Policy and Procedures
Manual
SUBJECT:
ACADEMIC AFFAIRS
Policy 301.18
– Developmental Education
Adopted November 16, 2007; Issued December 3,
2007
Effective: Fall 2010
I. Board
Policy:
A. Purpose. This policy is designed to ensure that:
1. Coursework is available to students who
continue their education in the Montana University System, but need to develop
the foundational skills to succeed in rigorous, college-level classes.
2. Developmental courses are clearly identified
for students, other institutions and the general public.
3. Students are clear about how that
coursework will be used in their degree programs.
4. Developmental education is delivered
efficiently and effectively.
B. A
Description of the Coursework. In
general, a developmental course is any course designed to help students achieve
competency at the level required for full admission to a four-year
baccalaureate program and/or develop the basic skills needed to successfully
complete college-level courses that satisfy the Montana University System Core.
1. For purposes of this policy, developmental
coursework is defined for mathematics and composition. While the goals of developmental coursework
in both mathematics and composition focus on preparing students for
college-level work, this policy does not suggest that these disciplines share
the same instructional approaches and principles.
2. Developmental mathematics courses are
any courses that enroll students with an ACT mathematics sub-score below 22, an
SAT mathematics score below 520 (Policy 301.15), or an equivalent score
on a standardized placement test, such as COMPASS.
3. Developmental composition courses are
any courses that enroll students with an ACT or SAT essay score below 7, a
Montana University System Writing Assessment score below 3.5, any other
threshold score listed in Policy 301.16, or an equivalent score on a
standardized placement test, such as COMPASS.
4. The coursework described in this section
of the policy is not considered college-level, and cannot be used in an
associate of arts, associate of science or baccalaureate degree program.
C. Identification
of the Coursework. Developmental courses
shall have course numbers that begin with a zero (0). (I.E., 0XX.)
D. Providers
of the Coursework. Colleges with two-year
educational missions shall be the primary providers of developmental education
in the Montana University System. Four-year campuses also have an
interest in developmental education because they are permitted to provisionally
admit students whose admissions examination scores are just below the
proficient level. Four-year campuses
are, therefore, expected to work closely with their affiliated two-year
colleges to meet the needs of those students.
E. Monitoring
the Policy. The Office of the Commissioner of Higher
Education will produce an annual report on placement and remediation, using uniform
data, including test scores and course enrollments, to evaluate and analyze developmental
education in the MUS.
F. Associate
of Applied Science Degrees or Certificates.
Coursework defined as developmental by this policy may be appropriate
for these credentials.
1. The coursework described as developmental,
in Section I.B. above, may be included in an associate of applied science
degree or certificate of applied science.
Associate of applied science degrees or certificates of applied science may
also required specialized coursework in mathematics and/or composition that
targets skills needed for the degree.
2. Credit will be awarded for the
coursework described in Section F.
3. The courses described in Section F may
be numbered 1XXD.
4. Despite the special rules described in
Section F, the coursework will still not transfer into an associate of arts,
associate of science or baccalaureate degree.
II. History
Item 89-003-R1195, Proficiency
Admission Requirements and Developmental Education in the Montana University
System, approved by the Board of Regents on November 17, 1995; Evaluation
of the Montana University System’s Progress on Restructuring Goals, Special
Report to the Board of Regents, October 19, 2000 by James R. Mingle and
Associates; Registrar’s Manual (OCHE 2003), Interpretation of Item
89-003-R1195 and Mingle Report; Formation of Remediation Workgroup by the Board
of Regents on September 28, 2006. Item
137-106-R1107 approved November 16, 2007 (supporting
material)..