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Academic & Student Affairs Handbook

SOURCES:
BoR POLICY 4.2, UNDERGRADUATE ADMISSIONS
BoR POLICY 4.2.3.2, REFERRAL OF STUDENTS TO OTHER INSTITUTIONS
BoR POLICY 4.2.3.3, RIGHT TO REFUSE ADMISSION

The following section contains policies and procedures related to admission of students. Institutions have the authority, unless explicitly prohibited by policy, to require additional or higher requirements for general admission to the institution or to special programs at the undergraduate level. Institutions seeking exceptions to policy must receive approval from the Executive Vice Chancellor and Chief Academic Officer of the University System of Georgia (USG).

Institutions have the right to examine and appraise the character, personality, and qualifications of any applicant and the right to refuse admission to any academically eligible student, regardless of Georgia residency, if the applicant that does not satisfy all requirements established by the institution. Institutions also have the right to refuse admission to non-Georgia residents as well when admission would exceed maximum capacity of the institution or a specific program. The Chancellor has the authority to limit the number of students enrolled at an institution.

Recognizing the differences in mission and academic offerings of the 31 institutions that comprise the USG, institutions should actively assist Georgia applicants who are denied admission at one institution to find another USG institution that appropriately match the students’ interests and credentials.

SOURCE:
BoR POLICY 4.2.1.1, FRESHMAN REQUIREMENTS

Students seeking admission to a USG institution as a freshman must meet the following criteria:

3.2.1 High School Graduation

Last reviewed: January 2010 The student must be a graduate from a public school regulated by a school system and state department of education or be a graduate from a high school accredited by one of the following: A regional accrediting association such as the Southern Association of Colleges and Schools The Georgia Accrediting Commission The Georgia Private School Accrediting Council

A student graduating from a non-accredited high school or a non-accredited homeschool program can be considered for admission as a freshman under the provision for alternative requirements for home-schooled students and graduates of non-accredited high schools. See Section 3.2.6, Alternative Requirements for Homeschooled Students and Graduates of Non-accredited High Schools.

General Education Diploma (GED)
Students who earn the GED may be considered for admission at a two-year or state college. A student who presents the GED is expected to be at least 18 years of age and for his/her high school class to have graduated. However, should the student in possession of the GED be younger than 18 or from a class not graduated, the institution is permitted to make an exception on a case-by-case basis. See Appendix A, Admitting GED Students, for more information.


3.2.2 High School Grade Point Average (HSGPA)

Last reviewed: January 2010

The High School Grade Point Average (HSGPA) is calculated on an alpha four point scale. Numerical grades indicated on transcripts should be converted to letter grades based on the conversion table provided by the high school. Institutions must obtain these tables. The letter grades should be converted to quality points as follows:

  • A = 4
  • B = 3
  • C = 2
  • D = 1
  • F = 0

The HSGPA is calculated only on the Required High School Curriculum (RHSC) units required for all students. If a student takes more than the required number of courses in any one area, the best grades may be used in the calculation of the HSGPA (instead of the first courses taken that satisfy the requirement). If a student takes two years each of two foreign languages, the language in which the student had the best grades would be counted.

Students graduating from high school before 2012 must have the following HSGPA:

  • Students graduating with a College Preparatory Curriculum (CPC) Diploma must have a 2.00 HSGPA calculated on the grades in the 16 required units of the CPC.
  • Students graduating with a Technical/Career Program (TCP) Diploma must have a 2.20 HSGPA calculated on the grades in the 12 academic units of the TCP.

Students graduating from high school 2012 or later must have 2.00 HSGPA calculated on the grades in the required 17 units of the RHSC.

Institutions are required to use a standard procedure to calculate the HSGPA for reporting to the BoR, which includes not adding weights to particular courses. However, institutions may use other methods of HSGPA calculation for determining admission eligibility.


3.2.3 Required High School Curriculum (RHSC)

Last reviewed: January 2010

(Formerly called College Preparatory Curriculum)

Students are expected to meet the USG’s RHSC requirements. In addition to these course requirements, students are encouraged to take additional academic units in high school to improve their probability for admission and success.

