REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY POLICY AND PROCEDURE POLICY & PROCEDURES OVERVIEW

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1 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY POLICY AND PROCEDURE POLICY & PROCEDURES OVERVIEW University System of Georgia May 2014

2 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY working group MEMBERSHIP Valerie Whittlesey, Chair Associate Vice President for Curriculum Kennesaw State University Justin Barlow Director of Admissions University of West Georgia Richard Beaubien Director of Recruitment and Admissions Georgia Perimeter College Timothy Brown Department Chair of Mathematics Georgia Perimeter College Scott Burke Assistant Vice President, Undergraduate Georgia State University Admissions Sheila Caldwell Director, Complete College Georgia University of North Georgia Dennis Chamberlain Vice President for Student Affairs Gordon State College Brooks Evan Coordinator of Recruitment Georgia Southern University Candice Flowe Assistant Professor of Molecular Genetics Atlanta Metropolitan State College David Fuller Interim Dean, College of Education Middle Georgia State College Nathaniel Holmes Director for Advising, Counseling, and Retention Georgia Perimeter College Services Pat Humphrey Associate Professor of Mathematics Georgia Southern University Val Mack Associate Director of Operations/Undergraduate Georgia Institute of Technology Admissions Michael Mahan Dean of School of Education Gordon State College Ken McGill Professor and Chair of Chemistry, Physics and Georgia College and State University Astronomy Tee Mitchell Director of Admissions Georgia Gwinnett College Tatyana Pashnyak Associate Professor of Business & Medical Bainbridge State College Administrative Technology Molly Potts Associate Director of Undergraduate Admissions University of North Georgia Theodora Riley International Counselor- Office of Recruitment Clayton State University and Admission Adam Wyatt Director of Academic Programs and Liaison to East Georgia State College Georgia Regents University

3 POLICY AND PROCEDURE pg. 1 INTRODUCTION In November 2012, the USG formed a Policy Review Task Force to review system-level policies through the lens of college completion and recommend policy updates, changes and additions. The task force met through March 2013 and produced a policy review recommendations report. A recommendation in the report states that the USG should clarify and communicate the purpose of the USG Required High School Curriculum (RHSC) policy concerning deficiencies and seek approval avenues for institutional flexibility for addressing these deficiencies in a small number of cases. The Task Force was charged with developing an agenda for policy change and recommending next steps, rather than crafting specific changes to policy. To determine the precise policy and procedural changes necessary, the USG formed the RHSC Deficiency policy working group. The aim of the group was not to change the RHSC but to ensure that students can satisfy any RHSC deficiencies they may have in a manner that does not impede progression and completion. The working group conducted an in-depth analysis of the current RHSC policy and associated procedures from this perspective. The working group met Februray 2014 through April BACKGROUND Required High School Curriculum The USG defines the Required High School Curriculum (RHSC) in the Academic and Student Affairs Handbook: Students are expected to meet the USG s RHSC requirements. Students graduating from high school in 2012 must present 17 specified RHSC units of credit. Students graduating from high school prior to 2012 must present 16 RHSC units. 4 units of mathematics 4 units of English 3 units of science (Students who graduate in 2012 or later must have 4 units.) 3 units of social science, including one course focusing on world studies. 2 units in the same foreign language (2 units of American Sign Language may be used to satisfy this requirement.) The Office of Student Affairs maintains a complete list of courses (Staying the Course) that can be used to satisfy the RHSC requirements. Policy Review Recommendations Report edu/educational_ access/documents/ Recommendations-Report- PRTF Updated2.pdf Required High School Curriculum Deficiency Policy: Board of Regents Policy Manual: policymanual/section4/ C328/ Required High School Curriculum Deficiency Procedure: Academic and Student Affairs Handbook: academic_affairs_ handbook/section3/ handbook/c660/#p3.2.3_ required_high_school_ curriculum_rhsc Staying the Course : Staying_on_Course.pdf Students applying to research, regional and state universities at the USG have to meet these requirements. Those applying to state colleges can be considered for Limited Admissions if they have not met these requirements. Those who have not met these requirements and are admitted to a USG institution as Limited Admissions, must satisfy these deficiencies by subject area. Students can use college credit courses to address deficiencies in science, social science and foreign language but the courses will not count towards the student s degree program. In Fall 2011, 6.7 percent or 2,747 USG students had at least one RHSC deficiency in English, math, science, social science and/or foreign language. 1 1 The University System of Georgia Research and Policy Analysis

