In a recent meeting of the Kansas Board of Regents (KBOR), significant changes to college course placement policies were discussed, emphasizing a more holistic approach to assessing student readiness. The updated policy, effective May 17, 2023, aims to reduce reliance on standardized testing by allowing students to demonstrate their readiness for college-level math courses through various measures, including both standardized and non-standardized assessments.

The committee, which convened in February 2024, proposed that students meeting either system-wide or institution-specific placement measures could enroll in gateway courses without needing developmental support. This shift is designed to provide clearer communication with K-12 partners regarding college readiness and to standardize the measures used across institutions.

Key recommendations include differentiated score requirements for college algebra, contemporary math, and elementary statistics, reflecting the unique assessment needs of each course. Institutions will retain the flexibility to use additional measures, such as high school GPA or other assessments, to evaluate students who do not meet the initial thresholds.

Vice President Manhala highlighted the importance of using multiple measures to assess student potential, allowing institutions to make informed decisions based on a combination of factors rather than a single test score. This approach is particularly beneficial for nontraditional students or those who may not have had strong high school experiences.

Regent Johnston expressed appreciation for the committee's efforts, noting that the new measures could enhance student success in gateway courses. The board members emphasized the need for ongoing data collection to evaluate the effectiveness of these changes over time, with a focus on how they impact student outcomes.

As the KBOR implements these new policies, the emphasis on individualized assessment and the use of multiple measures marks a significant shift in how student readiness is determined, aiming to improve access and success in higher education.