Policies Regarding Developmental Education at The Community College of Baltimore County
A number of policies guide the developmental education program at the Community College of Baltimore County. These include:
Assessment and Placement Policy
Placement Appeals Policies
Developmental Co-requisites and Prerequisites
Floor Policies
Course Repeat Policy
Continuous Enrollment Policy
Alternate Pathway Policy
Assessment and Placement Policy
All certificate and degree-seeking students are required to have their skills assessed in reading, writing, and mathematics. Placement tests are offered in designated centers on each campus. Assessment is strongly recommended at the time of entrance into the college, but students may take up to six credit hours before being assessed, unless they are registering for a course with developmental prerequisites. In that case, they will be required to have their skills assessed and receive appropriate placements which meet prerequisites in reading, writing, and math in order to register for that course. Documentation of previous college work, placement tests administered at other colleges, or SAT/ACT scores may exempt a student from testing, in accordance with state agreements. Placement test scores and SAT/ACT scores are valid for two years for students who have not begun their academic coursework. Students opting to audit courses are exempt from the assessment/placement policy, unless they change their registration status from audit to credit. Students with current documentation of disabilities will be eligible for accommodations, when appropriate. Retests and appeals of placement test scores are available on each campus.
Policy Details
SAT scores and ACT scores may be used to make placement decisions. Students must have an SAT math score of 550 or an ACT math score of 21 to place out of developmental math and into general education math courses. Students who have an SAT Writing Subtest score of 550 or an ACT writing score of 21 place out of developmental English and developmental reading. Students who have an SAT Critical Reading Subtest score of 550 or an ACT reading score of 21 place out of developmental reading. Students placing into general education math courses based on either the SATM-550 or the ACT-21 may take the Accuplacer/Companion College Level Math test to place into higher levels of college math i.e., precalculus or calculus.
Students who provide documentation of the following test scores from other colleges may use them for placement into or out of developmental courses. These scores must have been obtained within two years of the date of admission. Students whose scores are lower than those listed in the following chart have the option to retake the Accuplacer to place out of developmental courses in their respective disciplines.
|
Accuplacer
|
Reading
|
79 or higher
|
|
Accuplacer
|
English
|
90 or higher
|
|
Accuplacer (CPTG)
|
Math
|
70 or higher plus 45 on CPTM
|
|
Companion
|
Reading
|
25 or higher
|
|
Companion
|
English
|
23 or higher
|
|
Companion
|
Math
|
22 or higher plus 12 on COMM
|
|
Compass
|
Math
|
63 or higher
|
|
Compass
|
Reading
|
80 or higher
|
|
Compass
|
English
|
70 or higher
|
|
Asset
|
Math
|
39 or higher
|
|
Asset
|
Reading
|
39 or higher
|
|
Asset
|
English
|
41 or higher
|
Students may use Previous College Work to place out of developmental courses. This course work must be verified with a transcript. In some cases, the WEB page of the student's previous college may be accessed to verify course work if it has been posted. The following courses exempt a student from developmental course work.
|
For English
|
English 101
|
|
For math
|
A math course which counts toward general education
|
|
For reading
|
Two general education courses (no math or foreign language) with an average of C or better
|
Developmental courses (i.e., the Upper Most Developmental Courses ) taken and passed at another community college in Maryland count as Previous College Work and can be used for placement. See the list of eligible courses on the chart provided for Upper Most Developmental Courses By College - Spring 2003.
Students who are determined to need the ESOL assessment through a standardized set of questions will take the Michigan test. In some cases, they will also complete a writing sample. (Refer to CCBC ESOL Placement Guidelines.)
Top of Page
Developmental Co-requisites and Prerequisites
RDNG 051 - 0 Credits - Basic Reading
Successful participation in and completion of this course requires that student skills be at the secondary level.
RDNG 052 - 0 Credits - College Reading
Prerequisite: Successful completion of RDNG 051 or ESOL 053 or appropriate score on the reading placement test; Corequisite: SDEV 101 (concurrent)
ENGL 051 - 0 Credits - Basic Writing I
Successful participation in and completion of this course requires that student skills be at the secondary level. Corequisite: RDNG 051 of ESOL 053
ENGL 052 - 0 Credits - Basic Writing II
Prerequisites: Completion of ENGL 051 and placement of RDNG 052 or ESOL 054 (concurrent)
MATH 081 - 0 Credits - Basic Mathematics
Successful participation in and completion of this course requires that student skills be at the secondary level. Prerequisites: a satisfactory score on the math placement test; RDNG 051 or ESOL 052
Math 082 - 0 Credits - Introductory Algebra
Prerequisites: MATH 081 or a satisfactory score on the math placement test and RDNG 051 or ESOL 053
MATH 083 - 0 Credits - Intermediate Algebra
Prerequisites: MATH 082 or a satisfactory score on the math placement test and RDNG 051 or ESOL 053
Note: Most credit courses, including general education requirements, have developmental course prerequisites. Refer to the course descriptions in the catalogue and schedule to determine prerequisites. Students will be blocked from registering for courses for which they do not have a sufficient placement score or documentation of completion of prerequisites.
