable COMPASS test
administrations will be maintained in a USG-approved format by
the registrar as part of each student’s academic record. Transcripts
for all students with an LS requirement shall include placement
and current status in each academic area in a System-approved
format. See Section 2.9.3.
D. Each institution shall develop a set of procedures for its LS
programs. The procedures will include guidelines for
implementing Board of Regents Policy and Administrative
Procedures and USG test administration guidelines as well as
additional institutional policies and procedures. Such procedures
shall be approved by the chief academic officer and the president.
The chief academic officer of each institution will provide written
notification to the Executive Vice Chancellor and Chief Academic
Officer of the USG that the institutional procedures are consistent
with Board Policy and Procedures.
A. Each institution that has students with Learning Support requirements
will designate appropriate faculty or staff members who will be
responsible for coordinating the evaluation of students for Learning
Support placement in accordance with USG procedures.
B. The record of each student’s Learning Support course work, including
courses, grades, and the results of any applicable placement test
administrations will be maintained in a USG-approved format by the
registrar as part of each student’s academic record. Transcripts for all
students with Learning Support requirements shall include placement
and current status in each Learning Support academic area in a system-
approved format. See Section 2.9.3.
C. Each institution shall develop a set of procedures for its Learning
Support programs. These procedures will include guidelines for
implementing Board of Regents policy and administrative procedures
and USG test administration guidelines as well as additional institutional
policies and procedures. Such procedures shall be approved by the chief
academic officer and the president. The chief academic officer of each
institution will provide written notification to the Executive Vice
Chancellor and Chief Academic Officer of the USG that the institutional
procedures are consistent with Board Policy and Procedures.
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12
Previous Change
II. Requirements for Exempting/Placing in the Program
Screening for Placement in Learning Support Courses Students seeking to enter programs leading to the baccalaureate degree must
be able to demonstrate that they have met the University System established
minimum requirements in English, reading, and mathematics in order to be
allowed to enroll in Core Curriculum and degree level courses. (See
Academic Affairs Handbook Section 3.2.4 for test score information.)
To exempt placement screening a student must:
For English (Writing) and Reading
score 430 SAT Critical Reading or higher; or
score 17 ACT English or higher; or
score at or above the advance proficiency level on the Georgia High
School Graduation Test – English Language Arts (Consult the
GHAGT Concordance Chart on the Student Affairs Resource page);
and
have met the Required High School Curriculum requirement in
English
For Mathematics
score of 400 SAT-Mathematics or higher; or
score of 17 ACT- Mathematics or higher ; and
have met the Required High School Curriculum requirement in
II. Evaluation for Learning Support Placement
Students taking courses or seeking to enter applied associate degree or
certificate programs with Learning Support prerequisites or seeking to enter
programs leading to the associate or baccalaureate degree must be evaluated
for Learning Support placement in English (reading/writing) and
mathematics. (See Academic Affairs Handbook Section 3.2.4 for test score
information.) In all cases, students should be encouraged to submit test scores
that can be used to exempt placement testing.
To exempt placement screening a student must:
For English (reading/writing)
score 430 SAT Critical Reading or higher; OR
score 17 ACT English or higher; OR
score at or above the advanced proficiency level on the Georgia High
School Graduation Test – English Language Arts (Consult the
GHAGT Concordance Chart on the Student Affairs Resource page);
AND
have met the Required High School Curriculum requirement in
English
For Mathematics
score of 400 SAT-Mathematics or higher; OR
score of 17 ACT- Mathematics or higher ;
AND
have met the Required High School Curriculum requirement in
13
mathematics
Institutions may set higher scores (Consult the USG Learning Support
Concordance Chart - Student Affairs Faculty and Staff Resources)
Students who fail to meet minimum collegiate-level placement test scores of
the COMPASS will be required to enroll in Learning Support courses.
The minimum test scores required to exempt placement in Learning Support
courses are:
COMPASS
Reading 74
English 60
Mathematics 37
Refer to the admissions policy 3.2 Freshman Requirements for minimum
COMPASS scores needed for admission to USG institutions.
mathematics
Institutions may set higher scores or require additional measures for screening
and placement into Learning Support courses. (Consult the USG Learning
Support Concordance Chart - Student Affairs Faculty and Staff Resources)
Refer to the admissions policy 3.2.4 Freshman Requirements for minimum
English and Mathematics Placement Index scores needed for admission to
USG institutions.
Absent SAT, ACT, or other scores high enough to exempt placement testing,
the COMPASS exam will be used as the placement test. (Alternative tests to
the COMPASS placement tests may be allowed with authorization of the
Chief Academic Officer or designee. Scores from authorized alternative tests
must be converted to equivalent COMPASS scores for purposes of
calculating the placement indices described below. Refer to the CPE-
COMPASS-ASSET Linkage Table.)
A Mathematics Placement Index (MPI) and an English Placement Index (EPI)
will be calculated based on High School Grade Point Average (HSGPA),
SAT or ACT and, when indicated, the COMPASS placement test or other
approved placement test.
Indices will be composed of:
1) HSGPA and SAT/ACT - when both are available
2) HSGPA and COMPASS - when SAT/ACT are not available
3) COMPASS - when neither HSGPA nor SAT/ACT is available
For some students who score below the cutoff EPI or MPI, COMPASS test
scores add some additional information over that contained in HSGPA and
SAT/ACT; those students will be required to take the appropriate COMPASS
tests. The Compass score will be combined with the HSGPA and SAT/ACT
and the resultant EPI or MPI will be compared to the System level cut scores
to determine students’ Learning Support Placement.
When COMPASS testing is required, the COMPASS Math (Algebra) test will
be used for math placement. The Compass Reading and COMPASS e-Write
2-12 tests will be used for English placement.
14
EPIs and MPIs will be calculated as listed below, in priority order for
calculation. That is, if available, SAT or ACT and High School Grade Point
Averages (HSGPA) must be used in the calculations.
To be used in calculating placement indices, scores must be no older than the
maximums listed below.
Measure or Score Maximum “Age”
SAT/ACT 7 years from date of
administration
HSGPA 5 years from date of
graduation
COMPASS* 1 year from date of
administration
*Institutions have the option to accept older COMPASS scores.
Student has: EPI MPI
SAT and HSGPA (1603*HSGPA )+ SATV (291*HSGPA )+
SATM
with COMPASS
added
(1475*HSGPA )+
(0.3*SATV) +
(5.1*(CompassR+e-Write))
(287*HSGPA )+
(0.5*SATM) +
(5*CompassM)
ACT and HSGPA (1553*HSGPA) +
(34*ACTE)
(298*HSGPA) +
(25*ACTM)
with COMPASS
added
(1315*HSGPA) +
(30*ACTE)+
(4.2*(CompassR +e-Write))
(250*HSGPA) +
(27*ACTM)+
(2*CompassM)
GPA only (794*GPA )+
(23.6*(CompassR+e-Write))
(323*GPA )+
(6*CompassM)
No info 51.6*(CompassR+e-Write)
(10*CompassM) +
795
SAT only (6.3*SATV) +
(17.1*(CompassR+e-Write))
(1.8*SATM) +
(14*CompassM)
ACT only (155.3*ACTE) + ( 63.2 * ACTM ) +
15
(13.8*(CompassR+ e-
Write))
(6.0 * CompassM)
Students with EPIs and MPIs equal to or greater than the minimum collegiate
placement index scores listed below will be placed directly into the
appropriate gateway college course(s). Note that because a higher level of
preparation is required for success in Math 1111, a higher MPI will be
required for direct placement into that course.
Minimum Collegiate Placement Index Scores
English Mathematics
ENGL 1101 MATH 1001 or
1101
MATH 1111
4230 1165 1265
Students with placement indices less than the minimum collegiate placement
index will be placed into corequisite or Foundations-level Learning Support.
Students who score below the floor scores in both English and mathematics
will be denied admission to all USG institutions. The floor scores for the two
indices are as follows:
Floor Scores
EPI MPI
3032 928
If EPI is less than 3032 AND MPI is less than 928, then student may NOT
be admitted to a USG institution.
Students who score below the floor index score in only one area may be
admitted to USG institutions if their scores in the other area are equal to or
greater than the offsetting index score listed below.
16
Students who have taken COMPASS, or ASSET placement tests at a COC-
accredited TCSG college and transfer to a USG institution will not be
required to take another placement test if the placement test was administered
as part of the normal application process.
A USG institution may accept a student’s COMPASS scores administered by
a USG or non-USG institution or agency as long as the receiving USG
institution has given prior authorization to the USG or non-USG institution or
agency to administer the test to the student. Receipt of COMPASS scores
produced under this provision may be through official transcript, e-mail from
a pre-approved e-mail address, fax from a pre-approved fax number. ?
Institutions may require higher and/or additional standards for screening and
placement into LS courses. Students entering career degree, certificate, or
non-degree programs who will take any course which has a LS prerequisite
must meet any applicable requirements in that area (or areas).
Minimum Offsetting
Placement Index
EPI MPI
3905 1028
If EPI is less than 3032, then MPI must be greater than or equal to
1028.
If MPI is less than 928, than EPI must be greater than or equal to
3905.
Students who have taken USG-recognized COMPASS or ASSET placement
tests at a SACSCOC-accredited TCSG college and transfer to a USG
institution without interruption in their courses of study will not be required to
take another placement test if the placement test was administered as part of
the normal application process.
A USG institution may accept a student’s COMPASS scores administered by
a USG or non-USG institution or agency as long as the receiving USG
institution has given prior authorization to the USG or non-USG institution or
agency to administer the test to the student. Receipt of COMPASS scores
produced under this provision may be through official transcript, e-mail from
a pre-approved e-mail address, or fax from a pre-approved fax number.
[Removed and covered elsewhere- Institutions may require higher and/or
additional standards for screening and placement into LS courses. Students
entering career degree, certificate, or non-degree programs who will take any
course which has a LS prerequisite must meet any applicable requirements in
that area (or areas).]
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17
Previous Change
III. Rules regarding Learning Support Program Operation
A. Courses in the LS program shall include English (writing), reading,
and mathematics. Preparatory courses in reading, English, and
mathematics shall carry course numbers of 99 or below.
B. LS programs shall coordinate academic advisement of students with
LS requirements to ensure that these students are informed about their
requirements.
C. Each institution shall have a transfer admission policy and apply it
consistently to all students with LS requirements who transfer to the
institution. Students who complete course work and exit an area of
LS in any institution in the USG shall not be required to re-enter that
area of LS upon transfer to another USG institution. For students
transferring from COC-accredited TCSG colleges, exit will be
considered according to guidelines issued by the Executive Vice
Chancellor and Chief Academic Officer of the USG.
Requirements above the USG minimum set by an institution are
applicable only at that institution. Transferring students may be
required to participate in LS components in those areas in which they
have not exited LS at a USG institution, as long as they do not exceed
the maximum number of attempts per academic area identified below.
D. No degree credit will be earned in LS courses numbered 99 or below,
but institutional credit will be awarded.
E. The following grades defined in detail in BoR Policy 3.5 are
approved for LS courses in English (writing), reading, and
mathematics:
Grade Definition
A, B, C,
D, S Passing course grade
III. Rules regarding Learning Support Program Operation
A. All USG institutions are encouraged to provide Learning Support for
students as corequisites to college level courses. Such courses must
be designed to provide instruction to supplement the specific core
curriculum courses.
B. Institutions may offer corequisite remediation only or corequisite
remediation and year-long remedial pathways that begin with stand-
alone Foundation-level courses. The majority of students requiring
remediation must be placed into corequisite courses.
C. Learning Support English (reading/writing) and mathematics
programs must be structured so that students can complete all
requirements in a maximum of two semesters, one of Foundations-
level and one of corequisite-level Learning Support.
D. Courses in the Learning Support program shall include English
(reading/writing) and mathematics. Learning Support courses in
English and mathematics shall carry course numbers of 0999 or
below.
E. Learning Support programs shall coordinate academic advisement of
their students to ensure that these students are informed about their
requirements.
F. Each institution shall have a transfer admission policy and apply it
consistently to all students with Learning Support requirements who
transfer to the institution. [Removed and covered elsewhere - .
Students who complete course work and exit an area of LS in any
institution in the USG shall not be required to re-enter that area of LS
upon transfer to another USG institution. For students transferring
from COC-accredited TCSG colleges, exit will be considered
according to guidelines issued by the Executive Vice Chancellor and
Chief Academic Officer of the USG.]
