1. (a)

   1. (1) The mathematics, English composition, and reading placement standards contained in this policy implement Arkansas Code § 6-61-110.

   2. (2) These standards apply to:

      1. (A) First time undergraduate students, as defined in the Arkansas Higher Education Student Information System Manual, who enroll in associate or baccalaureate degree programs at Arkansas public colleges and universities; and
      2. (B) Any student who enrolls in college-level courses in:

2. (i) English composition; and

   1. (ii) College algebra or other comparable college-level mathematics course.
   2. (3) A college or university may allow simultaneous enrollment in college-level credit and developmental courses.
   3. (4) The board and administration of any campus may elect to set minimum scores for enrollment in college-level mathematics and English composition courses based on established and documented criteria, which demonstrate the students’ ability to succeed.
   4. (5) A student must submit to the institution for purposes of admission and course placement the ACT or comparable exam scores or alternative methods of assessment as determined by the admitting institution.

   5. (6) All first time entering freshman shall be assessed for placement into credit-bearing courses by at least one (1) of the following methods:

      1. (A) An objective examination;
      2. (B) Previous coursework and/or career training; or
      3. (C) Other criteria as the institution deems suitable on the basis of appropriate data analysis.

3. (b)

   1. (1) The placement assessment should reflect a better than seventy-five percent (75%) likelihood of the student’s ability to earn a “C” or better grade in the course in which the student is placed.

   2. (2) A student’s reading level should be strong enough for them to earn a “C” or better in courses that require substantial reading such as courses in the:

      1. (A) Sciences;
      2. (B) Humanities; and
      3. (C) Social sciences.
   3. (3) Using the ACT college readiness benchmarks (https://www.act.org/solutions/college-career- readiness/college-readiness- benchmarks/) as a standard, assessment measures should approximate established ACT ranges.
   4. (4) Schools are encouraged to use more than one (1) measure, especially if the ACT equivalent is below the benchmarks set for each subject.
   5. (5) Ideally, students should possess a readiness for credit-bearing courses and the institution admitting them should develop and refine a system to determine this.
   6. (6) Nationally normed exams, while a clear indicator for high ability, may eliminate students able to benefit from brief remediation or refresher work.
   7. (7) Institutions are encouraged to find effective ways to address this category of student, without requiring full-semester remediation.

   8. (8)

      1. (A) Alternatively, students who meet standardized exam benchmarks may exhibit other indicators of difficulty with college-level work, such as a low GPA on past academic work.

      2. (B) These other indicators may demonstrate a need for additional student support, even for students who meet benchmarks, and should be considered in placement decisions.

         1. (c)
   9. (1) Placement plans should be adopted, and evaluated, on the basis of institutional student success data.

   10. (2) Institutions will develop placement models that:

       1. (A) Provide appropriate justification for student course placements; and
       2. (B) Allow for follow-up evaluation of placement effectiveness.

Codification Notes: “GPA” means grade point average.