Section EH.1

Instruction
Testing

Procedure

Texas Success Initiative (TSI)

Navarro College shall assess, by an instrument approved in Title 19, Section 4.56 of the Texas Administrative Code (TAC), the academic of each entering, non-exempt undergraduate student prior to enrollment of the student. Navarro College may not use the assessment or the results of the Coordinating Board-approved assessment as a condition of admission to the institution.

Pre-Assessment

Prior to the administration of an approved instrument, Navarro College shall provide to the student a pre-assessment activity that addresses at a minimum the following components in an effective and efficient manner, such as through workshops, orientations, or online modules:

Importance of assessment for identifying a student's academic skills, strengths, and needs;
Assessment process and components, including practice with feedback of sample test questions in all disciplinary areas.
Developmental education options including course-pairing, non-course-based options; and/or
Institutional and/or community student resources (e.g., tutoring and financial aid).

Assessment Instruments

Beginning Fall 2013, Navarro College required the Texas Success Initiative (TSI) Assessment offered by the College Board as the only Coordinating Board-approved assessment instrument under this title. Any previously employed assessments (ACCUPLACER, Compass, THEA, Asset, Compass ESL, or ACCUPLACER ESL) can no longer be used for entering students who initially enroll in any course on or after that date.

Minimum Standards

Effective January 11, 2021, the following minimum college readiness standards (also known as "cut scores") for English Language Arts Reading (ELAR) and mathematics on the TSI Assessment, Version 2.0 (TSIA2) shall be used by an institution to determine a student's readiness to enroll in college-level coursework:

Mathematics (for college-level coursework with mathematics-intensive designation by the offering institution):
1. a College Readiness Classification (CRC) score of at least 950; or
2. a CRC score below 950 and a Diagnostic level of 6.
ELAR (for college-level coursework with reading, writing, or reading and writing-intensive designation by the offering institution):
1. a College Readiness Classification (CRC) score of at least 945 and an essay score of at least 5; or
2. a CRC score below 945 and a Diagnostic level of 5 or 6 and an essay score of at least 5.

Program Placement and Support

Each institution of higher education shall establish a program to advise students regarding coursework and other means by which students can develop the academic skills required to successfully complete college-level work.

For each student, including a student who is exempt as provided by Title 19, Section 4.54 of the TAC or who has been determined by an institution to be ready to enroll in college-level academic courses as provided by Section 4.54, institutions are strongly encouraged to provide the student with advising, appropriate course and program placement, and support based on the individual student's skills, strengths, and needs, to increase the likelihood of the student's success in completing the courses and program in which the student enrolls.

Failure to Meet Minimum Standards

For placement of a non-exempt undergraduate student not meeting standards as defined in Title 19, Section 4.57(a) of the TAC, institutions shall use for determination of appropriate courses, interventions and other support, the student's TSI assessment results and accompanying Diagnostic Profile, along with other relevant information such as:

High school grade point average and class ranking;
Prior academic coursework or work experience;
Demonstrated personal achievement (e.g. leadership, motivation, self-efficacy); and
Family-life issues (e.g. job, childcare, transportation, finances).

For each undergraduate student who fails to meet the minimum passing standards described in Title 19, Section 4.57 of the TAC, an institution shall establish a program to advise the student regarding developmental education support necessary to ensure the readiness of that student in performing college-level academic coursework and determine a plan, working with the student, for the student's academic success, which shall include developmental education (See Section EE.3 web page) and may include provisions for enrollment in appropriate non-developmental coursework. Institutions must ensure developmental education courses and interventions meet at minimum the criteria set forth in the Lower Division Academic Course Guide Manual (ACGM).

For undergraduate students enrolled in a corequisite model who fail to satisfactorily complete the college-level course, the institution of higher education must:

Review the plan for academic success developed for the student and, if necessary, work with the student to revise the plan; and
Offer to the student a range of resources including non-course-based options to assist the student in becoming reading to perform college-level academic coursework in the applicable subject area(s).

