Note: This is not an admissions document. All guidelines and statements below are intended for students who have already been admitted to USG institutions, not to conditions for admission.

## General Requirements for Learning Support Programs

- Institutions that admit students with high school grade point averages (HSGPA) or standardized test scores indicating that they will require additional support to succeed in collegiate English or mathematics courses must offer Learning Support courses in these areas.
- The “default placement” for all students will be in an entry-level collegiate course with corequisite support UNLESS students meet exemption criteria as outlined below in the sections on English and mathematics.
- Students who do not meet any exemption criteria may waive placement testing if they are willing to accept placement in corequisite Learning Support at the highest level of credit intensity offered at the institution.
- All students must be made aware that they have the OPTION to take placement tests, which may place them directly into collegiate courses or in less credit-intensive levels of corequisite Learning Support. Students interested in taking placement tests should not be discouraged from doing so.
- Exception: students wishing to enroll in MATH 1111 College Algebra, (with or without corequisite Learning Support), must take the mathematics placement test unless they have met the criteria for direct placement into MATH 1111 or MATH 1111 with corequisite Learning Support (see below).

- Institutions that admit students requiring Learning Support in English or mathematics must designate a Learning Support Coordinator whose duties must include (but are not limited to):
- Ensuring that appropriate Learning Support courses are provided for all admitted students requiring Learning Support.
- Coordinating with institutional admissions, the testing center, and academic departments as needed regarding placement, and ensuring that all students are appropriately placed.
- Ensuring that Learning Support placement and progress are accurately flagged and tracked in Banner.
- Ensuring that the fundamental features of corequisite remediation are fully implemented at the institution.
- Ensuring that corequisite Learning Support courses are carefully and appropriately coordinated with the college level courses they are intended to support.
- Providing or coordinating training of institutional faculty, staff, and administrators as needed to ensure appropriate implementation of the corequisite Learning Support model.

- Learning Support courses are to be offered exclusively in “corequisite” format starting no later than fall 2018. The corequisite format means that students requiring Learning Support will enroll in both a collegiate course (ENGL 1101, MATH 1001, MATH 1101, or MATH 1111) and a corequisite Learning Support course that is designed to support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner.
- Each corequisite course will be a required course that is aligned with and offered alongside the appropriate college-level course and should be designed specifically to help students master the skills and knowledge required for success in the linked college-level course.
- The college-level and corequisite sections must be carefully coordinated. In particular, the college-level and corequisite sections must cover the same topics in the same order at the same time. In practical terms, this may mean that institutions will have to specify the order and timing of topic coverage for ALL corequisite sections and ALL college-level sections that include LS students.
- Institutions must use the standard prefixes, numbers, and course descriptions as listed below for the corequisite Learning Support courses.
- Different sections of Learning Support courses may be tailored for particular groups and offered for different amounts of credit (up to 3 hours of institutional credit), and tuition may be charged accordingly. Sections at different levels of support should be distinct (e.g., students requiring a three-credit corequisite course should not be enrolled in the same Learning Support section as students requiring a one-credit corequisite course). At institutions offering corequisite Learning Support courses at multiple levels of credit intensity, course number suffixes A, B, and C will be used to designate courses with different credit hours. Example:
ENGL 0999A – 3 credit hours

ENGL 0999B – 2 credit hours

ENGL 0999C – 1 credit hourMATH 0999A – 3 credit hours

MATH 0999B – 2 credit hours

MATH 0999C – 1 credit hourMATH 0998A – 3 credit hours

MATH 0998B – 2 credit hours

MATH 0998C – 1 credit hourMATH 0997A – 3 credit hours

MATH 0997B – 2 credit hours

MATH 0997C – 1 credit hour - Institutions offering only one level of Learning Support do not need to use the identifier suffixes described above.
- Students will exit Learning Support (LS) requirements in English and/or mathematics by passing the collegiate-level course in the Learning Support area with a grade that meet the minimum grade requirement for the collegiate course at that institution (typically a “C” or higher).
- Paired college-level course sections may have only LS students or a mix of LS and non-LS students. When a college-level course section contains only LS students, care should be taken to ensure that the section adheres to the same academic standards as sections containing a mix of LS and non-LS students or sections containing non-LS students only.
- Institutions must establish consistent standards for sections of ENGL 1101, MATH 1001, MATH 1101, and MATH 1111.The college-level course sections that LS students enroll in must be identical to those taken by students who do not have LS requirements. No elements of the corequisite experience will contribute to the grade earned in the college-level course.
- Although exit from LS requirements is determined by the grade in the collegiate course, institutions should make every effort to ensure that students attend the corequisite course and take the work of the corequisite course seriously. Institutions must use A, B, C, F grading in the corequisite courses.
- Students wishing to drop or withdraw from either the corequisite or linked college-level courses will be required to withdraw from BOTH courses.