Requirements above the USG minimum set by an institution are
applicable only at that institution. Transferring students may be
required to participate in Learning Support components in those areas
in which they have not exited Learning Support at a USG institution,
18
Return
F, U, or
WF Failing course grade
IP Progress insufficient for completion of the
course
I Academic progress satisfactory, but coursework
incomplete
W Withdrawal without penalty
WM Withdrawal without penalty for military service
V Student auditing LS course that is not required
but taken voluntarily
F. Each institution may use any of these grades or symbols that it deems
appropriate for its program.
as long as they do not exceed the maximum number of attempts per
academic area.
G. No degree credit will be earned in Learning Support courses, but
institutional credit will be awarded. [Removed – numbered 99 or
below]
H. The following grades defined in detail in BoR Policy 3.5 are
approved for Learning Support courses in English (reading/writing),
and mathematics:
Grade Definition
A, B, C, S
[Removed
D]
Passing course grade
F, U, or
WF Failing course grade
IP Progress insufficient for completion of the
course
I Academic progress satisfactory, but coursework
incomplete
W Withdrawal without penalty
WM Withdrawal without penalty for military service
V Student auditing Learning Support course that is
not required but taken voluntarily
I. Each institution may use any of these grades or symbols that it deems
appropriate for its program.
19
20
Previous Change
IV. Rules for Students in Learning Support Programs
A. Students who are required to take LS courses in an area may not
register as an auditor in any such course in that area.
B. Students who have exited an LS area are then eligible to enter the
first applicable Core Curriculum course. They shall not be required
to take lower-level courses, although students may voluntarily do
so subject to the limitations established below.
C. Students who are required to enroll in Learning Support Courses
are not permitted to enroll in credit courses that require the content
or the skills of the prerequisite courses, although institutions may
establish co-requisite requirements for Core Curriculum courses.
All USG institutions are encouraged to provide Learning Support
for students as corequisites to college level courses. Such courses
must be designed to provide instruction to supplement the specific
core curriculum courses.
Institutions shall inform students of those courses that have LS
courses as prerequisites or co-requisites. The following Core
Curriculum areas require students to exit or exempt Learning
Support requirements.
o Reading is a prerequisite for Social, Natural, and Physical
Science courses (additional areas for exit or exemption
such as LS English or LS Mathematics are at the discretion
of the institution)
o LS English and Reading are prerequisites for college-level
English
IV. Rules for Students in Learning Support Programs
Learning Support Attempts and Exit
A. An attempt is defined as an institutional credit course in which a
student receives any grade or symbol except “W” or
“WM.”[Moved from another section]
B. If students do not complete requirements for Foundations-level
English or mathematics in two attempts they will be suspended for
a calendar year. Suspended students may be considered for
readmission before the end of one year if they can provide
evidence that they have taken measures to improve their skills.
C. Students who have been suspended from the institution without
completing Learning Support requirements may complete their
Learning Support requirements and additional collegiate-level
work at SACSCOC-accredited TCSG institutions during the year
of suspension.
D. There are no limits on attempts in corequisite Learning Support
courses.
E. Students will exit Learning Support by successfully passing (as
defined by the institution) the corresponding Area A collegiate-
level course.
Courses with Learning Support Prerequisites or Corequisites
F. Students who are required to enroll in Learning Support courses
are not permitted to enroll in credit courses that require the content
or the skills of the prerequisite courses, although institutions may
establish corequisite requirements for core curriculum courses.
[Moved from another section]
G. Institutions shall inform students of those collegiate courses that
have Learning Support prerequisites or corequisites. The following
core curriculum areas require students to complete or exempt
21
o LS Mathematics is a prerequisite for Mathematics, Physics,
and Chemistry (any science course with a prerequisite of
college-level mathematics would also require exit or
exemption from LS Mathematics)
o It is recommended that courses such as music, art, and
drama remain open for students with LS requirements
whenever possible.
D. The following requirements apply to those students who have
USG-mandated LS requirements. Institutions are not required to
apply them to students who exceed the USG requirements even
though such students may have institutionally mandated
requirements. Students who have USG-mandated requirements in
at least one area and institutionally-mandated requirements in
another are subject first to the USG-mandated requirements:
1. During each semester of enrollment, a student must first register
for all required LS courses before being allowed to register for other
courses. This policy also applies to part-time students. Two exceptions are
possible:
When two LS areas are required and a student is
enrolled in at least one LS course, a freshman
orientation course or physical education or other
activity or performance course may be taken that
semester instead of one of the required LS courses.
In the event that a required LS course is not
available, a student may enroll in a course for
degree credit if the student has met the course
requirements, subject to the written approval of the
president or designee.
2. Students who have accumulated a maximum of 30 semester hours
of college-level credit and have not successfully completed required LS
courses may enroll only in LS courses until requirements are successfully
certain Learning Support requirements.
o Completion or exemption from Foundations-level English
is a prerequisite for Social, Natural, and Physical Science
courses. (Additional areas for exit or exemption such as
Learning Support Mathematics are at the discretion of the
institution.)
o Completion or exemption from Foundations-level Learning
Support English or placement into corequisite English is
required for placement into college-level English courses.
o Completion or exemption from Foundations-level Learning
Support mathematics or placement into corequisite
mathematics is required for placement into college level
mathematics courses.
o Completion or exemption from Foundations-level Learning
Support mathematics is a prerequisite for physics and
chemistry courses.
o Any courses with prerequisite of any other college-level
course would require exit or exemption from related
Learning Support requirements.
o It is recommended that courses such as music, art, and
drama remain open for students with Learning Support
requirements whenever possible.
USG-mandated Enrollment in Learning Support Courses
H. The following requirements apply to those students who have
USG-mandated Learning Support requirements. Institutions are not
required to apply them to students who exceed the USG
requirements even though such students may have institutionally-
mandated Learning Support requirements [Removed - Students
who have USG-mandated requirements in at least one area and
institutionally-mandated requirements in another are subject first to
the USG-mandated requirements]:
22
completed. Students with transfer credit or credit earned in a certificate or
prior degree program who are required to take LS courses for their current
degree objectives may earn up to 30 additional hours of college-level
credit. After earning the additional hours, such students may enroll in LS
courses only. Institutions have the authority to limit accumulation of
college-level credit to 20 hours.
3. Students with LS requirements who are enrolled in both Learning
Support and credit courses may not withdraw from the required Learning
Support courses unless they also withdraw from credit courses. There is an
exception. The student who remains in at least one Learning Support
course may also remain in a freshman orientation course, a 1000-level
Physical Education course, and/or a performance course (theater or music).
An exit writing sample shall also be required in LS English, and
shall be constructed, administered and graded in accordance with
the following USG Guidelines as well as the institutional
guidelines: Exit Writing Sample
The exit writing sample will be primarily institutional based. An
institutional coordinating committee will ensure that the
examination is administered consistently to each student who is
required to take it and that it is both valid and reliable.
The following are minimal guidelines for the sample:
Definition
The sample will be a minimum of 300
words.
The topics will be chosen by a
coordinating committee.
Administration
The papers will be written as close to the
end of the semester as feasible.
A coordinating committee will determine
the time constraints of the test, which shall
o During each semester of enrollment, a student must first
register for all required Learning Support courses before
being allowed to register for other courses. This policy also
applies to part-time students. Two exceptions are possible:
If two Learning Support areas are required and a
student is enrolled in at least one Learning Support
course, a freshman orientation course or physical
education or other activity or performance course
may be taken that semester instead of one of the
required Learning Support courses.
In the event that a required Learning Support
course is not available, a student may enroll in a
course for degree credit if the student has met the
course requirements, subject to the written
approval of the president or designee.
o Students who have accumulated a maximum of 30
semester hours of college-level credit and have not
successfully completed required Learning Support courses
may enroll only in Learning Support courses until
requirements are successfully completed. Students with
transfer credit or credit earned in a certificate or prior
degree program who are required to take Learning Support
courses for their current degree objectives may earn up to
30 additional hours of college-level credit. After earning
the additional hours, such students may enroll in Learning
Support courses only. Institutions have the authority to
limit accumulation of college-level credit to 20 hours.
[Removed – Previous Section 3]
Enrollment in Institutionally-Required Learning Support Courses
I. Students who exceed the USG minimum requirements but are
required by the institution to take Learning Support courses in
order to prepare for core curriculum courses may, at the
institution’s option, be exempted from any or all of the
requirements specified in Section IV H. However, all such
23
be administered consistently to all
students at the institution who take the
test.
The institution must be accountable for
the reliability and validity of the scoring
procedures. It must either use a carefully
devised analytic scale which objectifies
the evaluation of each paper, or it must
use a panel of raters who evaluate the
sample holistically.
The institutional coordinating committee
will determine evaluation guidelines for
the specified criteria (below) and will base
levels of competence in each area on the
curriculum of the institution’s writing
program.
Evaluation
Criteria
Assessment of the organization of the
writing sample, with emphasis on
evidence of the controlling idea and
adequate and logical development, will be
made.
Assessment of sentence variety and clarity
will be made.
Assessment of mechanics and usage
competence will be made.
Institutions may set higher COMPASS scores for exit or additional
standards for exit. Institutions may develop guidelines for retesting
students on the exit COMPASS. Institutions electing to retest must
develop criteria for retesting which must be stated in the
institution’s LS guidelines.
Students who exceed the USG minimum requirements but are
required by the institution to take LS courses in order to
prepare for Core Curriculum courses may, at the institution’s
option, be exempted from any or all of the requirements
requirements imposed by the institution must be satisfied by the
time the student has earned 30 semester credit hours or the student
must enroll in course work that will satisfy the requirements every
semester of enrollment until the requirements are satisfied.
Institutions have the authority to limit accumulation of college-
level credit to 20 hours.
Voluntary Enrollment in Learning Support Courses
J. Students who are required to take Learning Support courses in an
area may not register as auditors in any Learning Support course in
that area.
K. Students who are not required to take Learning Support courses in
a disciplinary area may elect to enroll in Learning Support courses
in a non-required area for institutional credit or on an audit basis.
Such students are limited to a maximum of two attempts if they
elect to enroll in Foundations-level English (reading/writing) or
math but are not subject to the requirements specified in Sections
IV B. There is no limit on attempts for students who elect to enroll
in corequisite Learning Support courses. [Moved from another
section]
Learning Support for Transfer Students
L. Time spent in Learning Support course work in a disciplinary area
shall be cumulative within the USG. A transfer Learning Support
student with fewer than two attempts in Foundations-level English
and/or math may be granted an additional semester in Foundations-
level Learning Support. [Moved from another section]
M. Students who complete course work and exit an area of Learning
Support at any institution in the USG shall not be required to re-
enter that area of Learning Support upon transfer to another USG
institution. For students transferring from SACSCOC-accredited
TCSG colleges, exit will be considered according to guidelines
issued by the Executive Vice Chancellor and Chief Academic
Officer of the USG. [Moved from another section] [Removed -
Each institution shall have a transfer admission policy and apply it
consistently to all students with LS requirements who transfer to
24
specified in Section IV D. However, all such requirements
imposed by the institution must be satisfied by the time the
student has earned 30 semester credit hours or the student must
enroll in course work that will satisfy the requirements every
semester of enrollment until the requirements are satisfied.
Institutions have the authority to limit accumulation of college-
level credit to 20 hours.
Students who are not required to take LS courses in a
disciplinary area may elect to enroll in LS courses in the non-
required area for institutional credit or on an audit basis. Such
students are limited to a maximum of two attempts in English
(writing) and reading, and three attempts in math but are not
subject to the requirements specified in Sections IV. D. An
attempt is defined as an institutional credit course in which a
student receives any grade or symbol except “W.”
LS English (writing) and reading programs must be designed
so that students can complete all requirements in a maximum
of one semester. LS math programs must be designed so that
students can complete all requirements in a maximum of two
semesters. A maximum of two semesters for English (writing)
or reading and a maximum of three semesters for math may be
taken.
Time spent in LS course work in a disciplinary area shall be
cumulative within the USG. A transfer LS student with fewer
than two semesters in English (writing) or reading and fewer
than three semesters in math may be granted an additional
semester if that student was making appropriate progress at the
sending institution and is ready for the exit level course at the
receiving institution Otherwise, students must stay within the
number of attempts allowed.
If a student does not complete requirements for English
the institution.]