Students graduating from high school in 2012 must present 17 specified RHSC units of credit. Students graduating from high school prior to 2012 must present 16 CPC units.

  • 4 units of mathematics
  • 4 units of English
  • 3 units of science (Students who graduate in 2012 or later must have 4 units.)
  • 3 units of social science, including one course focusing on world studies.
  • 2 units in the same foreign language (2 units of American Sign Language may be used to satisfy this requirement.)

The Office of Student Affairs maintains a complete list of courses that can be used to satisfy the RHSC requirements. See Staying on Course


3.2.4 Test Scores

Last revised: October 2014

Students seeking regular admission to a college or university as a first time student or transfer student with fewer than 30 transferable hours must have a minimum SAT Verbal/Critical Reading score of 430 and Mathematics score of 400 or must have an ACT English score of 17 and ACT Mathematics score of 17. However, with approval, institutions may set higher SAT/ACT requirements. Students who do not meet the SAT/ACT scores required for exemption from Learning Support will be evaluated for Learning Support placement and may be required to take placement tests.

In Fall 2010, the BoR approved a change in policy which allows state colleges to choose between requiring the SAT/ACT/FI or using the High School grade point average (HSGPA) for admission. Individuals applying to institutions that do not require SAT/ACT/FI are encouraged to submit SAT or ACT scores but are not required to do so. Those who apply to these institutions and who submit SAT/ACT scores at least as high as the system minimums (SAT Verbal/Critical Reading score of 430 and Mathematics score of 400 or ACT English score of 17 and ACT Mathematics score of 17) may exempt the Learning Support evaluation process outlined below. (Some institutions require higher SAT or ACT scores than the system minimums). Students who submit lower SAT/ACT scores or who do not report SAT/ACT scores must be evaluated for Learning Support placement as outlined below

If the student has taken the SAT or ACT more than once, the highest scores may be used for determining eligibility for admission. Students must use verbal/critical reading and math scores from the SAT, OR English and math scores from the ACT; students may not use a combination of SAT and ACT scores to meet minimum requirements. SAT or ACT test scores submitted toward satisfying Learning Support requirements must have been earned prior to enrollment.

Applicants who have been out of high school for at least five years who apply to institutions which require SAT or ACT scores are not required to submit SAT/ACT scores. However, in order to avoid additional testing, such applicants may submit SAT/ACT scores that are no older than seven years and which are at least 500 in both Verbal/Critical Reading and Mathematics or ACT scores of at least 21 on both English and Mathematics. Applicants who do not report SAT/ACT scores at least that high must be evaluated for Learning Support placement as outlined below.

Students seeking admission to a USG institution who submit SAT test scores of 430/400 or higher or ACT test scores of 17 or higher are exempt from Learning Support evaluation unless that institution sets higher minimum scores for regular freshman admission.

Evaluation for Learning Support Placement
Students taking courses or seeking to enter applied associate degree or certificate programs with Learning Support prerequisites or seeking to enter programs leading to the associate or baccalaureate degree must be evaluated for Learning Support placement in English (reading/writing) and mathematics unless they exempt by the appropriate scores on SAT/ACT or the Georgia High School Graduation Test in English/Language Arts (HSGT-ELA). The COMPASS exam will be used as the placement test. (Alternative tests to the COMPASS placement tests may be allowed with authorization of the Chief Academic Officer or designee. Scores from authorized alternative tests must be converted to equivalent COMPASS scores for purposes of calculating the placement indices described below. Refer to the CPE-COMPASS-ASSET Linkage Table. In all cases, students should be encouraged to submit test scores that can be used to exempt placement testing.

A Mathematics Placement Index (MPI) and an English Placement Index (EPI) will be calculated based on High School Grade Point Average (HSGPA), SAT or ACT and, when indicated, the COMPASS placement test or other approved placement test.