Plan for Academic Success

Each plan for academic success shall:

Be designed on an individual basis to provide the best opportunity for each student to succeed in obtaining the student's career and academic goals. At a minimum, the individual plan shall address:
1. Career advising;
2. Recommended developmental education options;
3. Campus and community student-support services and resources;
4. Degree plan or plan of study;
5. Regular interactions between student and designated point of contact (e.g. advisor, faculty member, peer or community mentor, etc.);
6. Registration for next semester or next steps; and
7. Differentiated placement.
Promote the most efficient and cost-effective developmental education options to increase the likelihood of the student's success in college-level courses and programs; institutions are strongly encouraged to assign students to non-course-based options where feasible.
Provide to the student a description of the developmental education options and other resources and interventions recommended to increase the likelihood the student will succeed in entry-level and subsequent academic coursework and complete their selected program.
Provide to the student an appropriate measure for determining readiness to perform freshman-level academic coursework, as described in Title 19, Section 4.59 of the TAC.

Determination of Readiness

An institution shall determine when a student is ready to enroll and succeed in college-level academic coursework using:

Student performance on one or more TSI assessments, including scores resulting from a student's retaking of a Coordinating-Board approved assessment instrument; and
Developmental courses or non-course-based developmental education interventions.

An institution may enroll a non-exempt, undergraduate student who has not met the college readiness standard on the TSI assessment in an college-level academic course if the student is co-enrolled in developmental education. Successful completion of the college-level academic course with a grade of "C" or better shall be demonstration of the student's college readiness for the corresponding subject area, as provided in Title 19, Section 4.54(c)(3) of the TAC, independent of the student's performance in developmental courses or non-course-based developmental education interventions.

An institution shall, as soon as practicable and feasible, indicate a student's readiness in reading, mathematics, and writing on the transcript of each student. Student readiness in mathematics is indicated as either:

Ready for any college-level mathematics coursework; or
Ready only for non-Algebra intensive courses, including MATH 1332 or 1342 or 1442 or their local equivalent.

Reporting

At the end of each semester, Navarro College shall report on the Developmental Education Program Survey (DEPS) to the Coordinating Board the following information for undergraduate students: social security number, semester credit hours, grade points earned, ethnicity, gender, date of birth, TSI status, initial assessment instrument, score on initial assessment, type of developmental education received for each area (reading, mathematics, writing), grade in first related non-developmental course, and the results of any subsequent assessment.

Navarro College shall analyze and report to the Coordinating Board, on a schedule to be determined by the commissioner, the fiscal and instructional impacts of the following on student outcomes:

A. Technological delivery of developmental education courses that allows students to complete coursework;

B. Diagnostic assessments to determine a student’s specific educational needs to allow for appropriate developmental instruction;

C. Modular developmental education course materials;

D. Use of tutors and instructional aides to supplement developmental education course instruction as needed for particular students;

E. Internal monitoring mechanisms used to identify a student’s area(s) of academic difficulty;

F. Periodic updates of developmental education course materials.

Exemptions for Certain Students

An institution shall not require a student who is exempt in mathematics, reading, or writing to be assessed under Title 19, Chapter 4, Subchapter C of the TAC, or to enroll in developmental coursework or interventions in the corresponding area of exemption. This limitation does not restrict an institution from advising a student to complete additional coursework or interventions to increase the likelihood of the student's success in completing the courses and program in which the student enrolls.

An institution must advise any student who is exempt from the TSI assessment who earns less than a "C" in the student's first college-level course in the exempted content area of developmental education interventions available to the student to increase the likelihood that the student will succeed in subsequent college courses and complete their selected program, especially through non-course-based options.

SAT or ACT Scores

For a period of five years from the date of testing, a student who is tested and performs at or above the following standards that cannot be raised by institutions:

ACT:
1. ACT administered prior to February 15, 2023: composite score of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections of the TSI Assessment, and 19 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment.
2. ACT administered on or after February 15, 2023: a combined score of 40 on the English and Reading (E+R) tests shall be exempt for both reading and writing or ELAR sections of the TSI Assessment. A score of 22 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no composite score.
3. The use of scores from both the ACT administered prior to February 15, 2023, and the ACT administered after February 15, 2023, is allowable, as long as the benchmarks set forth in clause (2) of this subparagraph are met.
SAT:
1. SAT administered prior to March 5, 2016: a combined critical reading (formerly “verbal”) and mathematics score of 1070 with a minimum of 500 on the mathematics test shall be exempt for both reading and writing sections of the TSI Assessment; a combined critical reading (formerly “verbal”) and mathematics test shall be exempt for the mathematics section of the TSI Assessment.
2. SAT administered on or after March 5, 2016: a minimum score of 480 on the Evidenced-Based Reading and Writing (EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment; a minimum score of 530 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no combined score.
3. Mixing or combining scores from the SAT administered prior to March 5, 2016 and the SAT administered on or after March 5, 2016 is not allowable.