## English

**Placement**

- All entering students will be enrolled in ENGL 1101 English Composition I and the corequisite LS course, ENGL 0999 Support for English Composition unless they meet one of the exemption criteria listed below or are enrolled in a program for which ENGL 1101 is not required. If students enroll in programs that do not require ENGL 1101, but they choose to take this course, standard assessment and placement rules will apply.

The exemption criteria below apply to the requirement to enroll in the corequisite LS course, not to the ENGL 1101 course requirement. Institutions may set higher exemption criteria.

Exemption criteria (meeting any one of these may exempt students from the requirement to enroll in ENGL 0999):

- Student already has credit for an Area A English course (must meet the minimum grade requirement for the course for the institution – which may be a “C” or higher).
- Student has an English Placement Index of 4230 or higher.*
- Student has a final high school GPA (HSGPA – this is the same HSGPA that is used in calculation of the Freshman Index) of X.X or higher and has completed the Required High School Curriculum (RHSC) in English.**
- Student has an ACT English score of 17 or higher.
- Student has an SAT Verbal/Critical Reading score of 430 or higher on the “old” SAT.
- Student has an SAT Reading test score of 24 or higher on the “new” SAT.
- Student has an Accuplacer Reading Comprehension score of 61 or higher AND an Accuplacer WritePlacer score of X or higher.**
- Student has an Accuplacer Next-Generation Reading score of XX*** or higher AND an Accuplacer WritePlacer score of X or higher*.

* The English Placement Index may be used through January 1, 2019 or until the institution adopts the Next-Generation Accuplacer Reading test for placement, whichever comes first. Next-Generation Accuplacer Reading test scores may not be used to calculate the English Placement Index.

** Final High School GPA and Accuplacer Writeplacer guidelines have not yet been established and will be determined following a review of available data on student success (no later than December 20, 2017).

*** A score for Next-Generation Reading will be provided when the College Board provides concordance information for Accuplacer Next-Generation Reading and Accuplacer Reading Comprehension (expected in spring 2018).

**English Learning Support Course Prefix, Number, and Description**

**ENGL 0999 Support for English Composition (1-3 institutional credit hours)****Prerequisites:** None**Corequisite:** ENGL 1101 English Composition I**Description:** This Learning Support course provides corequisite support in reading and writing for students enrolled in ENGL 1101 – English Composition I. Topics will parallel those being studied in ENGL 1101 and the course will provide support for the essential reading and writing skills needed to be successful in ENGL 1101. Taken with ENGL 1101, this is a composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills.

**Course Design**

- ENGL 0999, Support for English Composition, will serve the dual purpose of supporting and illuminating the skills and concepts of ENGL 1101 English Composition I while also providing instruction for students to strengthen reading and writing competencies in which they have deficiencies.
- It is recommended that the same instructor teach the ENGL 1101 and ENGL 0999 sections. When this is not possible, the college-level and corequisite sections must still be carefully coordinated. In particular, the college-level and corequisite sections must cover the same topics in the same order at the same time. In practical terms, this may mean that institutions will have to specify the order and timing of topic coverage for ALL ENGL 0999 sections and ALL ENGL 1101 sections that include LS students.
- Students requiring Learning Support in both English and mathematics may defer enrollment in one or the other, but must be continuously enrolled in one or both until the college-level courses have been passed. In cases where students cannot take courses in both Learning Support areas simultaneously, enrollment in ENGL 1101 with corequisite support should take priority. All Area A requirements must be completed within the first 30 credit hours, including college-level and corequisite requirements in both English and mathematics.

## Mathematics

**Aligned Mathematics Courses**

- For students who are
enrolled in a STEM or business program, or a field requiring an algebra-intensive course, the linked mathematics courses will be either:__not__- MATH 0997 Support for Quantitative Reasoning with MATH 1001 Quantitative Reasoning
- OR
- MATH 0998 Support for Mathematical Modeling with MATH 1101 Introduction to Mathematical Modeling.
- Any student may enroll in these courses.

- For students enrolled in programs with
- MATH 0999 Support for College Algebra with MATH 1111 College Algebra.
**Special requirements for MATH 1111:**Students must meet placement criteria (outlined below) for direct placement into MATH 1111 or placement into MATH 1111 with corequisite support.