Learning Support Rules for Returning Students
N. Students who have been suspended from the institution for a
calendar year for failure to complete Foundations-level Learning
Support within two attempts have several options on their return.
o They may return to placement in Foundations-level
Learning Support and have two more attempts.
o They may take the COMPASS test and accept Learning
Support placement according to a placement index
calculated on the basis of COMPASS alone.
o Students who have completed all Learning Support
requirements at a TCSG institution may be readmitted with
all Learning Support requirements satisfied so long as
completion of Learning Support requirements is
documented on their TCSG transcript.
o Students who have earned transferable credit for ENGL
1101 at a non-USG institution will be considered to have
completed their Learning Support English requirement;
students who earn transferable credit for an Area A
mathematics course at a non-USG institution will be
considered to have completed their Learning Support
Mathematics requirement.
O. Students in Learning Support who voluntarily leave a USG
institution for periods of less than one calendar year will return to
the level of Learning Support (Foundations-level or corequisite)
they were in immediately prior to their absence unless:
o They had just completed requirements for Foundations-
level Learning Support and had been recommended for
corequisite Learning Support, in which case they may
reenter at the corequisite support level.
o They have completed all Learning Support requirements at
a TCSG institution AND completion of Learning Support
requirements is documented on their TCSG transcript. In
this case, all Learning Support requirements will be
considered satisfied and students will be placed into
appropriate collegiate courses.
o They have earned transferable credit for ENGL 1101 on an
25
(writing) or reading in two semesters and math in two/three
semesters the student will be suspended. The student may be
considered for readmission before the end of one year of the
suspension if the student can provide evidence that he/she has
taken measures to improve his or her skills.
Students who have been suspended from the institution without
completing LS requirements may not be exempted from their
LS requirements through transfer of course credit unless they
are eligible for transfer admission under the institution’s
regular transfer admission policies.
Students who have not taken any college work in the USG for
one year may be retested with the COMPASS in any
unsatisfied area and readmitted without an LS requirement if
they meet the institutional criteria for exemption. Students who
do not exempt on the retest may be considered for readmission.
If an individual evaluation indicates that the student has a
reasonable chance of success, the student may be readmitted
for up to two additional attempts for English (writing) or
reading and three additional attempts for math. Students
readmitted under this provision are subject to the 30-hour limit
on college-level coursework and may not take credit work if
they had earned 30 credit hours during their previous period(s)
of enrollment.
Students with documented learning disorders as defined in the
Area A mathematics courses at a TCSG- or other non-USG
institution. Students with transfer credit for ENGL 1101
will be considered to have completed their Learning
Support English requirement; students with transfer credit
for an Area A mathematics course will be considered to
have completed their Learning Support Mathematics
requirement.
P. Students in Learning Support voluntarily leave a USG institution
for periods of one calendar year or more must be retested with the
COMPASS in any previously unsatisfied Learning Support area
unless they have satisfied all Learning Support requirements in the
interim.
o Such students may be readmitted without an Learning
Support requirement if they meet the institutional criteria
for exemption.
o Students who do not score high enough on the COMPASS
to exempt Learning Support may be placed in either
Foundations-level or corequisite Learning Support,
depending on institutional placement policies.
o Students placed in Foundations-level Learning support
may be readmitted for up to two additional attempts in
Foundations-level Learning Support in both English and
mathematics, as applicable, if individual evaluation
indicates that the student has a reasonable chance of
success on readmission.
o Students may have satisfied Learning Support
requirements during their period of absence from the USG
institution by:
Earning transferable credit for ENGL 1101 or an
Area A mathematics course at a non-USG
institution.
o Completing Learning Support at another USG institution
or a TCSG institution, so long as completion of Learning
Support requirements is documented on their transfer
transcript.
Q. Students readmitted under this provision are subject to the 30-hour
limit on college-level coursework and may not take credit work if
they had earned 30 or more credit hours during their previous
26
Academic Affairs Handbook, Section 3.11.1, who are required
to enroll in LS, must fulfill all stated requirements, including
test (COMPASS or system-approved alternate) and course
requirements. General and specific guidelines for
documentation of learning disorders appear in Section 3,
Appendices D and E. Students will be provided with
appropriate test and/or course accommodations as described in
Section 3.11.5, Learning Support Considerations.
Appropriate course and testing accommodations should be
made for students with sensory, mobility, or systemic
disorders. General and specific guidelines for documentation of
these disorders appear in Section 3, Appendices D and E. Such
students may be granted up to two additional semesters of LS
at the institution’s discretion. Documentation on such students
is to be maintained at the institution and summarized in the
annual report on accommodations for students with disabilities.
period(s) of enrollment and have not completed Learning Support
requirements in the interim.
R. Completion of transferable Area A courses in English or
mathematics from any institution will eliminate further Learning
Support requirements in that area upon transfer back to a USG
institution.
Students with Special Needs
S. Students with documented learning disorders as defined in the
Academic Affairs Handbook, Section 3.11.1, who are required to
enroll in Learning Support, must fulfill all stated requirements,
including placement testing (COMPASS or system-approved
alternate) and course requirements. General and specific guidelines
for documentation of learning disorders appear in Section 3,
Appendices D and E. Students will be provided with appropriate
testing and/or course accommodations as described in Section
3.11.5, Learning Support Considerations.
T. Appropriate course and testing accommodations should be made
for students with sensory, mobility, or systemic disorders. General
and specific guidelines for documentation of these disorders appear
in Section 3, Appendices D and E. Such students may be granted
up to two additional semesters of Foundations-level Learning
Support courses at the institution’s discretion. Documentation on
such students is to be maintained at the institution and summarized
in the annual report on accommodations for students with
disabilities.
27
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Academic & Student Affairs Handbook 2.9.2 Numbering of Learning Support Courses
Previous Change
2.9.2 Numbering of Learning Support Courses
Last reviewed: January 2010
A uniform procedure is to be used in reporting credit for remedial and LS
courses on the workload of both teacher and student. These courses should be
reported on the workload of both teacher and student in the same way that
regular courses are reported.
All remedial and LS courses should carry course numbers of 99 or below.
These courses should not form a part of a baccalaureate program. Any credit
which may be given for these courses should not be used in fulfilling the
requirements for a baccalaureate degree.
Non-credit service courses are not included in the category of remedial and
developmental courses.
2.9.2 Numbering of Learning Support Courses
Last reviewed: January 2010
A uniform procedure is to be used in reporting credit for Learning Support
courses on the workload of both teacher and student. These courses should be
reported on the workload of both teacher and student in the same way that
regular courses are reported.
All remedial and Learning Support courses should carry course numbers of
0999 or below. These courses should not form a part of associate degree or
baccalaureate programs. Any credit which may be given for these courses
should not be used in fulfilling the requirements for associate or baccalaureate
degrees.
Non-credit service courses are not included in the category of Learning
Support courses.
Return
28
Academic & Student Affairs Handbook 2.9.3 Reporting and Recording Learning Support Status on Transcripts
Previous Change
2.9.3 Reporting and Recording Learning Support Status on Transcripts
All students enrolled in an LS course will be reported in the USG Data
Warehouse as having a requirement or enrolling as a volunteer.
USG procedures for LS Programs require that records of each student’s LS
status and results of all placement and exit tests administrations be maintained
in a USG-approved format. Transcripts of all students screened for LS need to
include placement and current status in each LS area in the following format.
The following information is to be recorded on a student’s transcript each
time the student takes the CPE:
1. Name of Test (CPE or COMPASS)
2. Type of Test (R, E, or M for English, Reading, Mathematics)
3. Scale Score
4.
5. Date of Test (optional)
6. Identification (E, X, P, L, U, N)
The definitions of identification codes follow:
Code Definition
E = Passed the exit test (based on institution’s minimum score)
2.9.3 Reporting and Recording Learning Support Status on Transcripts
All students enrolled in Learning Support courses will be reported in the USG
Data Warehouse as having Learning Support requirements or enrolling as
volunteers.
USG procedures for Learning Support programs require that records of each
student’s Learning Support placement evaluation and current status be
maintained in a USG-approved format. Transcripts of all students evaluated
for Learning Support need to include placement and current status
information for each Learning Support area using the codes and formats listed
below.
I. Evaluation for Learning Support Placement
The following information is to be recorded on students’ transcripts each time
they are evaluated for Learning Support placement (upon admission and each
time the student takes a placement test).
For students admitted from Fall 2015 to present:
Placement Index
EPI English Placement Index (0 - 7212)
MPI Mathematics Placement Index (0 - 2875)
Date of Index Calculation
MMMYY Date on which the EPI or MPI was calculated (could
be admissions date or date of placement testing)
Placement Code
L Area was satisfied through alternative procedures
approved by the Chancellor for international students
and students whose native language is not English
N Career degree student who did not exempt Learning
Support in this Area but whose program does not
require Learning Support in this area.
29
X =
Exempted LS in this area by scoring high enough on CPE or
COMPASS and meeting all other institutional requirements for
exemption
P = Placed in LS in this area
L =
Area was satisfied through alternative procedures approved by the
Chancellor for international students and students whose native
language is not English
U = Failed the exit test (based on institution’s minimum score)
N = Career degree student who did not exempt LS in this area but whose
program does not require LS in area
If the student is placed in LS by the institution, the following additional
information is needed:
LS Area (optional):
LSE, LSM, or LSR for English, Mathematics, or Reading
Reason for Placement:
S (System requirement) or I (institutional requirement) or V
(volunteer) as defined by the ADM Data Element
Dictionary (Learning Support Requirement Indicator for
English, Math, or Reading
Current Status:
Print C to indicate that a student has exited LS in the area or
D if the student has been suspended or dismissed for failure
to exit the area or leave blank if not applicable at that point.
Sample Transcript Notations Student “X” enters with a 450 SAT Verbal, a 480 SAT Math, and no CPC
requirements. The college requires students to take the COMPASS if they
score below 500 on either part of the SAT. Hence, student X was required to
take the COMPASS and made the following scores: COME-75, COMR-73,
COMM-78. The institution places the student in an LS Reading course. The
P Placed in Learning Support in this area
X Exempted Learning Support in this area by meeting all
institutional requirements for exemption
Reason for Placement (as defined by the ADM Data Element
Dictionary (Learning Support Requirement Indicator for English or
Mathematics)
S System requirement
I Institutional requirement
V Volunteer
Placement Level (for students who place into Learning Support)
FND Student placed into Foundations-level course
COR Student placed into corequisite Learning Support
course
For placement and exit codes for students entering Fall Quarter 1994
through Summer Semester 2015, click here.
For placement and exit codes for students entering prior to Fall Quarter
1994, click here.
[Removed – Code E]
[Removed – LS Area]
[Removed and covered elsewhere – Reason for Placement and Current
Status]
Sample Transcript Notations
Student Q enters with a 431 SAT Verbal, a 580 SAT Math, and a 2.4 high
school grade point average. The institution places the student in a corequisite
Learning Support English course based on the English Placement Index (EPI)
of 4278, which is higher than the system minimum (4230) but below the
institutional requirement (4330). The transcript notation would be as follows:
EPI/4278/JUL14/ P/I/COR
1. The “EPI” indicates that this is information related to the English
Placement Index and Learning Support in the English area.
30
transcript notation would be as follows:
CPEE/75/0894/X
CPER/73/0894/P/I
The “P” indicates that the student was placed in LS in this area.
The “I” indicates that the placement is due to an institutional rather than USG
requirement since the student scored 450 on SAT Verbal and had no CPC
requirements.
CPEM/79/0894/X
After two semesters, student X takes the CPE Reading exit test, passes the
test, and completes all requirements for exiting the area. The following entry
would be made on the transcript:
CPER/78/0395/E/I/C or CPER/78/0395/E LSR/I/C
This entry indicates that the student passed the CPE exit test and satisfied all
requirements to exit the LS area of Reading.
Prior to Fall Quarter, 1994, the following codes and definitions were used:
The definitions of Identification codes follow:
2. The “4278” is the student’s calculated EPI.
3. The “JUL14” is the date on which the EPI was calculated.
4. The “P” indicates that the student was placed in Learning Support in
this area (English).
5. The “I” indicates that the placement is due to an institutional rather
than USG requirement since the student’s EPI exceeded the system
minimum of 4230.
6. The “COR” indicates that the student was placed into corequisite
level Learning Support in English.
Students will be evaluated for Learning Support placement in English and
mathematics. The transcript notations for the English placement evaluation
are described above. Student Q would also have a transcript notation for
Learning Support evaluation in mathematics.