State Assessments

For a period of five years from the date of testing, a student who is tested and performs at or above the following standards that cannot be raised by institutions:

STAAR End-of-Course Assessments (EOC)
STAAR End-of-Course (EOC) with a minimum Level 2 score of 4000 on the English III shall be exempt from the TSI Assessment required under Title 19, Section 4.54(b)(1)(E) of the TAC for both reading and writing, and a minimum Level 2 score 4000 on the Algebra II EOC shall be exempt from the TSI Assessment required under Title 19, Section 4.54(b)(1)(E) of the TA for the mathematics section.

High School Equivalency

Effective May 12, 2021, students who meet the college readiness benchmarks on the state’s approved high school equivalency test will qualify for a TSI exemptions. The approved tests and relevant benchmarks are as follows:

GED:
A minimum score of 165 on the Mathematics Reasoning subject test shall be exempt for mathematics. A minimum score of 165 on the Reasoning Through Language Arts (RLA) subject test shall be exempt for English Language Arts Reading (ELAR)

HiSET:
A minimum score of 15 on the Mathematics subtest shall be exempt for Mathematics. A minimum score of 15 on the Reading subtest and a minimum score of 15 on the Writing subtest, including a minimum score of 4 on the essay, shall be exempt for English Language Arts Reading (ELAR)

These high school equivalency exemptions are valid for up to five (5) years from the date of testing. While the date of testing can be anytime within the five (5) year time frame, applicability for TSI purposes and placements starts 5/12/2021.

Due to HiSET discontinuing the administration of their test effective 8/31/2021, HiSET test scores administered after 8/31/2021 will no longer be useable for the TSI exemption. However, HiSET college readiness scores with test dates prior to 8/31/2021 will still be useable up to five (5) years from date of testing.

College-level experience

A student who has met one of the criteria below shall be exempt from the requirements of the TSI for the respective content area in which they have demonstrated college readiness.

College Prep Courses

A student who successfully completes a college preparatory course under Texas Education Code 28.014 is exempt for a period of 24 months from the date of high school graduation with respect to the content area of the course, under the following conditions:

The student enrolls in the student's first college-level course in the exempted content area in the student's first year of enrollment in an institution of higher education; and
The student enrolls at the institution of higher education;
1. That partnered with the school district in which the student is enrolled to provide the course, or
2. With an institution that deems the student TSI-met based on the completion of a course that meets the requirements of Title 19, Section 4.54(c)(1) of the TAC.

A student receiving an exemption under this provision must enroll in a college-level course in the exempted content area during the student's first year of enrollment at an institution of higher education occurring after the student qualifies for the exemption. If the student earns a grade below a "C" for the course, the institution shall advise the student of non-course-based options for attaining college readiness, such as tutoring or accelerated learning.

Previous Enrollment

A student shall be exempt if the student has previously attended any public, private, or independent institution of higher education or an accredited out-of-state institution of higher education and;

Has met college readiness standards in mathematics, reading, or writing as determined by the receiving institution; or
Has satisfactorily completed college-level coursework in mathematics, reading, or writing with a grade of "C" or better, including a high school student who has earned college credit for a dual credit course or a college connect course offered under Title 19, Section 4.86 of the TAC with a grade of "C" or better.

Texas First

A student shall be exempt if the student has earned the Texas First Diploma under Title 19, Chapter 21, Subchapter D of the TAC.

Applicability

The TSI applies to each entering undergraduate student not otherwise exempt under Title 19, Section 4.54 and 4.52(a) of the TAC.