Indices will be composed of:

  1. HSGPA and SAT/ACT - when both are available
  2. HSGPA and COMPASS - when SAT/ACT are not available
  3. COMPASS - when neither HSGPA nor SAT/ACT is available

For some students who score below the cutoff EPI or MPI, COMPASS test scores add some additional information over that contained in HSGPA and SAT/ACT; those students will be required to take the appropriate COMPASS tests. The COMPASS score will be combined with the HSGPA and SAT/ACT and the resultant EPI or MPI will be compared to the System level cut scores to determine students’ Learning Support Placement.

When COMPASS testing is required, the COMPASS Math (Algebra) test will be used for math placement. The Compass Reading and COMPASS e-Write 2-12 tests will be used for English placement.

EPIs and MPIs will be calculated as listed below, in priority order for calculation. That is, if available, SAT or ACT and High School Grade Point Averages (HSGPA) must be used in the calculations.

For the purposes of calculating placement indices, it is recommended that scores be no older than the maximums listed below.

Measure or Score Recommended Maximum “Age”
SAT/ACT 7 years from date of administration
HSGPA 5 years from date of graduation
COMPASS 1 year from date of administration

Institutions have the option to accept older scores and HSGPA.

Student has:EPIMPI
SAT and HSGPA (1603*HSGPA)+ SATV (291*HSGPA)+ SATM
with COMPASS added (1475*HSGPA )+ (0.3*SATV) + (5.1*(CompassR+e-Write))(287*HSGPA)+ (0.5*SATM) + (5*CompassM)
ACT and HSGPA (1553*HSGPA) + (34*ACTE) (298*HSGPA) + (25*ACTM)
with COMPASS added (1315*HSGPA) + (30*ACTE)+ (4.2*(CompassR +e-Write)) (250*HSGPA) + (27*ACTM)+ (2*CompassM)
GPA only (794*HSGPA )+ (23.6*(CompassR+e-Write)) (323*HSGPA)+ (6*CompassM)
No info 51.6*(CompassR+e-Write (10*CompassM) + 795
SAT only (6.3*SATV) + (17.1*(CompassR+e-Write))(1.8*SATM) + (14*CompassM)
ACT only (155.3*ACTE) + (13.8*(CompassR+ e-Write))( 63.2 * ACTM) + (6.0 * CompassM)

Students with EPIs and MPIs equal to or greater than the minimum collegiate placement index scores listed below will be placed directly into the appropriate gateway college course(s). Note that because a higher level of preparation is required for success in Math 1111, a higher MPI will be required for direct placement into that course.

Minimum Collegiate Placement Index Scores
EnglishMathematics
ENGL 1101 MATH 1011 or 1101MATH 111
4230 11651265

Students with placement indices less than the minimum collegiate placement index will be placed into corequisite or Foundations-level Learning Support.

Students who score below the floor scores in both English and mathematics will be denied admission to all USG institutions. The floor scores for the two indices are as follows:

Floor Scores
EPIMPI
3032 928

If the EPI is less than 3032 AND the MPI is less than 928, then student may NOT be admitted to a USG institution.

Students who score below the floor index score in only one area may be admitted to USG institutions if their scores in the other area are equal to or greater than the offsetting index score listed below.

Minimum Offsetting Placement Index
EPIMPI
3905 1028

  • If the EPI is less than 3032, then the MPI must be greater than or equal to 1028.
  • If the MPI is less than 928, than the EPI must be greater than or equal to 3905.

3.2.5 Freshman Index (FI)

The BoR has set minimum scores for each sector. With permission, institutions can require higher FI requirements; or they can use a combination of test scores, HSGPA, and FI as their admission standards. Following are the FI requirements for regular freshman admissions and limited freshman admissions by sector.

Freshman Index (FI) Combination of High School GPA and SAT or ACT Scores
Sector Requirements for Regular Freshman Admissions Requirements for Limited Freshman Admissions
Research Universities FI must be greater than or equal to 2500
SAT must be at least 430 on Verbal/Critical Reading and 400 on Math ACT must be 17 on English and Math
FI must be greater than or equal to 2020
SAT must be at least 430 on Verbal/Critical Reading and 400 on Math
ACT must be 17 on English and Math
Regional Universities FI must be greater than or equal to 2040
SAT must be at least 430 on Verbal/Critical Reading and 400 on Math
ACT must be 17 on English and Math
FI must be greater than or equal to 1830
SAT must be at least 430 on Verbal/Critical Reading and 400 on Math
ACT must be 17 on English and Math
State Universities FI must be greater than or equal to 1940
SAT must be at least 430 on Verbal/Critical Reading and 400 on Math
ACT must be 17 on English and Math
FI must be greater than or equal to 1790
SAT must be at least 430 on Verbal/Critical Reading and 400 on Math
ACT must be 17 on English and Math
State Colleges (baccalaureate programs only) FI must be greater than or equal to 1830
SAT I must be at least 330 on Verbal/Critical Reading and 310 on Math
ACT must be 12 on English and 14 on Math
SAT I must be at least 330 on Verbal/Critical Reading and 310 on Math
ACT must be 12 on English and 14 on Math
All LS requirements apply, and any RHSC deficiencies must be made up.

FI for Two-year Institutions
As part of the Pilot Admissions Project, the FI was waived for students seeking admission to two-year institutions. The FI is required for State Colleges that reinstate test scores as an admissions requirement for baccalaureate programs.

Calculation of Freshman Index
The FI report is calculated only on the high school curriculum units required for all students. If a student takes more than the required number of courses in any one area, the best grades may be used in the calculation of the HSGPA (instead of the first courses taken that satisfy the requirement). If a student takes two years each of two foreign languages, the language in which the student had the best grades would be counted.

The HSGPA for the FI report is the sum of all quality points divided by the number of courses, rounded to two decimal places, and with a maximum value not to exceed 4.0.

If the student has taken the SAT or ACT more than once, the highest verbal/critical reading and highest mathematics scores may be used to calculate the FI. Students must use verbal/critical reading and math scores from the SAT, OR verbal/critical reading and math scores from the ACT; students may not use a combination of SAT and ACT scores to meet minimum requirements.

The comparable score tables from a joint study by ACT, ETS, and the College Board should be used for institutional admissions criteria above the USG minimum scores. See Appendix C, ACT/SAT Concordance Tables.


3.2.6 Special Admissions

Last Revised: October 2014

Students may also be admitted as freshmen based on other evidence of college readiness. Following are modified or additional requirements for specific groups of applicants.

Limited Admissions

In recognition of the fact that a limited group of students does not meet established standards but does demonstrate special potential for success, the BoR has created other categories of admission that institutions can use. Institutions are expected to adhere to requirements prescribed and the admissions percentages allotted for their sectors.

Limited Admissions Restrictions
Institutions are restricted by sector to a maximum number of students who may be admitted in this category. The number of traditional freshmen students who can be granted Limited Admissions for the entire academic year will be no more than the following percentages of the institution’s annual first-time freshman headcount enrollment.

Research Universities Up to 7 percent
Comprehensive Universities Up to 15 percent
State Universities Up to 20 percent
State Colleges* Up to 33 percent

*State Colleges that elect to require test scores for admission are required to adhere to the limited admit percentage.

Non-traditional freshmen and transfer students are not to be included in the Limited Admissions percentage allowed for each institution, nor will these groups be included in determining the base.

Presidential Exceptions
Under the limited admissions provision, presidents of USG institutions may grant exceptions to the BoR minimum freshman admission requirements if the student shows promise for academic success in college. Institutions can use multiple measures, such as interviews, portfolios, and records of experiential achievements for considering students in this category.

Students who are admitted under the Presidential Exception option should be included in the maximum number of Limited Admissions allowed for an institution.

Even under very special and rare circumstances when institutions have extensive evidence that a student has potential for success despite not meeting USG requirements, institutions must demonstrate that the student meets at least one of the following:

Addressing RHSC Deficiencies

Students with RHSC deficiencies shall be required to satisfy those deficiencies using one of the following methods:

Address Deficiency Prior to Enrollment
Students who have Required High School Curriculum (RHSC) deficiencies but can demonstrate competency in the deficient area(s) will be deemed as meeting the RHSC requirements. Provided these students meet all other requirements for regular admission for the sector of institution to which he/she is applying, the institution will not be required to admit them under the Limited Admissions category.

An out-of-state applicant, who has successfully completed the college preparatory curriculum requirements of his or her home state but has been determined to have a deficiency according to the USG’s RHSC policy. As part of the exemption, the applicant must provide documentation that provides overwhelming evidence of competency in the deficient area (see Demonstrate Subject Matter Proficiency section) or provide documentation that demonstrates that the coursework he/she completed is equivalent in content and rigor to the required course.

Demonstrate Subject Matter Proficiency
A student can satisfy an RHSC deficiency by demonstrating competency in the area(s) considered deficient or by addressing the deficiency through an appropriate course successfully completed prior to enrollment at a USG institution. Institutions may set additional and/or higher requirements for demonstrating subject matter proficiency than those listed below.

Option 1: Demonstrate Subject Matter Proficiency Through Approved Standardized Tests

A student may demonstrate competency through standardized examinations such as the SAT, ACT, CLEP, DSST, COMPASS or other comparable examinations approved by the BOR. Written requests to use other examinations should be submitted to Executive Vice Chancellor and Chief Academic Officer of the USG.

  1. A student whose SAT or ACT score in the deficient area is at or above the average SAT or ACT score of the previous year’s fall semester first-time freshmen admitted to the USG institution indicates competency in the area.

  2. A student may use the following SAT II Subject Tests to demonstrate competency in a deficient area: English, Writing, Literature, Foreign Languages, Math IC or Math IIC, American History & Social Studies, World History, Biology, Chemistry and Physics. Students may use SAT II Subject Tests to demonstrate exposure and competencies for areas not reflected in their course work. For example, students that are deemed deficient by one science course but took physics, biology and chemistry in high school cannot address the science deficiency by taking an SAT II subject test in physics, biology or chemistry. Institutions using SAT II tests to validate a student’s high school curriculum requirements are expected to establish required scores needed to demonstrate subject matter proficiency.

  3. A student may use the CLEP and DSST subject examination to demonstrate competency in a deficient area. Institutions using CLEP or DSST to validate a student’s high school curriculum requirements are expected to establish required scores needed to demonstrate subject matter proficiency. When possible institutions should refer to the credit recommendations of the American Council on Education Guide.

  4. COMPASS (for English and Mathematics) – Students with fewer than four required units of English or mathematics and (after Fall 2015) without SAT/ACT scores are required to take the comparable COMPASS sections or comparable placement examination approved by the BOR for determining Learning Support placement. Based on their scores or placement indices (see 2.9.1 in the Academic and Student Affairs Handbook), students will exempt Learning Support, which will satisfy the deficiency, or be placed in the appropriate Learning Support course in English and/or mathematics. Successfully exiting Learning Support will satisfy the deficiency.

  5. Comparable examinations approved by the BOR. Written requests to use other examinations should be submitted to Executive Vice Chancellor and Chief Academic Officer of the USG.

Option 2: Demonstrate Subject Matter Proficiency Through Approved Coursework.

A student may address the deficiency prior to enrollment by taking a USG-approved high school course in the deficiency area(s) or a three credit collegiate course in the appropriate subject area(s). A student who has taken a terminal course in a subject area (for example, a student who has completed calculus in the 11th grade) will be deemed as meeting the RHSC requirement in that subject area.

Address Deficiency After Enrollment
Students who have RHSC deficiencies, which are addressed after enrollment, can be admitted under the Limited Admissions category.