MPI/1278/JUL14/X
1. The “MPI” indicates that this is information related to the
Mathematics Placement Index and Learning Support in the
mathematics area.
2. The “1278” is the student’s calculated MPI.
3. The “JUL14” is the date on which the MPI was calculated.
4. The “X” indicates that the student met requirements for exemption
from Learning Support in this area (mathematics).
II. Current Learning Support Status or Exit Information
The following information is to be recorded on students’ transcripts to
indicate students’ current Learning Support status or completion of Learning
Support requirements.
For students admitted from Fall 2015 to present:
31
Code Definition
E = Exited LS after successfully completing all required course work and
CPE
X = Exempted LS by scoring high enough on CPE and meeting other
institutional requirements for exemption
P = Placed in LS
L =
Area was satisfied through alternative procedures approved by the
Chancellor for international students and students whose native
language is not English
U = Unsuccessful exit attempt
N = Career degree student who did not exempt LS in this area but whose
program does not require LS in this area
An actual entry on the transcript would appear as follows:
CPER/68/0990/P.
This entry indicates that the CPE in Reading was administered in September,
1990 and that the student received a scale score of 68 and was placed in LS
Reading.
Learning Support Area
LSE Learning Support English
LSM Learning Support Mathematics
Current Status
C Student has completed Learning Support requirements
in the area
D Student has been suspended for failure to exit the area
– suspension continues for one year from the date of
suspension
COR Student is enrolled in Learning Support at the
corequisite level
FND Student is enrolled in Learning Support at the
Foundations level
Status Date
MMMYY Date of current status (date on which the status
became effective; date of completion, initial date of
suspension, or date of placement into current level of
Learning Support)
For placement and exit codes for students entering Fall Quarter 1994
through Summer Semester 2015, click here.
For placement and exit codes for students entering prior to Fall Quarter
1994, click here.
Sample Transcript Notations
After two semesters, Student Q passes English 1101, thus completing the
requirement to exit Learning Support. The following entry would be made on
the transcript:
LSE/C/AUG14
1. The “LSE” indicates that this is information related to the student’s
status in Learning Support English.
2. The “C” indicates that the student has completed Learning Support
requirements in this area.
32
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3. The “AUG14” is the date on which the student completed Learning
Support English requirements.
33
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34
Academic and Student Affairs 2.17 Acceptance of Core Coursework and Placement Test Scores from TCSG Colleges
Previous Change
2.17 Acceptance of Core Coursework and Placement Test Scores
from TCSG Colleges
According to a January 2012 agreement between the USG and the
TCSG known as the “Complete College Georgia Articulation
Agreement,” the courses listed below will transfer between USG and
Commission on Colleges (COC)-accredited TCSG institutions, and
comparable placement and exit test results are honored between
systems.
Following are guidelines for implementation of the policy.
GE_transfer_chart_final.pdf
The Complete College Georgia articulation agreement is based on the
principles of serving student needs, avoiding duplication of mission,
using state resources efficiently, and expanding opportunities for post-
secondary attainment in Georgia. The agreement includes the 27
approved courses (see BOR transfer chart).
a. USG institutions may create more expansive agreements with a local
TCSG institution. This information should be published on the
institutional website.
b. USG institutions must notify BOR Office of Academic Affairs as
soon as possible when discussions begin about potential AS degree
articulation agreements with a TCSG institution AND before entering
into an AS degree articulation with a TCSG institution. TCSG has
agreed that AS degrees will be limited in number and meet the
following criteria:
i. Focused on specific career opportunities associated with a specific
local community, i.e. AS in Logistics Management by Savannah
Technical College with Georgia Southern University.
ii. Initiated in regions of the state where the proposed degree is not
currently offered by a USG institution therefore avoiding unnecessary
2.17 Acceptance of Core Coursework and Placement Test Scores
from TCSG Colleges
According to a January 2012 agreement between the USG and the TCSG
known as the “Complete College Georgia Articulation Agreement,” the
courses listed in the chart linked below will transfer between USG and
Southern Association of Colleges and Schools Commission on Colleges
(SACSCOC)-accredited TCSG institutions, and comparable placement
and exit test results are honored between systems.
Following are guidelines for implementation of the policy.
GE_transfer_chart_final.pdf
The Complete College Georgia articulation agreement is based on the
principles of serving student needs, avoiding duplication of mission,
using state resources efficiently, and expanding opportunities for post-
secondary attainment in Georgia.
a. USG institutions may create more expansive agreements with a local
TCSG institution. This information should be published on the
institutional website.
b. USG institutions must notify BOR Office of Academic Affairs as
soon as possible when discussions begin about potential AS degree
articulation agreements with a TCSG institution AND before entering
into an AS degree articulation with a TCSG institution. TCSG has
agreed that AS degrees will be limited in number and meet the following
criteria:
i. Focused on specific career opportunities associated with a specific
local community, i.e. AS in Logistics Management by Savannah
Technical College with Georgia Southern University.
ii. Initiated in regions of the state where the proposed degree is not
currently offered by a USG institution therefore avoiding
unnecessary duplication.
35
duplication.
iii. If a USG institution does have the program, consideration of
necessary v. unnecessary duplication will be predicated on the capacity
and willingness of the USG institution to offer the degree in the area.
TCSG institutions will not offer AA degrees. These procedures shall
apply to all TCSG degrees with one exception, Nursing.
c. USG institutions must notify BOR Office of Academic Affairs prior
to establishing expansive articulation agreements that include all TCSG
institutions.
This transfer agreement is effective for those students from COC-
accredited TCSG institutions:
who enroll in ENG 191 and/or MAT 190 or 191 courses that
began in January 2002 or thereafter, AND
who meet the minimum test score requirements for exemption
from Learning Support OR
who successfully complete and meet the minimum test score
requirements for exit from developmental studies English and/or mathematics beginning January 2002
To be eligible for articulation agreement transfer credit, students must
have the following minimum COMPASS or ASSET scores for
placement or exit:
English
Reading Writing
COMPASS ASSET COMPASS ASSET
iii. If a USG institution does have the program, consideration of
necessary v. unnecessary duplication will be predicated on the
capacity and willingness of the USG institution to offer the
degree in the area.
TCSG institutions will not offer AA degrees. These procedures shall
apply to all TCSG degrees with one exception, Nursing.
c. USG institutions must notify BOR Office of Academic Affairs prior to
establishing expansive articulation agreements that include all TCSG
institutions.
This transfer agreement is effective for those students from SACSCOC-
accredited TCSG institutions:
Who enrolled in any of the courses on the General Education
Transfer list (GE_transfer_chart_final.pdf) in January 2012 or
later OR
who enrolled in ENG 191 and/or MAT 190 or 191 courses that
began in January 2002 or thereafter
AND
who meet the minimum test score requirements for exemption
from Learning Support OR
who successfully complete and meet the minimum test score
requirements for exit from Learning Support English and/or
mathematics beginning January 2002
To be eligible for articulation agreement transfer credit, students must
have the following minimum COMPASS or ASSET scores for
placement or exit: exempted or completed Learning Support
requirements at a TCSG institution. To calculate Math Placement (MPI)
and English Placement (EPI) Indices using USG formulae, a CPE-
COMPASS-ASSET Linkage Table is supplied. Since the formulae for
calculating MPI and EPI do not use CPE or ASSET, these scores will
have to be converted to equivalent COMPASS scores to calculate the
placement indices.
English
Reading Writing
36
74 41 60 42
Mathematics
COMPASS (Algebra) ASSET (Elementary Algebra)
37 42
See CPE-COMPASS-ASSET Linkage Table.
1. Students with minimum SAT Verbal 430 (ACT 17) + Math 400
(ACT 17) + high school diploma/GED and four years of college
prep English, Algebra I and II and Geometry are exempt from
placement testing.
2. Students who have taken a COMPASS or ASSET placement
test at a COC-accredited TCSG college and transfer to a USG
institution will not be required to take another placement test if
they have attended the institution and have the placement scores
recorded on the transcript.
3. Students who have taken a COMPASS or CPE placement test
at a USG institution and transfer to another USG institution will
not be required to take another placement test.
4. USG and TCSG will accept comparable placement and exit
scores. See Section 3, Appendix C.
o The score used by USG in mathematics, which was
lower than that used by TCSG, was raised to 37,
effective for students entering Summer 2002 so that the
score is comparable to the TCSG exit score of 42.
o In Reading, the scores used by TCSG are slightly
higher than those used by the USG based on the table
provided by ACT. The USG will not raise our reading
score at this time.
5. At this time, test scores from non-COC-accredited TCSG
institutions will not be accepted for exemption or exit from LS.
6. Exit from Learning Support at a COC-accredited TCSG
institution will be honored at all USG institutions if the student
has a record of meeting the TCSG minimum test score
requirement for exit. As with students who transfer from other
USG institutions, a student who exempts LS but transfers
without credit for the core curriculum course may be placed in
LS at the receiving institution based on institutional
COMPASS ASSET COMPASS ASSET
74 41 60 42
Mathematics
COMPASS (Algebra) ASSET (Elementary Algebra)
37 42
See CPE-COMPASS-ASSET Linkage Table.
1. TCSG transfer students meeting USG standard admissions
criteria are exempt from Learning Support evaluation (see BOR
Policy Manual 4.2.1.1).
2. Students who have taken a COMPASS or ASSET placement test
at a SACSCOC-accredited TCSG college and transfer to a USG
institution will not be required to take another placement test if
they have attended the institution and have the placement scores
recorded on the transcript.
3. Students who have taken a COMPASS or CPE placement test at
a USG institution and transfer to another USG institution will
not be required to take another placement test.
4. USG and TCSG will accept comparable placement and exit
scores. See Section 3, Appendix C. See formulae for calculating
placement indices in section 2.9.1 and CPE-COMPASS-ASSET Linkage Table.
o The score used by USG in mathematics, which was
lower than that used by TCSG, was raised to 37,
effective for students entering Summer 2002 so that the
score is comparable to the TCSG exit score of 42.
o In Reading, the scores used by TCSG are slightly higher
than those used by the USG based on the table provided
by ACT. The USG will not raise our reading score at
this time.
5. At this time, Test scores from non-SACSCOC-accredited TCSG
institutions will not be accepted for exemption or exit from LS.
6. Exit from Learning Support at a SACSCOC-accredited TCSG
institution will be honored at all USG institutions if the student
has a record of meeting the TCSG minimum test score
requirement for exit. As with students who transfer from other
USG institutions, a Students who exempt Learning Support but
37
Return
requirements higher than the USG minimum.
7. The mini-core project does not affect the admission of
traditional students. TCSG transfer students with only mini-
core credit will not have 30 credit hours and must therefore
meet all admissions requirements (CPC, SAT, and FI) for your
institution. If they are admitted, however, their placement is
affected as described above.
8. Non-traditional students who have completed the mini-core
courses do not have to receive further screening if they have
placement or exit test scores that exceed the minimum
requirements.
9. The current policy allowing institutions to individually evaluate
courses other than the mini-core courses and make decisions
about acceptance will continue.
transfer without credit for the core curriculum course may be
placed in Learning Support at the receiving institution based on
institutional requirements higher than the USG minimum.
7. The mini-core project does not affect the admission of
traditional students. TCSG transfer students with only mini-core
credit will not have 30 credit hours and must therefore meet all
admissions requirements (CPC, SAT, and FI) for your
institution. If they are admitted, however, their placement is
affected as described above.
8. Non-traditional students who have completed the mini-core
courses do not have to receive further screening if they have
placement or exit test scores that exceed the minimum requirements.
The current policy allowing institutions to individually evaluate
courses other than the mini-core courses and make decisions
about acceptance will continue.
38
Academic and Student Affairs Handbook 3.2.4 Test Scores
Previous Change
3.2.4 Test Scores
Last reviewed: September 2011
Students seeking regular admission as a first time student or transfer
student with fewer than 30 hours to a college or university must have a
minimum SAT Verbal/Critical Reading score of 430 and Mathematics
score of 400 or must have an ACT English score of 17 and ACT
Mathematics score of 17. However, with approval, institutions may set
higher SAT/ACT requirements. Students who do not meet the SAT/ACT
scores required for exemption from Learning Support, must take the
COMPASS placement test.
Fall 2010, the BoR approved a change in policy which allows two-year
and state colleges to choose between requiring the SAT/ACT/FI or using
the High School grade point average (HSGPA) for admission. Students
seeking admission to a two-year or state college that does not require
submission of SAT or ACT test scores as part of the admission
requirements will be required to take the COMPASS exam to determine
their eligibility for admission. Students whose COMPASS scores fall
below the System minimums (32 – English (writing), 62 – Reading, and
20 – Math (algebra) in any one of the three areas will not be eligible for
admission. (Two-year and State Colleges requiring SAT or ACT for
admission.)
