Pellissippi State StudentsTBR’s learning support policy establishes methods to determine a student’s readiness for college-level coursework in writing, reading, and math. According to this policy, students can be placed into or out of a corequisite learning support course through one of four assessment metrics: the ACT, SAT, ACCUPLACER, or by completing SAILS competencies. A student must satisfy cut scores in at least one of these placement methods to bypass learning support courses.

In March 2020, TBR approved a pilot effort to allow the addition of high school GPA as an assessment method for placement, alongside other measures included in TBR’s learning support policy. Due to the COVID-19 pandemic, placement testing was limited in 2020, and some students were unable to take or retake tests that traditionally determined placement. Additionally, the use of multiple measures for placement, including high school GPA, is recognized nationally as a best practice. In March 2021, this pilot was extended through the 2021-2022 academic year.

The corequisite placement pilot cut scores are as follows:
Subject Area ACT SAT ACCUPLACER SAILS High School GPA Pilot
Writing 18 490 250 Completing SAILS competencies 3.60 or higher*
Reading 19 500 250 Completing SAILS competencies 3.60 or higher*
Math 19 500 250 Completing SAILS competencies 3.60 or higher*

*At three colleges, students with high school GPAs from 2.8 to 3.59 were able to provisionally place out of learning support. These colleges were required to develop and implement a monitoring plan for students admitted into college-level coursework without learning support courses.


Research on Multiple Measures for Placement

Multiple Measures Interactive Toolkit 
User-friendly resource from Research for Action that details types of multiple measure policies, current state policy landscapes, and evidence of impact on student outcomes. 

Modernizing College Course Placement by Using Multiple Measures
The Center for the Analysis of Postsecondary Readiness provides a summary of the need for and benefits of a multiple measures approach with evidence from community college systems across the country. 

Expanding Access to College-Level Courses: Early Findings from an Experimental Study of Multiple Measures Assessment and Placement
Results from a random assignment study show that students who were bumped up to a college-level course as a result of multiple measures placement were more likely to complete gatekeeper math and English courses by the end of their first semester.