4 pg. 2 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY Impact on College Completion Complete College Georgia 2012 Completion Plan: educational_access/ documents/ GaHigherEducation CompletionPlan2012.pdf Students should be expected to meet the RHSC requirements as part of their admission to a USG institution. By completing the curriculum, the hope is that these students will be prepared to begin collegiate coursework. College readiness is a key focus area of Complete College Georgia (CCG), a statewide initiative to increase the number of Georgia residents with postsecondary credentials. While we want policies in place that ensure students are prepared, there should also be flexibility for cases in which circumstances prohibit qualified students from meeting these requirements. Under current procedure, students can address their RHSC deficiencies two ways. Those with deficiencies in English or mathematics must take the COMPASS or a comparable placement examination. The student satisfies the deficiency by either exempting Learning Support or by successfully completing the Learning Support course. Those with a deficiency in science, social science and/or foreign language can satisfy the deficiency with collegiate coursework. 2 Any college credit coursework used to satisfy a RHSC deficiency does not count towards the degree program. Failure to allow these credits to count towards a degree program could potentially lengthen the amount of time it takes for a student to complete their degree requirements and graduate. This is important as CCG also focuses on shortening the amount of time it takes for a student to earn a degree. Strategies for this include awarding credit for prior learning, improving transfer and articulation agreements and encouraging students to enroll in at least 15 credits hours per semester for on-time completion. The longer it takes for a student to complete a degree, the more often life circumstances can arise that diminish the likelihood of the student finishing. 3 With the understanding that the more barriers a student faces, the longer it will take that student to graduate, the aim is to ensure that those who need to satisfy a RHSC deficiency can do so effectively and efficiently. The current policies and procedures are also limited in that they do not explicitly address how out-of-state students, whose home state may have a different required high school curriculum, can address these deficiencies. Outstanding out-of-state students, who are likely to be successful but who are from a state with different requirements, may face additional barriers to applying and being accepted to a USG institution. CHARGE The RHSC Deficiency policy working group reviewed policies and procedures concerning the methods through which a student can address a RHSC deficiency. The group focused on: Identifying and eliminating unintentional barriers to college completion Refining areas of USG policy and procedure in need of clarification Providing institutional flexibility for addressing RHSC deficiencies PROCESS To facilitate the review process, we developed an analytical framework for analyzing policy using selected criteria. The purpose of the framework is to standardize the review process and to ensure transparency. The group adopted a four-step process, which included: Identifying and defining the underlying issues Determining the options for addressing each of the identified issues Assessing those options using the developed criteria Deciding which options are ideal and drafting recommendations 2 See Academic and Student Affairs handbook procedure Addressing RHSC Deficiencies 3

5 POLICY AND PROCEDURE pg. 3 The group identified a number of issues concerning how students can address RHSC deficiencies. The issues discussed included: Consideration of out-of-state students: Students who have completed the required high school coursework in their home state but, due to differences in high school requirements, may have a deficiency. Waivers: Providing waivers to students who come from other states and those students who have taken terminal courses in a subject area. Comparisons between students with deficiencies and dual enrollment high school students: High school students who are dually enrolled in high school and at a USG institution receive high school and collegiate credit. Yet, under current procedure, USG students who have a RHSC deficiency and successfully complete a collegiate course will only satisfy the deficiency and not receive credit towards their degree. Role of standardized tests as a means for students to demonstrate competency: The use of standardized tests to assess a student s knowledge as opposed to focusing solely on courses as a method for demonstrating knowledge. Advisement: Ensure that high school guidance counselors are aware of the USG RHSC and can advise students on which courses are necessary for admission to a USG institution. The group used the following criteria to assess the issues: Impact on completion Distribution and equity Implementation feasibility Implications and risk From the discussion, it was clear that issues could be categorized into two policy levers. A student should be able to address RHSC deficiencies: Prior to enrollment Waivers for out-of-state students Provide waivers for terminal courses Use of standardized tests Students take coursework prior to matriculation that addresses the deficiency (i.e., over the summer) After enrollment Students with deficiencies earn dual credit for collegiate courses (address the deficiency and receive credit towards their degree program) Students should successfully satisfy deficiencies within the first 30 credit hours

