Current through Register Vol. 48, No. 38, September 20, 2024
a)
Use of Multiple Measures. The college shall individually accept each of the
multiple measures listed in subsection (a)(2) and (a)(3) to determine
placement of a student in introductory college-level English language or
mathematics coursework and shall use the scores set forth in recommendations
approved by the Illinois Council of Community College Presidents on June 1,
2018, as published on the ICCB's official website. [110 ILCS
175/100-15(a)] Colleges may accept
scores lower than those set forth in these recommendations at their discretion.
1)
"College-level English language or
mathematics course" or "college-level English language or mathematics
coursework" means a course that bears credit and fulfills English language or
mathematics credit requirements for a baccalaureate degree, a certificate, or
an associate degree from a postsecondary educational institution.
[110 ILCS
175/100-10]
2) Mathematics
A) A student's cumulative high school grade
point average.
B) A student's
successful completion of an ICCB approved high school transition course in
mathematics including any one of the following:
i) TM 001 - STEM
ii) TM 002 - Quantitative Literacy and
Statistics
iii) TM 003 - Technical
Math (Career and Technical Education
C) A student's successful completion of a
developmental mathematics education course appropriate to the course
pathway.
D) A student's successful
completion of an introductory college-level mathematics course at another
regionally accredited postsecondary educational institution.
E) In determining the placement of a student
in introductory college-level mathematics coursework, a community college shall
consider the standardized test scores provided by the student for placement in
an introductory college-level mathematics course.
F) Any other single, individual measures that
the college deems appropriate if the student has not already placed into
college-level courses through the previously listed measures.
3) English
A) A student's cumulative high school grade
point average.
B) A student's
successful completion of an appropriate, ICCB approved high school transition
course in English including TE 001 - ELA Transitional English.
C) A student's successful completion of a
developmental English education course appropriate to the course
pathway.
D) A student's successful
completion of an introductory college-level English language course at another
regionally accredited postsecondary educational institution.
E) In determining the placement of a student
in introductory college-level English language a community college shall
consider the standardized test scores provided by the student for placement in
an introductory college-level English language course.
F) Any other single, individual measures that
the college deems appropriate if the student has not already placed into
college-level courses through the previously listed measures.
b) Revisions to
recommendations of Illinois Council of Community College Presidents approved
June 1, 2018. If the Illinois Council of Community College Presidents
approves any revised recommendations for determining the placement of students
in introductory college-level English language or mathematics courses in
response to changes in scoring systems, the introduction and use of additional
measures, or evidence that demonstrates the inaccuracy in the use of scores in
previous recommendations, then, within one year after the date of the adoption
of those revised recommendations, colleges shall utilize the most
current revised recommendations to determine placement pursuant to subsection
(a). [110
ILCS 175/100-20]
c) Public posting of placement policy. Each
college shall publicly post its placement policy on the
college's website in a manner that is easily accessible to both
students and prospective students. [110 ILCS
175/100-25(a)]
d) Reporting requirements. Each college shall
submit, in a format prescribed by ICCB, their institutional plan for scaling
evidence-based developmental education reforms by December 30 of each year. At
a minimum, the plan shall include all the following:
1)
A description of the current
developmental education models offered by the college.
2)
A description of the developmental
education models that will be implemented and scaled or modified for
improvements in the upcoming academic year. The college shall include
the basis of the evidence and associated data that the college
considered in making the decision to scale each model.
3)
Baseline data and benchmarks for
progress, including, but not limited to,
A)
enrollment in credit-bearing
English language or mathematics courses,
B)
rates of successful completion of
introductory college-level English language or mathematics courses,
and
C)
college-credit accumulation.
4) Plans for improving outcomes for
all students placed in traditional developmental education models or models
with comparable introductory college-level course completion rates. The plan
shall provide details about the expected improvements in educational outcomes
for Black students as result of the proposed reforms. [110 ILCS
175/100-30(a)]
