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Nevada System of Higher Education

Policy Status and Authority
Sectors with a multiple measures policy: Both 2 Year and 4 Year Sectors
Policy Status: In Place
The policy is based on (statute, regulation and/or system policy):

System Policy

When the policy was first adopted: Adopted summer 2015 to be implemented in fall 2016
Is the policy mandatory or optional? Mandatory
Do the measures vary or are they uniform across campuses?

Vary

Do the measures vary or are they uniform across degrees/pathways?

Vary; course selection and intended postsecondary program of study may be selected as measures by individual institutions

What subjects are using multiple measures for placement?
  • english
  • math
Measures Included in the Policy
Measures required to be accepted for placement under the multiple measures policy: Standardized Tests ACT, SAT, PARCC, SBAC
High School Achievement Measures None
Non-Cognitive Measures and Essays None
Measures optional or recommended to be accepted for placement under the multiple measures policy: Standardized Tests Additional testing may be used, including placement exams
High School Achievement Measures High school transcript, high school GPA, performance in senior year of high school
Non-Cognitive Measures and Essays Course selection, intended postsecondary program of study
If a statewide high school standards-based assessment is included, is it aligned to the Common Core?

Yes; both Smarter balanced and PARCC assessments are included as potential multiple measures assessments.

Were cut scores for the measures determined by the system or state?

Yes

The placement process using these measures:

Exemption from Remedial Instruction: Degree-seeking students who meet or exceed the minimum English or mathematics scores on any one of the college readiness assessments (ACT, SAT, SBAC, PARCC) must be placed into a college-level course in that subject and are exempt from being placed into any form of remedial instruction. Institutions may use other factors including high school transcript, grade point average, or additional testing to determine the appropriate first college-level course. Institutions are not requirement to honor initial placement decisions pursuant to this subsection for students who fail to remain continuously enrolled in required mathematics and English courses until the core mathematics and English requirements are completed.

Placement of Students without an Exemption from Remedial Instruction: For degree-seeking students who have not met the English or mathematics college readiness assessment score on one of the tests above or who have not taken any of these tests, institutions must develop an assessment and placement policy that ensures students who place at high school or above levels have an opportunity to enroll in and complete gateway college courses in mathematics and English within one academic year. The assessment and placement policy may use multiple measures, including, but not limited to placement exams; high school GPA; course selection and performance in the senior year of high school; and intended postsecondary program of study to determine appropriate placement.

Institutions may establish alternative pathways to those described above for those degree-seeking students whose mathematics or English skills are below the high school level as established by the institution’s assessment and placement policy.

Multiple measures policy documents: