Background
Higher education institutions have traditionally relied on standardized testing to place students in gateway English and math courses. While these assessments have their place, using test scores as the sole placement tool provides a limited evaluation, as they measure a student’s abilities based on one test taken on a single day. A more comprehensive approach incorporates multiple measures for course placement, such as ACT/SAT subject scores, completion of specific high school courses, and high school GPA. Research shows that using multiple measures is a more accurate predictor of student success and helps reduce unnecessary placements in developmental education.
In addition to overreliance on standardized tests, Kansas colleges and universities have historically operated with independent criteria for determining whether a student is eligible for gateway math or English courses. This lack of uniformity has led to up to 32 different standards across the state's higher education system, creating confusion for students, high school teachers, and counselors regarding college readiness expectations.
To address this, KBOR updated its policy on May 17, 2023 (Ch. III.A.14.), embracing a more cohesive and holistic approach to course placement.
KBOR policy (Ch. III.A.14.b.vii.) states:
“Systemwide course placement measure” is a high school performance grade standard, requisite ACT/SAT score, or other common assessment mechanism that is recognized by all coordinated and state university institutions to determine if a student is eligible to enroll in a gateway English or math course. These measures are informed by recommendations from the Systemwide Course Placement Math and English Committees and will require approval from the Board of Academic Affairs Standing Committee.
Systemwide Math Course Placement Committee
A Systemwide Math Course Placement Committee was first convened in February 2024. President Flanders attended the first meeting and charged the Committee with developing recommendations for systemwide multiple placement measures for three gateway math courses: College Algebra, Elementary Statistics, and Contemporary Math. The Committee convened on seven occasions this year (February 28, March 22, April 19, May 17, June 10, June 26, July 22) to reach consensus on the proposed recommendations.
The recommendations from the Committee, approved by BAASC in September and communicated by VP Monhollon, can be found in this issue paper.
Summary of Decisions
Per KBOR policy, each student who meets either a systemwide course placement measure OR an institutionally designated* course placement measure is eligible to enroll in a gateway course without developmental support. Each student meeting neither of the above shall be placed into the gateway course with developmental support.
College Algebra
Math ACT: 22 or higher OR
Math SAT: 540 or higher OR
ALEKS PPL: 46 or higher OR
Accuplacer QAS: 263 or higher OR
HS GPA and Course Grade: 3.25 cumulative GPA (unweighted) and B- or higher in Second semester Algebra 2 or Integrated Math 3 OR
Institutional Measure* (including professional discretion)
Contemporary Math and Elementary Statistics
Math ACT: 19 or higher OR
Math SAT: 510 or higher OR
ALEKS PPL: 30 or higher OR
Accuplacer QAS: 255 or higher OR
HS GPA and Course Grade: 3.00 cumulative GPA (unweighted) and C- or higher in Second Semester Algebra 2 or Integrated Math 3 OR
Institutional Measure* (including professional discretion)
*Institutionally designated course placement measure is any course placement measure that is not included in the systemwide course placement measures and is used to determine eligibility to enroll in a gateway English or math course. These measures could include, but are not limited to, vendor-based assessments, homegrown assessments, or an evaluation of non-cognitive factors such as motivation and workplace experiences. These measures are approved at the institutional level and only apply in cases in which the student did not meet any of the applicable systemwide course placement measures (Ch. III.A.14.b.v.). This category also provides institutions the professional discretion to place students in the gateway course by considering scores on multiple measures as well as non-cognitive factors known to the institution.
Upcoming Presentations
Want to learn more about the multiple placement measures decisions and implementation? Join one of the presentations below as appropriate for your role.
- Math Faculty Professional Development Session on Sep 27: Multiple Measure Placement Decisions
- Executive Implementation Team Meeting on Oct 25: Institutional Level Decisions for Multiple Placement Measures Implementation
- See complete listing of professional opportunities: Math Pathways Professional Development page