If the student has taken the SAT or ACT more than once, the highest
scores may be used for determining eligibility for admission. Students
must use verbal/critical reading and math scores from the SAT, OR
English and math scores from the ACT; students may not use a
combination of SAT and ACT scores to meet minimum requirements.
3.2.4 Test Scores
Last reviewed: September 2011
Students seeking regular admission to a college or university as a first
time student or transfer student with fewer than 30 transferable hours
must have a minimum SAT Verbal/Critical Reading score of 430 and
Mathematics score of 400 or must have an ACT English score of 17 and
ACT Mathematics score of 17. However, with approval, institutions may
set higher SAT/ACT requirements. Students who do not meet the
SAT/ACT scores required for exemption from Learning Support will be
evaluated for Learning Support placement and may be required to take
placement tests.
In Fall 2010, the BoR approved a change in policy which allows two-year
and state colleges to choose between requiring the SAT/ACT/FI or using
the High School grade point average (HSGPA) for admission. Individuals
applying to institutions that do not require SAT/ACT/FI are encouraged
to submit SAT or ACT scores but are not required to do so. Those who
apply to these institutions and who submit SAT/ACT scores at least as
high as the system minimums (SAT Verbal/Critical Reading score of 430
and Mathematics score of 400 or ACT English score of 17 and ACT
Mathematics score of 17) may exempt the Learning Support evaluation
process outlined below. (Some institutions require higher SAT or ACT
scores than the system minimums). Students who submit lower SAT/ACT
scores or who do not report SAT/ACT scores must be evaluated for
Learning Support placement as outlined below. Students whose
COMPASS scores fall below the System minimums (32 – English
(writing), 62 – Reading, and 20 – Math (algebra) in any one of the three
areas will not be eligible for admission. (Two-year and State Colleges
requiring SAT or ACT for admission.)
No change.
39
SAT or ACT test scores submitted toward satisfying Learning Support
requirements must have been earned prior to enrollment.
Individuals with less than 30 transferable semester hours of post-
secondary credit applying to USG institutions that require SAT or ACT
must submit scores from the SAT or ACT. Institutions that require only
COMPASS will accept SAT/ACT as an alternate. In order to avoid
additional testing, individuals applying to institutions which require SAT
or ACT scores must submit scores no lower that the system minimums:
SAT Verbal/Critical Reading score of 430 and Mathematics score of 400
or must have an ACT English score of 17 and ACT Mathematics score
of 17. Institutions may be approved to use higher minimums. Applicants
who score below the listed minimums must report COMPASS scores as
outlined below.
Applicants who have been out of high school for at least five years who
apply to institutions which require SAT or ACT scores are not required
to submit SAT/ACT scores. However, in order to avoid additional
testing, such applicants may submit SAT/ACT scores that are no older
than seven years and which are at least 500 in both Verbal/Critical
Reading and Mathematics or ACT scores of at least 21 on both English
and Mathematics. Such applicants who do not report SAT/ACT scores at
least that high must report COMPASS scores as outlined below.
Individuals applying to institutions that require only COMPASS are
encouraged to submit SAT or ACT scores but are not required to do so.
Those who apply to these institutions and who submit SAT/ACT scores
at least as high as the system minimums (SAT Verbal/Critical Reading
score of 430 and Mathematics score of 400 or must have an ACT
English score of 17 and ACT Mathematics score of 17) may exempt the
COMPASS exam (some institutions require higher SAT or ACT scores
than the system minimums). Those who submit lower SAT/ACT scores
or who do not report SAT/ACT scores must take COMPASS as outlined
below.
Delete entire paragraph.
Applicants who have been out of high school for at least five years who
apply to institutions that require SAT or ACT scores are not required to
submit SAT/ACT scores. However, in order to avoid additional testing,
such applicants may submit SAT/ACT scores that are no older than seven
years and which are at least 500 in both Verbal/Critical Reading and
Mathematics or ACT scores of at least 21 on both English and
Mathematics. Applicants who do not report SAT/ACT scores at least that
high must be evaluated for Learning Support placement as outlined
below.
Delete entire paragraph. Part of this moved to second paragraph.
40
Applicants who must submit COMPASS scores as described above must
score at least the following minimums in order to be admitted into any
USG institution.
Those scoring below the SAT-CR or ACT English minimums are
required to take the COMPASS writing/English section and must score
at least 32. Those scoring below the SAT-CR or ACT English minimums
are required to take the COMPASS reading section must score at least
62. Those scoring below the SAT-M or ACT Math minimums are
required to take the COMPASS algebra section must score at least 20.
Applicants scoring below any of these COMPASS minimums regardless
of performance on any other test or test section will not be admitted. In
addition, any applicant whose test scores indicate that a Learning
Support requirement would be mandated (by system or institutional
exempt scores, if higher) in all three Learning Support areas
(Writing/English, Reading, Math) will not be admitted to any USG
institution (refer to the section on Learning Support for the minimums to
avoid Learning Support).
Required Placement Testing All students enrolling in programs that lead to a baccalaureate degree,
applied associate degree or certificate programs with Learning Support
prerequisites, or in courses that have Learning Support prerequisites,
must take the COMPASS placement test in English, reading, and/or
mathematics unless they exempt by the appropriate scores on SAT/ACT
or the Georgia High School Graduation Test in English/Language Arts
(HSGT-ELA). The COMPASS exam will be used as the placement test
(Alternative tests to the COMPASS placement tests may be allowed with
authorization of the Chief Academic Officer or designee.). The minimum
COMPASS scores for admission are English (writing) – 32, reading –
62, and math (algebra) – 20. In all cases, students should be encouraged
to submit test scores that can be used to exempt placement testing.
Students seeking admission to a USG institution who submit SAT test
scores of 430/400 or higher or ACT test scores of 17 or higher are exempt
from Learning Support evaluation unless that institution sets higher
minimum scores for regular freshman admission.
Delete paragraph.
Delete paragraph.
Delete paragraph.
Evaluation for Learning Support Placement
Students taking courses or seeking to enter applied associate degree
or certificate programs with Learning Support prerequisites or
seeking to enter programs leading to the associate or baccalaureate
degree must be evaluated for Learning Support placement in
English (reading/writing) and mathematics unless they exempt by the
appropriate scores on SAT/ACT or the Georgia High School Graduation
Test in English/Language Arts (HSGT-ELA). The COMPASS exam will
be used as the placement test. (Alternative tests to the COMPASS
placement tests may be allowed with authorization of the Chief Academic
Officer or designee. Scores from authorized alternative tests must be
41
converted to equivalent COMPASS scores for purposes of
calculating the placement indices described below. Refer to the
CPE-COMPASS-ASSET Linkage Table.) The minimum COMPASS
scores for admission are English (writing) – 32, reading – 62, and math
(algebra) – 20. In all cases, students should be encouraged to submit test
scores that can be used to exempt placement testing.
A Mathematics Placement Index (MPI) and an English Placement Index
(EPI) will be calculated based on High School Grade Point Average
(HSGPA), SAT or ACT and, when indicated, the COMPASS placement
test or other approved placement test.
Indices will be composed of:
1) HSGPA and SAT/ACT - when both are available
2) HSGPA and COMPASS - when SAT/ACT are not available
3) COMPASS - when neither HSGPA nor SAT/ACT is available
For some students who score below the cutoff EPI or MPI, COMPASS
test scores add some additional information over that contained in
HSGPA and SAT/ACT; those students will be required to take the
appropriate COMPASS tests. The Compass score will be combined with
the HSGPA and SAT/ACT and the resultant EPI or MPI will be
compared to the System level cut scores to determine students’ Learning
Support Placement.
When COMPASS testing is required, the COMPASS Math (Algebra) test
will be used for math placement. The Compass Reading and COMPASS
e-Write 2-12 tests will be used for English placement.
EPIs and MPIs will be calculated as listed below, in priority order for
calculation. That is, if available, SAT or ACT and High School Grade
Point Averages (HSGPA) must be used in the calculations.
To be used in calculating placement indices, scores must be no
older than the maximums listed below.
Measure or Score Maximum “Age”
SAT/ACT 7 years from date of
administration
42
Students who test into all three areas of Learning Support (English,
reading, and math) are not eligible for admission. Students who score
below the minimum COMPASS scores (stated above) in any area are not
eligible for admission.
HSGPA 5 years from date of
graduation
COMPASS* 1 year from date of
administration
*Institutions have the option to accept older COMPASS scores.
Student has: EPI MPI
SAT and HSGPA (1603*HSGPA )+
SATV
(291*HSGPA )+
SATM
with COMPASS
added
(1475*HSGPA )+
(0.3*SATV) +
(5.1*(CompassR+e-
Write))
(287*HSGPA )+
(0.5*SATM) +
(5*CompassM)
ACT and HSGPA (1553*HSGPA) +
(34*ACTE)
(298*HSGPA) +
(25*ACTM)
with COMPASS
added
(1315*HSGPA) +
(30*ACTE)+
(4.2*(CompassR +e-
Write))
(250*HSGPA) +
(27*ACTM)+
(2*CompassM)
GPA only (794*GPA )+
(23.6*(CompassR+e-
Write))
(323*GPA )+
(6*CompassM)
No info 51.6*(CompassR+e-
Write)
(10*CompassM) +
795
SAT only (6.3*SATV) +
(17.1*(CompassR+e-
Write))
(1.8*SATM) +
(14*CompassM)
ACT only (155.3*ACTE) +
(13.8*(CompassR+ e-
Write))
( 63.2 * ACTM ) +
(6.0 * CompassM)
Students with EPIs and MPIs equal to or greater than the minimum
collegiate placement index scores listed below will be placed directly into
the appropriate gateway college course. Note that because a higher level
of preparation is required for success in Math 1111, a higher MPI will be
43
Students seeking admission to a two-year or state college not requiring
the SAT or ACT who submit SAT test scores of 430/400 or higher or
ACT test scores of 17 or higher are exempt from Learning Support
unless that institution sets higher minimum scores for regular freshman
admission.
required for direct placement into that course.
Minimum Collegiate Placement Index Scores
English Mathematics
ENGL 1101 MATH 1001 or
1101
MATH 1111
4230 1165 1265
Students with placement indices less than the minimum collegiate
placement index will be placed into corequisite or foundations-level
Learning Support.
Students who score below the floor scores in both English and
mathematics will be denied admission to all USG institutions. The floor
scores for the two indices are as follows:
Floor Scores
EPI MPI
3032 928
If EPI is less than 3032 AND MPI is less than 928, then student may NOT be admitted to a USG institution.
Students who score below the floor index score in only one area may
be admitted to USG institutions if their scores in the other area are
equal to or greater than the offsetting index score listed below.
Minimum Offsetting
Placement Index
EPI MPI
3905 1028
44
If EPI is less than 3032, then MPI must be greater than or equal to
1028.
If MPI is less than 928, than EPI must be greater than or equal to
3905.
Return
45
Academic and Student Affairs Handbook 3.2.6 Special Admissions
Previous Change
3.2.6 Special Admissions
Students may also be admitted as freshmen based on other evidence of
college readiness. Following are modified or additional requirements
for specific groups of applicants.
1. Limited Admissions In recognition of the fact that a limited group of students does
not meet established standards but does demonstrate special
potential for success, the BoR has created other categories of
admission that institutions can use. Institutions are expected to
adhere to requirements prescribed and the admissions
percentages allotted for their sectors.
Limited Admissions Restrictions Institutions are restricted by sector to a maximum number of
students who may be admitted in this category. The number of
traditional freshmen students who can be granted Limited
Admissions for the entire academic year will be no more than
the following percentages of the institution’s annual first-time
freshman headcount enrollment.
Research Universities Up to 7 percent
Regional Universities Up to 15 percent
State Universities Up to 20 percent
State Colleges* Up to 33 percent
*State Colleges that elect to require test scores for admission
are required to adhere to the limited admit percentage.
Non-traditional freshmen and transfer students are not to be
included in the Limited Admissions percentage allowed for
3.2.6 Special Admissions
Students may also be admitted as freshmen based on other evidence of
college readiness. Following are modified or additional requirements for
specific groups of applicants.