6 pg. 4 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY RECOMMENDATIONS Maintaining the dual lever approach, the group developed the following recommendations. Address a deficiency prior to enrollment Recommendation One: Provide an exemption to out-of-state students who can demonstrate competency in the deficient area(s). Recommendation Two: Allow students to demonstrate subject matter proficiency through the following standardized tests: SAT and ACT SAT II Subject Tests CLEP and DSST COMPASS Board of Regents approved examinations Recommendation Three: Allow students to demonstrate subject matter proficiency through approved coursework and completion of terminal courses. Address a deficiency after enrollment Recommendation Four: Students who successfully complete collegiate courses addressing their deficiencies within the first 30 credit hours should be considered as having satisfied the deficiency. These courses should address both the deficiency and count towards a student s degree program. Additional Recommendation In addition to these recommendations, the group discussed related issues that did not necessarily call for a policy or procedural change but are still critical for the successful implementation of revised policy and procedures. The group recognizes the need for improved communication with high school guidance counselors. High school students may not be aware of which courses are needed to meet USG RHSC requirements. Therefore, it is critical that guidance counselors are well informed about these requirements and can relay this information to students.

7 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY: Appendix 1 pg. 5 APPENDIX: REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY POLICY PROCEDURAL CHANGES Board of Regents Exceptions to Freshman Admission Requirements for Special Groups of Students Limited Admissions Category Students who enter under the Limited Admissions category, including Presidential Exceptions as noted below, must make up any Required High School Curriculum units deficiencies in accordance with USG procedures. They must also be screened, as applicable, for placement in LS courses using a placement test administered by a USG institution and must meet USG criteria for exemption or exit of learning support in reading, English, and mathematics. Limited Admissions Category Students who enter under the Limited Admissions category, including Presidential Exceptions as noted below, must make up any Required High School Curriculum units deficiencies in accordance with USG procedures. They must also be screened, as applicable, for placement in Learning Support courses using a placement test administered by a USG placement criteria institution and must meet USG criteria for exemption or exit of learning support in reading, English, and mathematics. Admission of Students with Outstanding Scores Students who demonstrate very high academic ability by achieving a composite SAT Composite (Verbal/Critical Reading plus Math) score in the upper five percent (5%) of national college-bound seniors according to the most recent report from the College Board and who show other evidence of college readiness may be admitted under this section. An ACT score which is equivalent to this SAT score may also be used. Institutions must carefully evaluate such students to determine their ability to benefit from college coursework. Students must satisfy any Required High School Curriculum deficiencies in areas other than English or mathematics through college coursework. Students admitted in this section will not count in an institution s Limited Admissions exceptions. Board of Regents Undergraduate Admission Requirements for Transfer Students *Transferable Hours are defined as hours which would be acceptable by the receiving institution according to the USG s and the receiving institution s prevailing policies. Excluded are institutional credit courses, Required High School Curriculum deficiency makeup courses, and vocational courses. These hours should include transferable hours earned at all postsecondary institutions attended. Admission of Students with Outstanding Scores Students who demonstrate very high academic ability by achieving a composite SAT Composite (Verbal/Critical Reading plus Math) score in the upper five percent (5%) of national collegebound seniors according to the most recent report from the College Board and who show other evidence of college readiness may be admitted under this section. An ACT score which is equivalent to this SAT score may also be used. Institutions must carefully evaluate such students to determine their ability to benefit from college coursework. Students admitted in this section will not count in an institution s Limited Admissions exceptions. Remove - Students must satisfy any Required High School Curriculum deficiencies in areas other than English or mathematics through college coursework. *Transferable Hours are defined as hours which would be acceptable by the receiving institution according to the USG s and the receiving institution s prevailing policies. These hours should include transferable hours earned at all postsecondary institutions attended. Remove - Excluded are institutional credit courses, Required High School Curriculum deficiency makeup courses, and vocational courses.

8 pg. 6 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY: Appendix 1 Academic and Student Affairs Handbook Special Admissions 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: 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 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. 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 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. 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 be deemed as meeting the RHSC requirements. Provided these students meet all other requirements for regular admission for the sector of institution to which they are is applying, the institution will not be required to admit them under the Limited Admissions category. Demonstrate Subject Matter Proficiency A student can satisfy a 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.

9 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY: Appendix 1 pg. 7 Academic and Student Affairs Handbook Special Admissions, cont. 3. A student may use the CLEP and DSST subject examination to 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 and (after Fall 2015) without SAT/ACT Scores are required to take the comparable COMPASS sections or comparable placement examination approved by the BOR for determining Learning Support placement. Based on their scores or placement indices (see 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 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 11 th 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 evidence of competency in the deficient area (see Demonstrate Subject Matter Proficiency section) or provide documentation that demonstrates that the coursework he/she completed is equivalent in content and rigor to the required course.

10 pg. 8 REQUIRED HIGH SCHOOL CURRICULUM DEFICIENCY: Appendix 1 Academic and Student Affairs Handbook Special Admissions, cont. 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.