**Placement**- All entering students will be enrolled in one of three standard Area A college-level credit bearing mathematics courses (MATH 1001 Quantitative Reasoning, MATH 1101 Introduction to Mathematical Modeling, or MATH 1111 College Algebra) and a corequisite Learning Support (LS) course unless they meet one of the exemption criteria listed below or are enrolled in a program for which a mathematics course is not required. Note that MATH 1111 has higher placement and exemption criteria than MATH 1001 and MATH 1101. If students enroll in programs that do not require a mathematics course, but they choose to take a mathematics course, standard assessment and placement rules will apply.

The exemption criteria below apply to the requirement to enroll in a corequisite LS course, not to the college-level mathematics course requirement. Institutions may set higher exemption criteria.

**MATH 1001 Quantitative Reasoning and****MATH 1101 Introduction to Mathematical Modeling**

Exemption criteria (meeting any one of these may exempt students from the requirement to enroll in a corequisite mathematics course):- Student already has credit for an Area A mathematics course (must meet the minimum grade requirement for the course for the institution – which may be a “C” or higher).
- Student has a Mathematics Placement Index of 1165 or higher.*
- Student has placed in pre-calculus or a higher mathematics course (e.g., College Trigonometry or some form of calculus).
- Student has a high school GPA (HSGPA – this is the same HSGPA that is used in calculation of the Freshman Index) of X.X or higher** and has completed the Required High School Curriculum (RHSC) in mathematics.
- Student has an ACT Mathematics score of 17 or higher.
- Student has an SAT Mathematics score of 400 or higher on the “old” SAT.
- Student has an SAT Math test score of 22 or higher on the “new” SAT.
- Student has an Accuplacer Elementary Algebra score of 67 or higher (for students who will take MATH 1001 or 1101, see below).
- Student has an Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics score of XX*** or higher (for students who will take MATH 1001 or 1101, see below).

* The Mathematics Placement Index may be used through January 1, 2019 or until the institution adopts the Next-Generation Accuplacer Quantitative Reasoning, Algebra, and Statistics test for placement, whichever comes first. Next-Generation Accuplacer Quantitative Reasoning, Algebra, and Statistics test scores may not be used to calculate the Mathematics Placement Index.

* Final High School GPA guidelines have not yet been established and will be determined following a review of available data on student success (no later than December 20, 2017).

** A score for Next-Generation Quantitative Reasoning, Algebra, and Statistics will be provided when the College Board provides concordance information for Accuplacer Elementary Algebra and Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics scores (expected in spring 2018).**MATH 1111 College Algebra**.*Students who do not qualify for initial enrollment in MATH 1111 (with or without corequisite Learning Support) may enroll in MATH 1001 or MATH 1101 (with or without corequisite support), and may later enroll in MATH 1111 after successfully completing MATH 1001 or MATH 1101***Criteria for Placement into MATH 1111 with corequisite support:**Students must meet at least one of the criteria on the list below to enroll in MATH 1111 with corequisite support. (Institutions may set higher requirements to enroll in MATH 1111 with corequisite support.)- Student has a Mathematics Placement Index of 1165 or higher.*
- Student has a high school GPA (HSGPA – this is the same HSGPA that is used in calculation of the Freshman Index) of X.X or higher* and has completed the Required High School Curriculum (RHSC) in mathematics.
- Student has an ACT Mathematics score of 17 or higher.**
- Student has an SAT Mathematics score of 400 or higher on the “old” SAT.**
- Student has an SAT Math test score of 22 or higher on the “new” SAT.* *
- Student has an Accuplacer Elementary Algebra score of 67 or higher.**

Student has an Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics score of XX*** or higher.

**Criteria for Direct Placement into MATH 1111**: Students must meet at least one of the criteria on the list below to enroll in MATH 1111 without corequisite support. (Institutions may set higher requirements for direct enrollment in MATH 1111.)- Student already has credit for an Area A mathematics course (must meet the minimum grade requirement for the course for institution – which may be a “C” or higher).
- Student has a Mathematics Placement Index of 1265 or higher.*
- Student has placed in pre-calculus or a higher mathematics course (e.g., College Trigonometry or some form of calculus).
- Student has a high school GPA (HSGPA – this is the same HSGPA that is used in calculation of the Freshman Index) of X.X or higher** and has completed the Required High School Curriculum (RHSC) in mathematics.
- Student has an ACT Mathematics score of XX or higher.**
- Student has an SAT Mathematics score of XX or higher on the “old” SAT.**
- Student has an SAT Math test score of XX or higher on the “new” SAT.* *
- Student has an Accuplacer Elementary Algebra score of XX or higher.**
- Student has an Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics score of XX*** or higher.