Exceptions

The TSI does not apply to the following students, and an institution shall not require these students to demonstrate college readiness pursuant to Title 19, chapter 4, subchapter C of the TAC. This limitation does not restrict an institution from advising a student to complete additional coursework or interventions to increase the likelihood of the student's success in completing the courses and program in which the student enrolls:

A student who has earned an associate or baccalaureate degree from an institution of higher education;
A student who transfers to an institution of higher education from a private or independent institution of higher education or an accredited out-of-state institution of higher education and who has satisfactorily completed college-level coursework in the corresponding subject area, as transcribed or otherwise determined by the receiving institution;
A student who is enrolled in a certificate program of one year or less at a public junior college, a public technical institute, or a public state college;
A student enrolled in high school who is a non-degree-seeking student;
A student who is serving on active duty as a member of the armed forces of the United States or the Texas National Guard;
A student who is currently serving as and, for at least the three-year period preceding enrollment, has served as a member of a reserve component of the armed forces of the United States;
A student who on or after August 1, 1990, was honorably dis-charged, retired, or released from active duty as a member of the armed forces of the United States or the Texas National Guard or service as a member of a reserve component of the armed forces of the United States;
A student who is certified as an emergency medical technician under Health and Safety Code Chapter 773 and employed by a political subdivision;
A student who is included as fire protection personnel by Texas Government Code 419.021; or
A student who is elected, appointed, or employed to serve as a peace officer described by Code of Criminal Procedure Article 2A.001 or other law.

Exceptional Circumstances

Under exceptional circumstances, an institution may permit a student to enroll in entry-level academic coursework without assessment but shall require the student to be assessed not later than the end of the first semester of enrollment in entry-level academic coursework.

Casual Student

Persons enrolled as part-time, non-degree seeking students shall be defined as a “casual student”. Such students will be allowed to enroll in non-stratified courses without being required to enroll in developmental classes.

English Speakers of Other Languages (ESOL) Waiver

Navarro College may grant a temporary waiver from the assessment required under this title for students with demonstrated limited English proficiency in order to provide appropriate English Speakers of Other Languages (ESOL) or English as a Second Language (ESL) coursework and interventions. The waiver must be removed prior to the student attempting 15 credit hours of developmental ESOL coursework or attempting college-level freshman coursework, whichever comes first, at which time the student would be administered the TSI Assessment.

Students with Disabilities

Each institution shall apply all state and federal laws pertaining to individuals with disabilities when assessing and advising such students.

Mathematics Pathway Students

An institution must inform a student enrolled in a mathematics pathway model (e.g., New Mathways Project, modular or Emporium models, etc.) that successful completion of this model will result in meeting the mathematics college readiness standard only for specific college credit courses. The institution must also inform the student that changing degree plans may require the student to complete additional developmental education support or non-course-based developmental education interventions.

Certificate Programs

Students enrolling in a Level I certificate program that includes less than 9 credit hours of general education courses are waived from placement testing. A student may not enroll in any courses outside the certificate curriculum without completing the placement test. If a stratified course is required in the degree plan for the certificate (i.e., English 1301), the student must successfully complete the associated component of a placement test before enrolling in the credit course. If the student fails the associated component, they must be remediated according to the Navarro College Developmental Education Plan.

Stratified Courses

Stratified courses are those that require a passing score on the related section of the placement test as a prerequisite to enroll. Stratified courses include:

History 1301; History 1302; Government 2304; Government 2305; Psychology 2301; any 2000-level literature course. A student must have passed the reading component of the placement test or successfully completed the remediation sequence for developmental reading before enrolling in any of these courses.
Biology 2401, BIology 2402, Biology 2420, English 1301. A student must have passed the reading and writing component of the placement test or successfully completed the remediation sequence for developmental reading and writing before enrolling in this course.
All college-level mathematics courses. A student must have passed the mathematics component of the placement test or successfully completed the remediation sequence for developmental math before enrolling in any college-level mathematics course.

Students who have failed only the math section of the placement test may enroll in a minimester course that is not math related or in a developmental math course.

Student Privacy

Institutions of higher education must ensure that the TSI and the collection and release of any related data is administered in a manner that complies with federal law regarding confidentiality of student medical or educational information, including the Health Insurance Portability and Accountability Act of 1996, 42 U.S.C. 1320d et seq., the Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g, and any state law relating to the privacy of student information.

Approved:
Updated: 2023, 2026
Reviewed:

TOOLS & RESOURCES

Section E: Instruction