Academic & Student Affairs Handbook

Procedural guide for implementing BoR policies related to Academic Affairs

Appendix A: Memorandum: Admitting GED Students, 2006

(Last Modified on April 12, 2011) Report a broken link

In instances, the question arises as to whether or not GED students can be admitted under the State and Two-Year Colleges’ Pilot Admissions requirements even if they are younger than 18 or will not begin attendance prior to the time their high school class would have graduated. The current policy is non-permissive in this regard.

However, unlike the absolute prohibition on the admission of students who do not hold a high school diploma or the GED, the age/high school graduation requirement for the GED student should perhaps allow room for exceptions. It does seem that it would be in the best interest of the state and the students to allow those students who have dropped out and subsequently completed the GED, and who have a reasonably good probability of benefiting, to enroll in college without waiting one or two years.

Accordingly, two-year colleges, state colleges, and the three universities having “access” missions, Augusta State, Columbus State and Savannah State, may consider admitting selected GED students as presidential exceptions on a case-by-case basis. The Chancellor has approved this recommendation from Academic Affairs.

At the very minimum, in order to assess the readiness of a student to do college work, each potential student must be interviewed by a professional(s) on your staff who is familiar with issues surrounding high-risk students. However, whether or not the parents are present at the interview, the student should be the focus of this interview and must be present. Additionally, the institution must also receive at least one letter of recommendation from someone other than a family member, who is in a position to speak to the student’s educational potential.

Factors that determine the readiness should not only include academic indicators, but also historical attendance patterns and level of maturity. In short, because GED students as a group are high risk, and students who are not yet 18 may be at greater risk, we urge you to enroll only those students who professionals on your campus believe will be well served.

Keep in mind that you are not required to accept these students.

Furthermore, if you do, you may set higher expectations than those described here. It will also be important that you keep accurate records of the student’s progress, because, as with all such experiments, we want to be able to monitor the results and modify the policy if warranted. Obviously, the file on each student must contain documentation on the process leading to the decision to admit.

Appendix B: Pilot Admission Project

(Last Modified on September 15, 2011) Report a broken link

The Pilot Admission Project was approved for adoption May 2005 and modified June 2008.

This project was decommissioned August 2011.

Appendix C: ACT-SAT Concordance Tables

(Last Modified on January 20, 2010) Report a broken link

In 2005, the College Board added a required Writing test to the SAT and ACT added an optional Writing test to the ACT. Before 2005, the ACT and the College Board had periodically produced concordance tables to assist admissions officers who wanted to understand how students of comparable ability would score on the two college entrance examinations. Given the changes to both respective tests, the College Board and ACT are now providing updated concordance tables that are appropriate to the current versions of the two tests. Students who take the SAT receive three separate test scores: Critical Reading, Writing and Mathematics. Students who take the ACT receive a Composite ACT score and four subscores (Reading, English, Math and Science). Students who take the ACT Plus Writing receive the ACT Composite with the corresponding four subscores (Reading, English, Math and Science) and also receive a Writing subscore and a Combined English/Writing subscore. Two separate concordance tables have been developed:

  • Table 1 provides a concordance between the ACT Composite Score and the sum of SAT Critical Reading and Mathematics scores for 300,437 students.

  • Table 2 provides a concordance between the ACT Combined English/Writing Score and the SAT Writing Score for 190,148 students who completed the ACT Plus Writing.

Both tables are based on scores from students who took both tests between September 2004 (for the ACT) or March 2005 (for the SAT) and June 2006. Students in the sample represent the first high school graduating cohort since the introduction of the SAT with Writing and the optional Writing section on the ACT. The sample includes students who completed both tests and were matched across ACT and SAT files. While the ACT and the SAT are different tests, these two tables are provided to help the education community better understand how students of comparable ability will score on the two tests.

Notes to Consider
A research report describing the sample, methodology and results will be published by ACT and the College Board in the coming months. Additional information and updates will be made available on the Web sites of ACT ( and College Board ( The following notes and cautions should be considered before using the tables.

  • Because the SAT score scale has more score points than the ACT, a single ACT Composite score concords to a range of SAT scores. In each of the tables, a range of SAT scores is concorded to a single ACT score. For example, in Table 1, the SAT (Critical Reading plus Mathematics) scores of 980 to 1010 are all concorded to an ACT Composite score of 21. For those users who want to concord an ACT score to a single SAT score point, the most appropriate SAT score point within the range is provided. In this example, an ACT Composite score of 21 is concorded to a single SAT score of 990.

  • Many students do not take the ACT Plus Writing. Consequently, the sample used for Table 2 is more restricted than the sample for the other table. Students who took the ACT Plus Writing appear to differ from the total group of ACT test-takers in terms of ability and other relevant factors.

  • Concordance tables are dependent upon the sample used to establish the relationship between the two sets of scores. The ACT-SAT tables are based on an entire cohort of students who completed both tests, but this sample is not representative of either all ACT or SAT test-takers. The tables, therefore, may not be appropriate for use with scores from students who take either ACT only or SAT only. Overall, a student who receives a score on one test will not necessarily obtain the concorded score on the other test.

Table 1: Concordance Between ACT Composite Score
and Sum of SAT Critical Reading and Mathematics Scores

SAT CR+M (Score Range) ACT Composite Score SAT CR+M (SingleScore)
1600 36 1600
1540-1590 35 1560
1490-1530 34 1510
1440-1480 33 1460
1400-1430 32 1420
1360-1390 31 1380
1330-1350 30 1340
1290-1320 29 1300
1250-1280 28 1260
1210-1240 27 1220
1170-1200 26 1190
1130-1160 25 1150
1090-1120 24 1110
1050-1080 23 1070
1020-1040 22 1030
980-1010 21 990
940-970 20 950
900-930 19 910
860-890 18 870
820-850 17 830
770-810 16 790
720-760 15 740
670-710 14 690
620-660 13 640
560-610 12 590
510-550 11 530

Table 2: Concordance Between ACT Combined
English/Writing Score and SAT Writing Score

SAT Writing (Score Range) ACT English/Writing Score SAT Writing (Single Score)
800 36 800
800 35 800
770-790 34 770
730-760 33 740
710-720 32 720
690-700 31 690
660-680 30 670
640-650 29 650
620-630 28 630
610 27 610
590-600 26 590
570-580 25 570
550-560 24 550
530-540 23 530
510-520 22 510
480-500 21 490
470 20 470
450-460 19 450
430-440 18 430
410-420 17 420
390-400 16 400
380 15 380
360-370 14 360
340-350 13 340
320-330 12 330
300-310 11 310

Document Source: ( (8-2008)

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