1. Limited Admissions In recognition of the fact that a limited group of students does
not meet established standards but does demonstrate special
potential for success, the BoR has created other categories of
admission that institutions can use. Institutions are expected to
adhere to requirements prescribed and the admissions
percentages allotted for their sectors.
Limited Admissions Restrictions Institutions are restricted by sector to a maximum number of
students who may be admitted in this category. The number of
traditional freshmen students who can be granted Limited
Admissions for the entire academic year will be no more than
the following percentages of the institution’s annual first-time
freshman headcount enrollment.
Research Universities Up to 7 percent
Comprehensive Universities Up to 15 percent
State Universities Up to 20 percent
State Colleges* Up to 33 percent
*State Colleges that elect to require test scores for admission are
required to adhere to the limited admit percentage.
Non-traditional freshmen and transfer students are not to be
included in the Limited Admissions percentage allowed for each
46
each institution, nor will these groups be included in
determining the base.
Presidential Exceptions Under the limited admissions provision, presidents of USG
institutions may grant exceptions to the BoR minimum
freshman admission requirements if the student shows promise
for academic success in college. Institutions can use multiple
measures, such as interviews, portfolios, and records of
experiential achievements for considering students in this
category.
Students who are admitted under the Presidential Exception
option should be included in the maximum number of Limited
Admissions allowed for an institution.
Even under very special and rare circumstances when
institutions have extensive evidence that a student has
potential for success despite not meeting USG requirements,
institutions must demonstrate that the student meets at least
one of the following:
o High school diploma from an accredited or approved
high school as specified in BoR Policy 4.2.1.1,
Freshman Requirements (certificate of attendance or
special education diplomas are not acceptable)
o GED
Addressing RHSC Deficiencies Students admitted in the Limited Admission category,
including Presidential Exceptions, who have RHSC
deficiencies shall be required to satisfy those deficiencies by
subject area in the following manner:
o English and Mathematics Students with fewer than the four required units of
English or mathematics are required to take the
comparable COMPASS (computer-adaptive college
placement test) sections administered by a USG
institution, nor will these groups be included in determining the
base.
Presidential Exceptions Under the limited admissions provision, presidents of USG
institutions may grant exceptions to the BoR minimum freshman
admission requirements if the student shows promise for
academic success in college. Institutions can use multiple
measures, such as interviews, portfolios, and records of
experiential achievements for considering students in this
category.
Students who are admitted under the Presidential Exception
option should be included in the maximum number of Limited
Admissions allowed for an institution.
Even under very special and rare circumstances when
institutions have extensive evidence that a student has potential
for success despite not meeting USG requirements, institutions
must demonstrate that the student meets at least one of the
following:
o High school diploma from an accredited or approved
high school as specified in BoR Policy 4.2.1.1,
Freshman Requirements (certificate of attendance or
special education diplomas are not acceptable)
o GED
Remove all and replace with:
Addressing RHSC Deficiencies
Students with RHSC deficiencies shall be required to satisfy those
deficiencies using one of the following methods:
1. Address Deficiency Prior to Enrollment
Students who have Required High School Curriculum (RHSC)
deficiencies but can demonstrate competency in the deficient area(s) will
47
institution or a comparable placement examination
approved by the BoR. Based on his or her scores, the
student will exempt Learning Support (LS) or be
placed in the appropriate LS course in English and/or
reading and/or mathematics.
Institutions may use comparable scores for students
transferring from Commission on Colleges (COC)
accredited Technical College System of Georgia
institutions. See BoR Policy 3.3.5, Collaboration
Between the USG and the Technical College System
of Georgia.
o Science, Social Science, and Foreign Language Students with fewer than the required number of units
in an area are required to take additional for-credit
courses selected from the appropriate area of the USG
Core Curriculum. The course(s) must be in the
specific content area in which the student is deficient.
Students who have completed only one year of
American Sign Language are considered deficient and
are required to take courses in a foreign language to
satisfy the deficiency.
The college credit courses used to satisfy RHSC deficiencies
will count as degree credit, but the hours earned will not count
toward a student’s degree program. The student must earn a
“C” or better in each of these courses.
Students who accumulate 30 or more semester hours of
college-level credit in the institution before completing all
RHSC requirements may not register for other courses, unless
they also register for the appropriate deficiency course or
courses.
Institutions may petition the Executive Vice Chancellor and
Chief Academic Officer of the USG for permission to offer a
Learning Support (LS) course for students admitted with
RHSC deficiencies in the sciences and social sciences that
be deemed as meeting the RHSC requirements. Provided these students
meet all other requirements for regular admission for the sector of
institution to which he/she is applying, the institution will not be
required to admit them under the Limited Admissions category.
Demonstrate Subject Matter Proficiency
A student can satisfy an RHSC deficiency by demonstrating competency
in the area(s) considered deficient or by addressing the deficiency
through an appropriate course successfully completed prior to enrollment
at a USG institution. Institutions may set additional and/or higher
requirements for demonstrating subject matter proficiency than those
listed below.
Option 1: Demonstrate Subject Matter Proficiency Through Approved
Standardized Tests
A student may demonstrate competency through standardized
examinations such as the SAT, ACT, CLEP, DSST, COMPASS or other
comparable examinations approved by the BOR. Written requests to use
other examinations should be submitted to Executive Vice Chancellor
and Chief Academic Officer of the USG.
1. A student whose SAT or ACT score in the deficient area is at or
above the average SAT or ACT score of the previous year’s fall
semester first-time freshmen admitted to the USG institution
indicates competency in the area.
2. A student may use the following SAT II Subject Tests to
demonstrate competency in a deficient area: English, Writing,
Literature, Foreign Languages, Math IC or Math IIC, American
History & Social Studies, World History, Biology, Chemistry
and Physics. Students may use SAT II Subject Tests to
demonstrate exposure and competencies for areas not reflected
in their course work. For example, students that are deemed
deficient by one science course but took physics, biology and
chemistry in high school cannot address the science deficiency
by taking an SAT II subject test in physics, biology or chemistry.
Institutions using SAT II tests to validate a student’s high school
curriculum requirements are expected to establish required
scores needed to demonstrate subject matter proficiency.
3. A student may use the CLEP and DSST subject examination to
48
would serve as an option to taking additional college-level
courses in science and social science for no degree credit. This
might be a co-requisite LS experience when science and social
science courses are taken in the core.
PLEASE NOTE: This section is changing in light of changes to
policy and procedures concerning addressing a Required High
School Curriculum deficiency.
Summary of Regular and Limited Freshman Admissions
Standards
Summary of Minimum System Admissions Requirements by Sector for Freshman Applicants
Sector Regular Admission Limited Admission
Research Universities
16 CPC or 17 RHSC units FI of 2500 Minimum testing scores: 430 SAT Verbal/Critical Reading 400 SAT I Math or 17 ACT English and Math
16 CPC or 17 RHSC units FI of 2020 Minimum testing scores: 430 SAT Verbal/Critical Reading 400 SAT I Math or 17 ACT English and Math
Regional Universities
16 CPC or 17 RHSC units FI of 2040 or more Minimum testing scores: 430 SAT Verbal/Critical Reading 400 on the
16 CPC or 17 RHSC units FI of 1830 or more Minimum testing scores: 430 SAT Verbal/Critical Reading 400 SAT I
demonstrate competency in a deficient area. Institutions using
CLEP or DSST to validate a student’s high school curriculum
requirements are expected to establish required scores needed to
demonstrate subject matter proficiency. When possible
institutions should refer to the credit recommendations of the
American Council on Education Guide.
4. COMPASS (for English and Mathematics) – Students with
fewer than four required units of English or mathematics are
required to take the comparable COMPASS sections or
comparable placement examination approved by the BOR for
determining Learning Support (LS) placement. Based on their
scores or placement indices (see 2.9.1 in the Academic and
Student Affairs Handbook), students will exempt Learning
Support, which will satisfy the deficiency, or be placed in the
appropriate Learning Support course or co-requisite course in
English and/or mathematics. Successfully exiting Learning
Support will satisfy the deficiency.
5. Comparable examinations approved by the BOR. Written
requests to use other examinations should be submitted to
Executive Vice Chancellor and Chief Academic Officer of the
USG.
Option 2: Demonstrate Subject Matter Proficiency Through Approved
Coursework
A student may address the deficiency prior to enrollment by taking a
USG-approved high school course in the deficiency area(s) or a three
credit collegiate course in the appropriate subject area(s). A student who
has taken a terminal course in a subject area (for example, a student who
has completed calculus in the 11th grade) will be deemed as meeting the
RHSC requirement in that subject area.
Exemption for Out-of-State Applicants
An out-of-state applicant, who has successfully completed the college
preparatory curriculum requirements of his or her home state but has
been determined to have a deficiency according to the USG’s RHSC
policy, can request an exemption to the RHSC requirement as part of
their application to a USG institution. As part of the exemption, the
applicant must provide documentation that provides overwhelming
49
SAT I Math or 17 on ACT English and Math
Math test or 17 on ACT English and Math
State Universities
16 CPC or 17 RHSC units FI of 1940 or more Minimum testing scores: 430 SAT Verbal/Critical Reading 400 SAT I Math or 17 on ACT English and Math
16 CPC or 17 RHSC units FI of 1790 or more Minimum testing scores: 430 SAT Verbal/Critical Reading 400 on the SAT I Math or 17 on ACT English and Math
State Colleges
16 CPC or 17 RHSC units FI of 1830 or more Minimum testing scores: 330 SAT Verbal/Critical Reading 310 SAT I Math or 12 on ACT English and 14 on Math
High School diploma or Minimum testing scores: 330 SAT Verbal/Critical Reading 310 SAT I Math or 12 on ACT English and 14 on Math
Two-Year College
16 CPC or 17 RHSC units
High school diploma or GED
Alternative Requirements for Students Graduating from
Non-Accredited High Schools or Non-Accredited Home
School Programs Applicants who have graduated from a non-accredited high
school or a non-accredited homeschool program may be
considered for admission at any USG institution. BoR Policy
evidence of competency in the deficient area (see Demonstrate Subject
Matter Proficiency section) above) or provide documentation that
demonstrates that the coursework he/she completed is equivalent in
content and rigor to the required course.
2. Address Deficiency After Enrollment
Students who have RHSC deficiencies, which are addressed after
enrollment, can be admitted under the Limited Admissions category.
Students who have RHSC deficiencies and who successfully complete
collegiate courses addressing all of their deficiencies within their first 30
credit hours will be considered as having satisfied the deficiency or
deficiencies. These students will receive collegiate credit that can count
towards the student’s degree program. If a student does not address the
deficiencies within the first 30 credit hours, then the student may not
register for other courses, unless they also register for the appropriate
deficiency course or courses. Successful completion of a three credit
collegiate course in the appropriate subject area demonstrates collegiate-
level preparedness and is sufficient for satisfying an RHSC deficiency in
that subject area. PLEASE NOTE: This section was changed by
another policy group.
Summary of Regular and Limited Freshman Admissions
Standards
Summary of Minimum System Admissions Requirements by
Sector for Freshman Applicants
Sector Regular Admission Limited Admission
Research
Universities
16 CPC or 17 RHSC
units
FI of 2500
Minimum testing scores:
430 SAT Verbal/Critical
Reading 400 SAT I
Math or 17 ACT English
and Math
16 CPC or 17 RHSC
units
FI of 2020
Minimum testing scores:
430 SAT Verbal/Critical
Reading 400 SAT I
Math or 17 ACT English
and Math
50
4.2.1.1, Freshman Requirements, establishes guidelines for
institutions to determine a homeschooled/non accredited high
school student’s probability of success in college.
Institutions wishing to use SAT II tests to validate a student’s
college preparatory requirements are expected to establish
required scores for students seeking admission to the institution.
Each institution may establish additional admission requirements
above those set by the BoR. Institutions are encouraged to list
requirements for homeschooled and graduates of non-accredited
high schools in the catalog and on the institution’s website.
Homeschooled students or graduates of non-accredited high
schools must submit SAT or ACT equivalent scores and
satisfactory documentation of equivalent competence in each of
the RHSC areas at the college preparatory level in lieu of the
Freshman Index and Carnegie unit requirements of the RHSC.
For the period of time the Pilot Admission Project is in effect,
homeschooled students or students from non-accredited high
schools seeking admission to a two-year institution will be
expected to present test scores at or above the average test scores
for the institution’s Fall 2005 freshman class. Homeschooled
students seeking admission to a state college that has reinstated
the test score requirement must meet the test score requirement
for the institution.