Students who have RHSC deficiencies and who successfully complete collegiate courses addressing all of their deficiencies within their first 30 credit hours will be considered as having satisfied the deficiency or deficiencies. These students will receive collegiate credit that can count towards the student’s degree program. If a student does not address the deficiencies within the first 30 credit hours, then the student may not register for other courses, unless they also register for the appropriate deficiency course or courses. Successful completion of a three credit collegiate course in the appropriate subject area demonstrates collegiate-level preparedness and is sufficient for satisfying an RHSC deficiency in that subject area.

Summary of Regular and Limited Freshman Admissions Standards

Summary of Minimum System Admissions Requirements by Sector for Freshman Applicants
Sector Regular Admission Limited Admission
Research Universities 16 CPC or 17 RHSC units
FI of 2500
Minimum testing scores:
430 SAT Verbal/Critical Reading 400 SAT I Math or 17 ACT English and Math
16 CPC or 17 RHSC units
FI of 2020
Minimum testing scores:
430 SAT Verbal/Critical Reading 400 SAT I Math or 17 ACT English and Math
Regional Universities 16 CPC or 17 RHSC units
FI of 2040 or more
Minimum testing scores:
430 SAT Verbal/Critical Reading 400 on the SAT I Math or 17 on ACT English and Math
16 CPC or 17 RHSC units
FI of 1830 or more
Minimum testing scores:
430 SAT Verbal/Critical Reading 400 SAT I Math test or 17 on ACT English and Math
State Universities 16 CPC or 17 RHSC units
FI of 1940 or more
Minimum testing scores:
430 SAT Verbal/Critical Reading 400 SAT I Math or 17 on ACT English and Math
16 CPC or 17 RHSC units
FI of 1790 or more
Minimum testing scores:
430 SAT Verbal/Critical Reading 400 on the SAT I Math or 17 on ACT English and Math
State Colleges (Requiring SAT or ACT) 16 CPC or 17 RHSC units
FI of 1830 or more
Minimum testing scores:
330 SAT Verbal/Critical Reading 310 SAT I Math or 12 on ACT English and 14 on Math
High School diploma or
Minimum testing scores:
330 SAT Verbal/Critical Reading
310 SAT I Math or 12 on ACT English and 14 on Math
State Colleges (Not requiring SAT or ACT) 16 CPC or 17 RHSC units High school diploma or GED

Alternative Requirements for Students Graduating from Non-Accredited High Schools or Non-Accredited Home School Programs
Applicants who have graduated from a non-accredited high school or a non-accredited homeschool program may be considered for admission at any USG institution. BoR Policy 4.2.1.1, Freshman Requirements, establishes guidelines for institutions to determine a homeschooled/non accredited high school student’s probability of success in college.

Institutions wishing to use SAT II tests to validate a student’s college preparatory requirements are expected to establish required scores for students seeking admission to the institution.

Each institution may establish additional admission requirements above those set by the BoR. Institutions are encouraged to list requirements for homeschooled and graduates of non-accredited high schools in the catalog and on the institution’s website.

Homeschooled students or graduates of non-accredited high schools must submit SAT or ACT equivalent scores and satisfactory documentation of equivalent competence in each of the RHSC areas at the college preparatory level in lieu of the Freshman Index and Carnegie unit requirements of the RHSC.

For the period of time the Pilot Admission Project is in effect, homeschooled students or students from non-accredited high schools seeking admission to a two-year institution will be expected to present test scores at or above the average test scores for the institution’s Fall 2005 freshman class. Homeschooled students seeking admission to a state college that has reinstated the test score requirement must meet the test score requirement for the institution.

Admission of Students with Outstanding Scores
BoR Policy 4.2.1.1 permits institutions to consider those few students who, through test scores and personal achievement, have demonstrated their potential for success in college. However, institutions are advised to assess the student’s readiness to do college work. Factors that should be considered include academic experience, historical attendance patterns, and level of maturity. Students under the age of 18 are at greater risk for failure, and institutions are advised to admit only those students who show the greatest potential for success. Institutions seeking to enroll students under the age of 16 should consult federal guidelines for compliance rules before offering letters of acceptance. For requirements for students who have not yet graduated from high school but who wish to enroll in USG core courses, see Opportunities for High School Students in this same section.

