POLICY OF REMEDIATION OF HIGH SCHOOL CURRICULAR DEFICIENCIES (OSRHE Policy, 6/96)
The State Regents' admission policy lists 11 high school curricular requirements for programs leading to an Associate in Arts, Associate in Sciences and a Baccalaureate Degree. (Effective fall 1997, there will be a 15 unit high school curricular requirement.) As defined in the policy, students must meet all curricular requirements to be admitted to the comprehensive or regional universities. The only exceptions are noted in I.C. Special Admissions and summer term enrollment prior to the regular semester of desired entry. The policy requires institutions admitting students with one or more curricular deficiencies in the special admission categories to provide the means to satisfy those deficiencies. Students must successfully remediate basic skills course requirements within the first 24 hours attempted or have all subsequent enrollments restricted to deficiency removal courses until the deficiencies are removed.1 Students lacking curricular requirements are admissible into Associate of Science or Associate of Arts programs but must remove the basic skills deficiencies at the earliest possible time but within the first 24 hours attempted or have all subsequent enrollments restricted to deficiency removal courses until the deficiencies are removed. Finally, students must remove curricular deficiencies in a discipline area before taking collegiate level work in that discipline.
The high school curricular admission requirements were adopted by the State Regents to help ensure adequate high school academic preparation. Such preparation is the first step toward maximizing student success. It is the expectation of the State Regents that students applying for college entry will have successfully completed, at a minimum, the required high school course work. Indeed, research indicates that the academic preparation a student receives in high school correlates with success in college. Specifically, students who take more high school core subjects generally score higher on the ACT and earn better grades in college than students who take a minimal number of core courses. High school students should consider the prescribed 11 unit high school core curriculum (15 units in the fall, 1997) a minimum standard. Students are encouraged to take additional core courses.
The adoption of this policy reaffirms the State Regents' commitment to adequate student academic preparation, and the State Regents' goal that students achieve such preparation prior to applying for college entry.
This policy specifies how students who lack the high school curricular requirements may satisfy them within The Oklahoma State System of Higher Education. Nonfulfillment of high school requirements is referred to in this policy as curricular deficiencies.
The high school curricular requirements were established to maximize student success by ensuring, as much as possible, that students entering the comprehensive and regional universities are prepared for college level work through adequate high school academic preparation. Inevitably, however, some students will lack these requirements upon entering Oklahoma colleges and universities; others will have taken the required courses but will remain unskilled in the disciplines. The following principles are the foundation for this policy.
A. Certain disciplines, most notably mathematics, English, and science, build on requisite knowledge. College courses in such disciplines assume a student knowledge base gained in high school or other previous academic experiences. It is therefore imperative that students not enter collegiate courses in these fields lacking that knowledge.
B. History and other guided elective courses build on reading and writing skills. Students should not enroll in collegiate courses in history or other guided elective courses without a necessary foundation in those skills relevant to the discipline.
C. Students who can demonstrate competency in an academic field even though they did not take the required course(s) in high school will have the curricular deficiency waived for purposes of remediation. Such students will be allowed to enter the respective discipline's collegiate courses.
D. Students with unwaived deficiencies will be required to have educational experiences that will enable them to develop those skills requisite to success at the college level.
E. Within the State System, the community college tier is officially designated as responsible for the remedial/developmental education function. While institutions in other tiers, with the exception of regional universities with assigned community college functions, do not have this remedial/development responsibility, such schools may offer remedial courses if fully supported through student fees.
III. STUDENT DEMONSTRATION OF CURRICULAR COMPETENCIES15
A. Systemwide Procedures
Student competency may be demonstrated and deficiencies removed in the nine required units of basic skills courses - science, English, and mathematics - through the use of system ACT subscores in the three subject areas of science reasoning, English, and mathematics respectively.16 Institutions may, within their approved assessment plans, establish higher standards by requiring additional testing of those students meeting or exceeding the minimum ACT subject test score requirement.
B. Institutional Procedures17
1. Student competencies may be demonstrated and deficiencies removed by an entry-level, institutionally developed or adopted assessment procedure in the appropriate discipline area consistent with the institution's approved assessment plan. Such an assessment procedure/instrument must be uniformly applied, have demonstrated content validity, and be a reliable measure of student competence. Students would be required to score at a level which equates to the system wide ACT score requirements for the basic skills subjects.
IV. READING COMPETENCY
To successfully complete college courses, students must be able to read at a minimum level. While high school reading courses are not specifically required, student reading competency is expected and assessed. Refer to the Policy Statement on the Assessment of Students for Purposes of Instructional Improvement and State System Accountability for the State Regents' assessment requirements in the area of reading.
V. STUDENT REMEDIATION OF CURRICULAR DEFICIENCIES IN BASIC SKILLS COURSES
Students with curricular deficiencies who fail to demonstrate adequate curricular competence will be required to complete developmental courses as described below:
Students with mathematics, English, or science deficiencies will be required to enroll in developmental courses designed to remedy the deficiency. Students must receive a grade equivalent to a "C" or better to remove the deficiency.
VI. STUDENT PROCEDURES FOR REMOVAL OF CURRICULAR DEFICIENCIES IN HISTORY AND THE FOUR GUIDED ELECTIVE COURSES18
Students with a deficiency in history who present an ACT reading subscore at or above the specified level4 or who score at the designated level on any approved secondary institutional reading assessment instrument may be admitted as regular admission students. These students will be required to complete an additional three-hour collegiate history course to make up the high school deficiency.
