1. (a)

   1. (1) Each institution shall establish a matrix of assessment measures to evaluate the preparedness or readiness of students in each of the math courses in ACTS.
   2. (2) Typical math courses have been listed in the matrix below.
   3. (3) However, institutions, which offer other courses, which meet the general education math requirement, may add those in the space provided.

   4. (4) Measures for establishing readiness of students may include one (1) or more of the following:

      1. (A) ACT exam;
      2. (B) Other standardized and normed exams;
      3. (C) High school academic performance;
      4. (D) Assessment of student motivation to succeed; and
      5. (E) Other measures supported by sufficient analysis of predicted student success.

2. (b)

   1. (1) ACT benchmarks establish a twenty-two (22) as a cutoff score for student success in college algebra at a seventy five-percent (75%) or greater rate.
   2. (2) However, other measures can provide equally important data regarding student preparedness and likelihood of success.
   3. (3) As such, schools are encouraged to use more than one (1) measure if the ACT or ACT-equivalent is below twenty-two (22) to ensure that students are placed at the appropriate course level.

3. (c)

   1. (1) Using the ACT benchmarks as a standard, assessment measures should approximate the following ACT ranges.
   2. (2) The ranges indicated in the matrix are not fixed but can be varied based on institutional data.

   3. (3)

      1. (A) For each cell, indicate the placement measure or measures to be employed and the course level/course design in which students will be placed.
      2. (B) Each placement measure, other than national, standardized exams, should be accompanied by appropriate analysis to justify adoption of the measure, such as past success rates of students with similar characteristics.
      3. (C)
4. (i) Course levels or course designs include the range of:
5. (a) (a) Traditional credit-bearing;
6. (b) (b) Credit-bearing with required lab/tutoring;
7. (c) (c) Corequisite remedial;
8. (d) (d) Fast-track remedial;
9. (e) (e) Semester-long remedial; and

10. (f) (f) Adult basic education.

    1. (ii) It is anticipated that levels of student intervention will increase as student preparedness indicators decrease. ACT Range

       Course	Below 13	13 – 15	16 – 18	19 – 21	Above 21
       College Algebra
       Statistics
       Quantitative
       College Math
       Other:

Codification Notes: “ACTS” means Arkansas Course Transfer System.