* The Mathematics Placement Index may be used through January 1, 2019 or until the institution adopts the Next-Generation Accuplacer Quantitative Reasoning, Algebra, and Statistics test for placement, whichever comes first. Next-Generation Accuplacer Quantitative Reasoning, Algebra, and Statistics test scores may not be used to calculate the Mathematics Placement Index.

** Final guidelines for placement into MATH 1111 with and without corequisite support have not yet been established and will be determined following a review of available data on student success (no later than December 20, 2017).

*** A score for Next-Generation Quantitative Reasoning, Algebra, and Statistics will be provided when the College Board provides concordance information for Accuplacer Elementary Algebra and Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics scores (expected in spring 2018).**Mathematics Learning Support Course Prefixes, Numbers, and Descriptions****MATH 0997 Support for Quantitative Reasoning (1-3 institutional credit hours)****Prerequisites:**None**Corequisite:**MATH 1001 Quantitative Reasoning**Description:**This Learning Support course provides corequisite support in mathematics for students enrolled in MATH 1001 – Quantitative Reasoning. Topics will parallel topics being studied in MATH 1001 and the course will provide support for the essential quantitative skills needed to be successful in MATH 1001. Taken with MATH 1001, topics to be covered will include logic, basic probability, data analysis and modeling from data.**MATH 0998 Support for Mathematical Modeling (1-3 institutional credit hours)****Prerequisites:**None**Corequisite:**MATH 1101 Introduction to Mathematical Modeling**Description:**This Learning Support course provides corequisite support in mathematics for students enrolled in MATH 1101 – Introduction to Mathematical Modeling. Topics will parallel topics being studied in MATH 1101 and the course will provide support for essential quantitative skills needed to be successful in MATH 1101. Taken with MATH 1101, this course is an introduction to mathematical modeling using graphical, numerical, symbolic, and verbal techniques to describe and explore real-world data and phenomena. Emphasis is on the use of elementary functions to investigate and analyze applied problems and questions, supported by the use of appropriate technology, and on effective communication of quantitative concepts and results.**MATH 0999 Support for College Algebra (1-3 institutional credit hours)****Prerequisites:**Credit for MATH 1001 or MATH 1101 with a “passing” grade (as defined by institution, typically “C” or higher) OR high school GPA X.X* or higher OR ACT Mathematics score of 17 or higher* OR “old” SAT Mathematics score of 400 or higher* OR “new” SAT Math test score of 22* or higher OR Accuplacer Elementary Algebra score of 67 or higher* OR Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics score of XX** or higher. [Institutions may set higher prerequisites for enrollment in MATH 1111 with corequisite support.]*****Final guidelines for placement into MATH 1111 have not yet been established and will be determined following a review of available data on student success (no later than December 20, 2017).

** A score for Next-Generation Quantitative Reasoning, Algebra, and Statistics will be provided when the College Board provides concordance information for Accuplacer Elementary Algebra and Accuplacer Next-Generation Quantitative Reasoning, Algebra, and Statistics scores (expected in spring 2018).**Corequisite:**MATH 1111 College Algebra**Description:**This Learning Support course provides corequisite support in mathematics for students enrolled in MATH 1111 – College Algebra. Topics will parallel topics being studied in MATH 1111 and the course will provide support for the essential quantitative skills needed to be successful in MATH 1111. Taken with MATH 1111, this course provides an in-depth study of the properties of algebraic, exponential and logarithmic functions as needed for calculus. Emphasis is on using algebraic and graphical techniques for solving problems involving linear, quadratic, piece-wise defined, rational, polynomial, exponential and logarithmic functions.**Course Design**- The corequisite courses will serve the dual purpose of supporting and illuminating the skills and concepts of the college-level courses while also providing instruction for students to strengthen mathematical competencies in which they have deficiencies.
- Students requiring Learning Support in both English and mathematics may defer enrollment in one or the other, but must be continuously enrolled in one or both until the college-level courses have been passed. In cases where students cannot take courses in both LS areas simultaneously, enrollment in ENGL 1101 with corequisite support should take priority. All Area A requirements must be completed within the first 30 credit hours, including college-level and corequisite requirements in both English and mathematics.

- MATH 0999 Support for College Algebra with MATH 1111 College Algebra.