Admission of Students with Outstanding Scores BoR Policy 4.2.1.1 permits institutions to consider those few
students who, through test scores and personal achievement,
have demonstrated their potential for success in college.
However, institutions are advised to assess the student’s
readiness to do college work. Factors that should be considered
include academic experience, historical attendance patterns, and
level of maturity. Students under the age of 18 are at greater risk
Comprehensive
Universities
16 CPC or 17 RHSC
units
FI of 2040 or more
Minimum testing scores:
430 SAT Verbal/Critical
Reading 400 on the SAT
I Math or 17 on ACT
English and Math
16 CPC or 17 RHSC
units
FI of 1830 or more
Minimum testing scores:
430 SAT Verbal/Critical
Reading 400 SAT I
Math test or 17 on ACT
English and Math
State
Universities
16 CPC or 17 RHSC
units
FI of 1940 or more
Minimum testing scores:
430 SAT Verbal/Critical
Reading 400 SAT I
Math or 17 on ACT
English and Math
16 CPC or 17 RHSC
units
FI of 1790 or more
Minimum testing scores:
430 SAT Verbal/Critical
Reading 400 on the SAT
I Math or 17 on ACT
English and Math
State Colleges
16 CPC or 17 RHSC
units
FI of 1830 or more
Minimum testing scores:
330 SAT Verbal/Critical
Reading 310 SAT I
Math or 12 on ACT
English and 14 on Math
High School diploma or
Minimum testing scores:
330 SAT Verbal/Critical
Reading
310 SAT I Math or 12
on ACT English and 14
on Math
Two-Year
College
16 CPC or 17 RHSC
units
High school diploma or
GED
Alternative Requirements for Students Graduating from Non-
Accredited High Schools or Non-Accredited Home School Programs Applicants who have graduated from a non-accredited high school or a
non-accredited homeschool program may be considered for admission at
any USG institution. BoR Policy 4.2.1.1, Freshman Requirements,
establishes guidelines for institutions to determine a homeschooled/non
accredited high school student’s probability of success in college.
Institutions wishing to use SAT II tests to validate a student’s college
preparatory requirements are expected to establish required scores for
51
for failure, and institutions are advised to admit only those
students who show the greatest potential for success. Institutions
seeking to enroll students under the age of 16 should consult
federal guidelines for compliance rules before offering letters of
acceptance. For requirements for students who have not yet
graduated from high school but who wish to enroll in USG core
courses, see Opportunities for High School Students in this same
section.
Admission of Students with Non-U.S. Academic
Credentials/ Admission of Students Whose First Language Is
Not English
Freshman Students Freshman international students may be considered for
admission in any category or in this special category.
International students may also be admitted as Presidential
Exceptions.
Students whose secondary education was completed outside the
United States system of education may be admitted with
acceptable foreign credentials and English language proficiency
as described below:
Foreign Credentials Academic performance described by a certificate,
diploma, or other document deemed generally equivalent
to a U.S. required high school curriculum by a reputable
credential evaluator (internal or external to the
institution) is acceptable.
English Language Proficiency Requirements The Test of English as a Foreign Language (TOEFL), the
International English Language Testing System (IELTS),
or some other USG-approved evaluation of English
proficiency is required.
students seeking admission to the institution.
Each institution may establish additional admission requirements above
those set by the BoR. Institutions are encouraged to list requirements for
homeschooled and graduates of non-accredited high schools in the
catalog and on the institution’s website.
Homeschooled students or graduates of non-accredited high schools
must submit SAT or ACT equivalent scores and satisfactory
documentation of equivalent competence in each of the RHSC areas at
the college preparatory level in lieu of the Freshman Index and Carnegie
unit requirements of the RHSC.
For the period of time the Pilot Admission Project is in effect,
homeschooled students or students from non-accredited high schools
seeking admission to a two-year institution will be expected to present
test scores at or above the average test scores for the institution’s Fall
2005 freshman class. Homeschooled students seeking admission to a
state college that has reinstated the test score requirement must meet the
test score requirement for the institution.
Admission of Students with Outstanding Scores
BoR Policy 4.2.1.1 permits institutions to consider those few students
who, through test scores and personal achievement, have demonstrated
their potential for success in college. However, institutions are advised to
assess the student’s readiness to do college work. Factors that should be
considered include academic experience, historical attendance patterns,
and level of maturity. Students under the age of 18 are at greater risk for
failure, and institutions are advised to admit only those students who
show the greatest potential for success. Institutions seeking to enroll
students under the age of 16 should consult federal guidelines for
compliance rules before offering letters of acceptance. For requirements
for students who have not yet graduated from high school but who wish
to enroll in USG core courses, see Opportunities for High School
Students in this same section.
Admission of Students with Non-U.S. Academic Credentials/
Admission of Students Whose First Language Is Not English
52
The minimum and recommended scores acceptable for
admission follow:
Minimum Score for Admission
Recommended Score for Admission
Paper TOEFL 523 550
Computer TOEFL
193 213
Internet TOEFL
69 79
IELTS 6 6.5
SAT Critical Reading
430
ACT English 17
Institutions and departmental programs within the institution
may set higher minimum test scores for admission.
Institutions may develop procedures to determine whether there
is a need for placement in LS reading and English and/or ESL
courses for students who meet the minimum English Proficiency
requirements.
Math admissions criteria, including the SAT or ACT, and
placement criteria are required for international students.
An academically admissible applicant with credentials from
another country who needs supplemental English language
instruction (as indicated by an approved method for determining
English Proficiency described above) may be admitted to a
degree program on the condition that the student will receive the
supplemental English language instruction in a System-approved
Freshman Students Freshman international students may be considered for admission in any
category or in this special category. International students may also be
admitted as Presidential Exceptions.
Students whose secondary education was completed outside the United
States system of education may be admitted with acceptable foreign
credentials and English language proficiency as described below:
Foreign Credentials Academic performance described by a certificate, diploma, or
other document deemed generally equivalent to a U.S. required
high school curriculum by a reputable credential evaluator
(internal or external to the institution) is acceptable.
English Language Proficiency Requirements The Test of English as a Foreign Language (TOEFL), the
International English Language Testing System (IELTS), or
some other USG-approved evaluation of English proficiency is
required.
The minimum and recommended scores acceptable for admission
follow:
Minimum Score for
Admission
Recommended Score for
Admission
Paper TOEFL 523 550
Computer
TOEFL 193 213
Internet TOEFL 69 79
IELTS 6 6.5
SAT Critical
Reading 430
ACT English 17
Institutions and departmental programs within the institution may set
53
program. This conditional admission is possible only at those
institutions approved to provide English language instruction for
non-native speakers of English. Programs of English-as-a
Second Language used under this provision must be approved by
the Executive Vice Chancellor and Chief Academic Officer.
English Proficiency and Transfer Students Students who are non-native speakers of English, who transfer
from an institution of higher education outside the U.S. where
English was not the language of instruction, are required to
submit a TOEFL or IELTS score or some other recognized
evaluation of English along with their foreign credentials.
The minimum and recommended scores acceptable for
admission follows:
Minimum Score for Admission
Recommended Score for Admission
Paper TOEFL
523 550
Computer TOEFL
193 213
Internet TOEFL
69 79
IELTS 6 6.5
Institutions and departmental programs within the
institution may set higher minimum test scores for
admission. Students who are non-native speakers of English and who are
transferring from an accredited institution of higher education
inside the U.S. may be required to retake the TOEFL if their
English proficiency cannot be demonstrated to the satisfaction of
higher minimum test scores for admission.
Institutions may develop procedures to determine whether there is a need
for placement in Learning Support English and/or ESL courses for
students who meet the minimum English Proficiency requirements.
Math admissions criteria, including the SAT or ACT, and placement
criteria are required for international students.
An academically admissible applicant with credentials from another
country who needs supplemental English language instruction (as
indicated by an approved method for determining English Proficiency
described above) may be admitted to a degree program on the condition
that the student will receive the supplemental English language
instruction in a System-approved program. This conditional admission is
possible only at those institutions approved to provide English language
instruction for non-native speakers of English. Programs of English-as-a
Second Language used under this provision must be approved by the
Executive Vice Chancellor and Chief Academic Officer.
English Proficiency and Transfer Students Students who are non-native speakers of English, who transfer from an
institution of higher education outside the U.S. where English was not
the language of instruction, are required to submit a TOEFL or IELTS
score or some other recognized evaluation of English along with their
foreign credentials.
The minimum and recommended scores acceptable for admission
follows:
Minimum Score for
Admission
Recommended Score for
Admission
Paper TOEFL 523 550
Computer
TOEFL 193 213
Internet
TOEFL 69 79
54
the admitting institution.
U.S. Immigration Regulations Federal regulations place significant responsibilities on students
and universities in the administration of the U.S. laws pertaining
to F-1 or J-1 non-immigrant students. Institutions are required to
follow certain record-keeping and reporting requirements of the
U.S. government.
Institutions enrolling international students are required to
determine the academic admissibility and the financial resources
of applicants prior to the issuance of the immigration document
I-20 A-B or IAP-66.
Only a Designated School Official appointed by the institution’s
president and registered with the U.S. Immigration and
Naturalization Service (INS) may sign forms I-20 A-B, I-538,
and other F-1 student immigration-related documents. Only a
Responsible Officer or Alternate Responsible Officer approved
by the U.S. Department of State may sign forms IAP-66. For
more information, see
http://www.immigrationdirect.com/?gclid=CK3qo_zM85oCFQJ-
xgodwmDydA and http://www.ice.gov/sevis/.
Admission of Students with Disabilities Students who meet regular admission requirements should be
admitted without regard to disabilities. Students with
documented disabilities seeking admission to a USG institution
are required to meet the RHSC requirements and achieve the
institution’s SAT or ACT score requirements with testing
accommodations. Students who are unable to meet the foreign
language requirement due to a documented disability may
petition for a course substitution following the procedures
described in Section 3.11.3. See Section 3.11 for additional
information regarding students with disabilities.
IELTS 6 6.5
Institutions and departmental programs within the institution
may set higher minimum test scores for admission. Students who are non-native speakers of English and who are
transferring from an accredited institution of higher education inside the
U.S. may be required to retake the TOEFL if their English proficiency
cannot be demonstrated to the satisfaction of the admitting institution.
U.S. Immigration Regulations Federal regulations place significant responsibilities on students and
universities in the administration of the U.S. laws pertaining to F-1 or J-1
non-immigrant students. Institutions are required to follow certain
record-keeping and reporting requirements of the U.S. government.
Institutions enrolling international students are required to determine the
academic admissibility and the financial resources of applicants prior to
the issuance of the immigration document I-20 A-B or IAP-66.
Only a Designated School Official appointed by the institution’s
president and registered with the U.S. Immigration and Naturalization
Service (INS) may sign forms I-20 A-B, I-538, and other F-1 student
immigration-related documents. Only a Responsible Officer or Alternate
Responsible Officer approved by the U.S. Department of State may sign
forms IAP-66. For more information, see
http://www.immigrationdirect.com/?gclid=CK3qo_zM85oCFQJ-
xgodwmDydA and http://www.ice.gov/sevis/.
Admission of Students with Disabilities Students who meet regular admission requirements should be admitted
without regard to disabilities. Students with documented disabilities
seeking admission to a USG institution are required to meet the RHSC
requirements and achieve the institution’s SAT or ACT score
requirements with testing accommodations. Students who are unable to
meet the foreign language requirement due to a documented disability
may petition for a course substitution following the procedures described
in Section 3.11.3. See Section 3.11 for additional information regarding
students with disabilities.
55
Opportunities for High School Students The USG is committed to providing opportunities to high school
students allowing for the enhancement of their high school
curriculum through the availability of college offerings prior to
high school graduation.
The USG has approved the following three opportunities for
academically talented high school students to earn college credit
before graduating from high school:
Dual enrollment
A student, while continuing his/her enrollment in high school, enrolls in a course for both high school and college credit.
Joint enrollment
A student, while continuing his/her enrollment in high school as a junior or senior, enrolls in courses for college credit.
Early admissions
The student enrolls as a full-time college student following completion of the junior year in high school.
To participate in one of these options a student must be enrolled
in a public or private secondary high school that is regulated by a
school system and state department of education or accredited by
one of the following:
A regional accrediting association (such as the Southern Association of Colleges and Schools)
The Georgia Accrediting Commission The Georgia Private School Accrediting Council
(GAPSAC)
Homeschooled Students Homeschooled students may be considered for joint enrollment
if they are enrolled in Non-traditional Educational Centers that
Opportunities for High School Students The USG is committed to providing opportunities to high school
students allowing for the enhancement of their high school curriculum
through the availability of college offerings prior to high school
graduation.