Students with a guided elective deficiency may also be admitted as regular admission students as specified in the Policy Statement on Admission To, Retention In, and Transfer Among Colleges and Universities in the State System, but will be required to take an additional three-hour collegiate course in the guided elective subject area(s).
Policy on Remediation of High School Curricular Deficiencies subject to change by the Oklahoma State Regents for Higher Education.
Every student should have a current copy of each of the following University publications: the Catalog, the ECU Student Handbook and the Schedule. The Student Handbook contains the East Central University Student Code of Conduct. Copies of the Handbook are available in the Student Services Office, 102 Administration Building. Since the --Catalog explains the operation of and gives the rules of the University, the student will refer to it often. Usually a student follows the degree plan as stated in the catalog effective at East Central University at the beginning of his or her continuous enrollment. A continuous enrollment shall mean assignment of an East Central University grade on the permanent record of at least one semester hour, semester after semester - excluding summer - until graduation. Additional rules to the above policies are:
a. If the student leaves East Central University and returns during a later term, continuous enrollment at any accredited institution will also be acceptable.
b. If general education requirements are completed under an East Central Catalog at the time of the student's enrollment, the new general education requirements need not be met.
c. If the student is in attendance at East Central University when changes are made in the requirements for three components, the general education program and/or the major and/or the minor program of studies, he or she may follow the requirements of either component in effect at his or her first enrollment or he or she may choose to follow the requirements of any successive catalog provided that he or she is in continuous enrollment.
d. If a student is suspended by the University for academic reasons, then he or she may return under the original catalog within a year.
e. In cases not covered by the above rules, the Vice President for Academic Affairs, in consultation with the student, will determine which catalog will be in effect for that student's graduation.
Any changes imposed by law or policies by governing regulatory boards or agencies become effective at the date specified regardless of continuous enrollment or provision stated above. East Central University would in no case be obligated to offer courses only in order for a student to meet degree requirements under a previous catalog. The --Schedule, published anew each --term (a semester or a summer session), gives vital information about the current term.
A student familiar with the common practice of an --Institution (any institution of higher learning) may become familiar with East Central by reading this chapter and by referring to other parts of the Catalog, and to the Schedule. Additional help in becoming familiar with the University is given at the Freshman Enrollment Session to --beginning freshmen (students who have never registered at an institution). Shortly before registration, the Freshman Orientation Session occurs at a time indicated in the Schedule. All beginning freshmen will be required to successfully complete --UNIV 1001 Freshman Seminar in their first term of enrollment.
East Central has four -undergraduate schools and a School of Graduate Studies. The undergraduate schools are as follows: the School of Business; the School of Education and Psychology; the School of Humanities and Social Sciences; and the School of Mathematics and Sciences. The rules and procedures of the School of Graduate Studies are given in the section of the Catalog labeled the same.
The undergraduate schools are made up of --departments (for example, the Art Department and the Biology Department), which offer courses in their own academic fields (for example, art and biology). Taking (earning a course grade in) a course and earning credit are commonly called "-work" (-academic work). A lecture -course ordinarily meets a certain number of clock hours each week throughout a semester. When a student makes a passing grade in a course meeting one clock hour a week throughout a semester, he or she normally earns one --semester hour (commonly called "-hour") of -credit. A one semester-hour course offered in a summer session (also known as term) meets on a different schedule but for the same total number of clock hours as a one semester-hour course offered in a regular --semester (a fall or a spring semester). A --class- period of one clock hour is sixty minutes long, including time for transition from one class to another. Laboratory courses and others sometimes meet for clock hours different from the semester hours of credit they yield.
A student accumulates semester hours of credit to change his or her --class level (or --classification - from freshman to sophomore and so forth), to earn a degree, and for various professional and personal reasons. Some semester hours are in a --major (a field of intense specialization); others are in a --minor (a field of less intense specialization). Some are in --required courses (specific courses a student must take, which apply toward his or her degree); others are in -elective courses (courses he or she chooses to take to apply toward his or her degree). Some may be taken as --off-campus (as correspondence or transfer courses, for example); some must be taken as --on-campus ("resident" or on the East Central campus) courses.
A student is a --freshman if he or she has earned 0-29 semester hours, a --sophomore if he or she has earned 30-59 semester hours, a --junior if he or she has earned 60-89 semester hours, or a --senior if he or she has earned 90 or more semester hours. A --post-graduate student earns only undergraduate credit - not graduate - although he or she has already earned a bachelor's degree. A --graduate student is a student who holds at least a bachelor's degree and earns graduate credit.
During his or her --lower-division years (the freshman and sophomore years), a student takes several courses in --general education (courses which give the broad background required of university graduates) and decides upon a major and a minor. During his or her --upper-division years (the junior and senior years), a student usually takes a greater number of courses in his or her major and minor.
A student plans his or her --course load (the courses taken in a term) with the help of an --advisor (an instructor assigned to help the student and to approve his or her plans).
The course load advances the student toward the completion of his or her --program (a group of courses and requirements leading to a degree, a certificate, a teacher's certificate - whatever goals the student has).
Each student is fully responsible for meeting the requirements of the University. He or she must plan his or her own course load to suit his or her own program and goals. The student should consult the assigned advisor at appropriate times for help with and approval of his or her plans. To aid in the planning process, at the end of each semester the Registry Office notifies the student of the grades and hours he or she has earned. When he or she becomes a junior, the Registry will prepare an --official degree requirement check sheet at the student's request.