Alternate Pathway Policy
Students who meet criteria for MATH 111 via the alternate pathway based on Accuplacer MATH test scores (108 or higher on Elementary Algebra CPTG, or 40 or higher on College Level Math CPTM) are not exempt from completing MATH 083 for any course with a MATH 083 or LVM3 prerequisite.
Leapfrog Policy
Students may "leapfrog" from the lower level of developmental courses to credit courses if they meet departmental criteria. Faculty from the department must authorize this move in placement.
Reading
-
"Leapfrog" refers to the policy for exempting a student from Reading 052 after successful completion of Reading 051 with an average of 85% and a qualifying exam.
-
Students in Reading 051 who have an average of 85% in the class before taking the final exam and who pass the final with a minimum score of 85% are to be allowed the opportunity to take the Comprehension part of the Nelson-Denny Reading Test (form H); extended time. A score of 62 or above on the Nelson-Denny would allow the student to be exempt frm taking Reading 052. Students who do not meet the criteria of an 85% in the class before taking the final exam and a minimum of an 85% on the final exam are not eligible for the Leapfrog policy.
-
Students take the test individually or in a small group setting. The test will typically be administered by the instructor but may also be administered by the Testing Center. The campus Reading coordinator will determine how and where the test should be administered.
-
The reading instructor should complete the form "Change in Placement/Course Exemption" and submit it to the Reading Coordinator on his/her campus for approval.
Top of Page
Placement Retest and Appeals Policies
Students who are not satisfied with their placement scores may retest one time and appeal one time (see attached Appeals Policy). A retest includes taking the appropriate subtest of the Accuplacer/Companion again. Students are not permitted to retest sooner than 24 hours after the initial test. Students who wish to retake any part of the Accuplacer must first speak to an academic advisor who will complete the Assessment/Placement Retest and Appeal Form for the student to take to the Testing Center.
The appeals process involves use of a different instrument. In English, it is the writing sample, in reading, it is the Nelson-Denny form G, and in math, it is an in-house math test. Note that students must score within a certain range in reading on the Accuplacer/Companion to qualify for appeals.
Once a student has begun the sequence of developmental courses, he or she may not retest unless they have special permission from the designated administrator.
Reading Appeal Policy
English Appeal Policy
-
A student who places into ENGL 051 or ENGL 052 who desires to appeal must review his or her placement scores with an academic advisor. After this consultation, if the student wishes to appeal, the advisor will complete the Assessment/Placement Retest and Appeal Form and forward it to the Testing Center.
-
The appeal test is a timed (45 minutes) essay, using a state-approved writing prompt. The student may use a computer or hand-write the essay in the Testing Center. Appointments are not necessary.
-
The essay is read by an English department faculty member. The resulting placement will be reported to the Testing Center by e-mail within approximately one week of the test for posting into Banner.
-
A student must see an advisor to get his/her placement.
Math Appeal Policy
-
A student who places into MATH 081, MATH 082, or MATH 083 who desires to appeal must review his or her placement scores with an academic advisor. After this consultation, if the student wishes to appeal, the advisor will complete the Assessment/Placement Retest and Appeal form and forward it to the Testing Center.
-
The student should pick up a copy of the appeal review packet for the specific course placement he/she is appealing (Math 081, Math 082 or Math 083) from the Advising Office.
-
When ready, the student should go to the Testing Center at his/her campus to take the appropriate appeal test. The student has two hours to complete the test.
-
The results of the test will be available at the Advising Office at their respective campus within 3 business days.
-
The student should plan to meet with an academic advisor to obtain his/her results and discuss his/her mathematics course selection options.
-
Note that there is a different process for students who place into LVM9. These students should contact an academic advisor to discuss the LVM9 apeal process and obtain a copy of the LVM9 Referral Form.
Top of Page
Minimum Skills Policy
Math: Students who assess below the minimum skills required for MATH 081 will be referred to the Comprehensive Math Skills Review program offered through Continuing Education and Economic Development (CEED). Upon successful completion of the course, students may enter Math 081.
Reading: Students who assess below the minimum skills required for RDNG 051 are permitted to register for the Reading 051 course. However, reading faculty will monitor the progress of the student on a regular basis. If the faculty member feels that the student is having difficulty in the course, additional intervention may occur.
Top of Page
Course Repeat Policy
Students may be restricted from registering for a course for a third or subsequent attempt. When a student repeats a course, only the higher grade is computed into the Quality Point Average (QPA). All grades will remain on a student's transcript. Before a student is permitted to register for a course for a third or subsequent attempt, the student must have the permission of the academic dean (or his/her designee) responsible for the course. If the course is developmental, the student's record must be reviewed by a support team, which will make a recommendation to the dean regarding registration.
Top of Page
Continuous Enrollment for Developmental Students Policy
Students who place in developmental reading, writing, and/or mathematics courses are required to register for each of these courses or their prerequisites within their first 15 billable hours. They must continue to enroll in a course or courses from within the required developmental sequence(s) in reading, writing, and/or math every semester until all required developmental courses for their program are successfully completed. All students who place in developmental courses must work closely with an academic advisor or career coordinator to create a plan for enrolling in and completing required developmental courses.
Top of Page