The USG has approved the following three opportunities for
academically talented high school students to earn college credit before
graduating from high school:
Dual enrollment
A student, while continuing his/her enrollment in high school, enrolls in a course for both high school and college credit.
Joint enrollment
A student, while continuing his/her enrollment in high school as a junior or senior, enrolls in courses for college credit.
Early admissions
The student enrolls as a full-time college student following completion of the junior year in high school.
To participate in one of these options a student must be enrolled in a
public or private secondary high school that is regulated by a school
system and state department of education or accredited by one of the
following:
A regional accrediting association (such as the Southern Association of Colleges and Schools)
The Georgia Accrediting Commission The Georgia Private School Accrediting Council (GAPSAC)
Homeschooled Students Homeschooled students may be considered for joint enrollment if they
are enrolled in Non-traditional Educational Centers that are recognized
by GAPSAC or by state departments of education. Students attending
non-accredited home school programs or non-accredited high schools
may also be eligible to participate in joint enrollment opportunities if
they meet all general admission requirements for dual enrollment and
56
are recognized by GAPSAC or by state departments of
education. Students attending non-accredited home school
programs or non-accredited high schools may also be eligible to
participate in joint enrollment opportunities if they meet all
general admission requirements for dual enrollment and have
validated their on-track Required High School Curriculum
(RHSC) units according to the policy of the institution to which
they are applying. Institutions are encouraged to include
information about joint enrollment requirements for students
from non-accredited home school programs or non-accredited
high schools in their catalog and on their web sites.
General Admission Requirements The BoR has established the following admission standards for
accelerated learning; however, each institution has the authority
to establish higher and additional admission requirements.
Minimum SAT score of 970 (combined Verbal/Critical Reading and Mathematics sections) or ACT composite of 20. Institutions seeking to use alternative placement test(s) must seek prior approval from the Executive Vice Chancellor and Chief Academic Officer of the USG.
Minimum cumulative high school grade point average of 3.0 as calculated by the institution for admission purposes
Exemption of all LS requirements Written consent of parent or guardian if the student is
a minor Evidence in the transcript that student is on track
towards the completion of the USG RHSC requirements and high school graduation.
Institutions may have more restrictive requirements for high
school juniors; however, establishing such higher requirements
may not preclude high school juniors from participating in these
have validated their on-track Required High School Curriculum (RHSC)
units according to the policy of the institution to which they are
applying. Institutions are encouraged to include information about joint
enrollment requirements for students from non-accredited home school
programs or non-accredited high schools in their catalog and on their
web sites.
General Admission Requirements The BoR has established the following admission standards for
accelerated learning; however, each institution has the authority to
establish higher and additional admission requirements.
Minimum SAT score of 970 (combined Verbal/Critical Reading
and Mathematics sections) or ACT composite of 20. Institutions
seeking to use alternative placement test(s) must seek prior
approval from the Executive Vice Chancellor and Chief
Academic Officer of the USG.
Minimum cumulative high school grade point average of 3.0 as
calculated by the institution for admission purposes
Exemption of all Learning Support requirements
Written consent of parent or guardian if the student is a minor
Evidence in the transcript that student is on track towards the
completion of the USG RHSC requirements and high school
graduation.
Institutions may have more restrictive requirements for high school
juniors; however, establishing such higher requirements may not
preclude high school juniors from participating in these programs.
57
programs.
Return
58
Academic and Student Affairs Handbook 3.6.1 Admission to Career Programs
Previous Change
3.6.1 Admission to Career Programs
Last reviewed: January 2010
The following are the two types of admission to career programs:
Those with a Core-based general education component
allowing more than 12 semester hours of Core Curriculum
coursework.
Those with non-Core general education components allowing
12 or fewer semester hours of Core Curriculum coursework.
1. Programs with More than 12 Semester Hours of Core
Curriculum All applicants must have a high school diploma. At research,
regional and state universities and some state colleges,
applicants must achieve the institutional sector’s Freshman
Index (FI) for Limited Admission and must have the sector’s
minimum SAT scores. Applicants are not held to RHSC
requirements, and they will not be counted among the
students in the Limited Admission category.
2. Programs with 12 or Fewer Semester Hours of Core
Curriculum Applicants must meet one of the following criteria:
o Graduate from an accredited high school as specified
in Section 3.2.1 with a minimum GPA of 1.8
o Meet the beginning freshman RHSC criteria for the
institutional sector
o Earn a GED
They must also meet any other requirements specified by the
institution.
For placement purposes, students admitted to career degree or
certificate programs must take the USG’s College Placement
Examination (CPE) in Reading, English, and Mathematics, or
3.6.1 Admission to Career Programs
Last reviewed: January 2010
The following are the two types of admission to career programs:
Those with a Core-based general education component allowing
more than 12 semester hours of Core Curriculum coursework.
Those with non-Core general education components allowing 12 or fewer semester hours of Core Curriculum coursework.
1. Programs with More than 12 Semester Hours of Core
Curriculum All applicants must have a high school diploma. At research,
regional and state universities and some state colleges,
applicants must achieve the institutional sector’s Freshman
Index (FI) for Limited Admission and must have the sector’s
minimum SAT scores. Applicants are not held to RHSC
requirements, and they will not be counted among the students
in the Limited Admission category.
2. Programs with 12 or Fewer Semester Hours of Core
Curriculum Applicants must meet one of the following criteria:
o Graduate from an accredited high school as specified in
Section 3.2.1 with a minimum GPA of 1.8
o Meet the beginning freshman RHSC criteria for the
institutional sector o Earn a GED
For placement purposes, students admitted to career degree or
certificate programs must be evaluated for Learning Support
59
the comparable three sections of COMPASS administered by
a USG institution.
Comparable scores from Commission on College (COC)
accredited institutions that are part of the Technical College
System of Georgia (TCSG) may be used.
Students whose scores do not exceed the institution’s
minimum cutoff scores for LS placement in the areas of
Reading, English, or Mathematics will be required to enroll in
LS courses as follows:
o For students who take any course that has an LS
prerequisite in an area or areas, all LS requirements
in that area or areas must be met.
o For students who take no course with an LS
prerequisite, the LS requirements in that area or areas
are not mandatory.
Students who meet the institution’s regular admission
standards for programs leading to baccalaureate degrees are
exempted from taking the CPE or COMPASS. Students may
take only those Core Curriculum courses that are specified in
their approved career program.
Students who have earned an Associate of Science (AS)
degree in an allied health area or an Associate of Applied
Science (AAS) degree may apply for admission to a program
leading to the baccalaureate degree according to the
institution’s criteria for admission. These students will not be
held to RHSC requirements.
Students admitted in the career degree or certificate category
or who have not completed a career degree may be
considered for admission into a baccalaureate degree program
if either of the following conditions is met:
o The student meets the requirements for Regular or
Limited Admission.
placement.
Comparable scores from Commission on College (COC)
accredited institutions that are part of the Technical College
System of Georgia (TCSG) may be used.
Students who do not meet or exceed the institution’s minimum
criteria for placement in collegiate English or Mathematics will
be required to enroll in Learning Support courses as follows:
o For students who take courses that have Learning Support prerequisites, all Learning Support requirements for those courses must be met.
o For students who do not take courses with Learning Support prerequisites, completion of Learning Support courses is not mandatory.
Students who meet the institution’s regular admission standards
for programs leading to baccalaureate degrees are exempted
from taking the CPE or COMPASS. Students may take only
those Core Curriculum courses that are specified in their
approved career program.
Students who have earned an Associate of Science (AS) degree
in an allied health area or an Associate of Applied Science
(AAS) degree may apply for admission to a program leading to
the baccalaureate degree according to the institution’s criteria
for admission. These students will not be held to RHSC
requirements.
Students admitted in the career degree or certificate category or
who have not completed a career degree may be considered for
admission into a baccalaureate degree program if either of the
following conditions is met:
o The student meets the requirements for Regular or
Limited Admission.
o The student shows exceptional promise and is admitted
60
o The student shows exceptional promise and is
admitted as a Presidential Exception.
Students admitted in this category must fulfill all LS and
RHSC requirements.
as a Presidential Exception.
Students admitted in this category must fulfill all Learning
Support and RHSC requirements.
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61
Academic and Student Affairs Handbook 3.7 Admission of Non-Degree Students
Previous Change
3.7 Admission of Non-degree Students
SOURCE: BoR POLICY 4.2.2.3, ADMISSION OF NON-DEGREE
STUDENTS
Students who have no prior college or limited college credit may
enroll as non-degree students for a maximum of 12 semester
credit hours, including institutional credit. Students may not
enroll in any course that has an LS prerequisite unless they have
been screened for or have exempted the relevant LS course.
Students who have earned the baccalaureate degree from a
regionally accredited institution may enroll as non-degree
students in courses with no limitation on the number of
undergraduate credit hours that can be earned.
Post baccalaureate students who are interested in staff
development, Continuing Education Units (CEU), or
professional learning units and who have not been admitted to
the graduate school may enroll in courses for non-credit.
However, such students must meet the prerequisites for the class.
Institutions may permit students to enroll as non-degree students for a
maximum of twelve (12) semester credit hours, including institutional credit.
Students may not enroll in any course for which there is a Learning Support
prerequisite unless they have been evaluated for and have been exempted from
the relevant Learning Support course.
Return
62
Return
Academic and Student Affairs Handbook 2.4.4 Details Regarding Areas A-F
Previous Change
Institutions are allowed to move to the 45/30 hour limits before they
are required to do so. For students with Learning Support (LS)
requirements in reading or writing, taking the required LS course(s)
counts as making progress toward completing Area A1.
Institutions are allowed to move to the 45/30 hour limits before
they are required to do so. For students with Learning Support
requirements in English, taking the required Learning Support
course(s) counts as making progress toward completing Area
A1.
Previous Change
For students with requirements in mathematics, taking the required
LS course counts as making progress toward completing Area A2.
For students with Learning Support requirements in
mathematics, taking the required Learning Support course
counts as making progress toward completing Area A2.
63
Return
Academic and Student Affairs Handbook 2.8.2 General Requirements (Regents Testing Program)
Previous Change
Any student who is not enrolled in LS English or Reading
must take each part of the Regents’ Test not previously
passed or exempted in each semester of enrollment in a USG
institution (after graduation from high school). Students in
LS English or Reading must take the Regents’ Test in the
semester after they have exited LS English or Reading (LS
Math is not relevant here). No differentiation is made for
transfer students.
Remove section.
When possible, institutions should require English 1101 (or
equivalent) enrollment for those students who have just
completed reading and writing LS requirements in order to
facilitate their continued progression toward a degree.
Remove section.
64
Return
Academic and Student Affairs Handbook 3.11.5 Learning Support Considerations (Under Students with Learning Disorders)
Previous Change
3.11.5 Learning Support Considerations
Students with documented disabilities, who are required to enroll in
Learning Support (LS), must fulfill all stated requirements, including
test (COMPASS or CPE) and course requirements. Students will be
provided with appropriate test and/or course accommodations.
Documentation of accommodations provided must be maintained at
the institution and summarized in the annual report on
accommodations. See Section 2.9.1, Administrative Procedures for
Learning Support Programs. Accommodations for students with
learning disorders that can be granted with institutional approval are
limited to the following:
Extended time on COMPASS or CPE
Authorized use of a calculator for mathematic testing
Separate test administration
Maximum of two additional semesters of LS
Accommodations and test administrations other than those listed
above must be approved by an RCLD.
3.11.5 Learning Support Considerations
Students with documented disabilities, who are required to
enroll in Learning Support (LS), must fulfill all stated
requirements, including placement test (COMPASS or CPE)
and course requirements. Students will be provided with
appropriate test and/or course accommodations.
Documentation of accommodations provided must be
maintained at the institution and summarized in the annual
report on accommodations. See Section 2.9.1, Administrative
Procedures for Learning Support Programs. Accommodations
for students with learning disorders that can be granted with
institutional approval are limited to the following:
Extended time on placement tests COMPASS or CPE
Authorized use of a calculator for mathematic testing
Separate test administration
Maximum of two additional semesters of Learning
Support at the Foundations level
Accommodations and test administrations other than those
listed above must be approved by an RCLD.