Admission of Students with Non-U.S. Academic Credentials/ Admission of Students Whose First Language Is Not English

Freshman International Students

Freshman international students may be considered for admission in any category or in this special category. International students may also be admitted as Presidential Exceptions.

Students whose secondary education was completed outside the United States system of education may be admitted with acceptable foreign credentials and English language proficiency as described below:

  • Foreign Credentials
    Academic performance described by a certificate, diploma, or other document deemed generally equivalent to a U.S. required high school curriculum by a reputable credential evaluator (internal or external to the institution) is acceptable.

  • English Language Proficiency Requirements
    The Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or some other USG-approved evaluation of English proficiency is required.

    The minimum and recommended scores acceptable for admission follow:

      Minimum Score for Admission Recommended Score for Admission
    Paper TOEFL 523 550
    Computer TOEFL 193 213
    Internet TOEFL 69 79
    IELTS 6 6.5
    SAT Critical Reading 430  
    ACT English 17  

    Institutions and departmental programs within the institution may set higher minimum test scores for admission.

    Institutions may develop procedures to determine whether there is a need for placement in Learning Support English and/or ESL courses for students who meet the minimum English Proficiency requirements.

    Math admissions criteria, including the SAT or ACT, and placement criteria are required for international students.

    An academically admissible applicant with credentials from another country who needs supplemental English language instruction (as indicated by an approved method for determining English Proficiency described above) may be admitted to a degree program on the condition that the student will receive the supplemental English language instruction in a System-approved program. This conditional admission is possible only at those institutions approved to provide English language instruction for non-native speakers of English. Programs of English-as-a Second Language used under this provision must be approved by the Executive Vice Chancellor and Chief Academic Officer.

    English Proficiency and Transfer Students
    Students who are non-native speakers of English, who transfer from an institution of higher education outside the U.S. where English was not the language of instruction, are required to submit a TOEFL or IELTS score or some other recognized evaluation of English along with their foreign credentials.

    The minimum and recommended scores acceptable for admission follows:

      Minimum Score for Admission Recommended Score for Admission
    Paper TOEFL 523 550
    Computer TOEFL 193 213
    Internet TOEFL 69 79
    IELTS 6 6.5

    Institutions and departmental programs within the institution may set higher minimum test scores for admission.

    Students who are non-native speakers of English and who are transferring from an accredited institution of higher education inside the U.S. may be required to retake the TOEFL if their English proficiency cannot be demonstrated to the satisfaction of the admitting institution.

U.S. Immigration Regulations
Federal regulations place significant responsibilities on students and universities in the administration of the U.S. laws pertaining to F-1 or J-1 non-immigrant students. Institutions are required to follow certain record-keeping and reporting requirements of the U.S. government.

Institutions enrolling international students are required to determine the academic admissibility and the financial resources of applicants prior to the issuance of the immigration document I-20 A-B or IAP-66.

Only a Designated School Official appointed by the institution’s president and registered with the U.S. Immigration and Naturalization Service (INS) may sign forms I-20 A-B, I-538, and other F-1 student immigration-related documents. Only a Responsible Officer or Alternate Responsible Officer approved by the U.S. Department of State may sign forms IAP-66. For more information, see http://www.immigrationdirect.com/?gclid=CK3qo_zM85oCFQJ-xgodwmDydA and http://www.ice.gov/sevis/.

Admission of Students with Disabilities
Students who meet regular admission requirements should be admitted without regard to disabilities. Students with documented disabilities seeking admission to a USG institution are required to meet the RHSC requirements and achieve the institution’s SAT or ACT score requirements with testing accommodations. Students who are unable to meet the foreign language requirement due to a documented disability may petition for a course substitution following the procedures described in Section 3.11.3. See Section 3.11 for additional information regarding students with disabilities.

Opportunities for High School Students
The USG is committed to providing opportunities to high school students allowing for the enhancement of their high school curriculum through the availability of college offerings prior to high school graduation.

The USG has approved the following three opportunities for academically talented high school students to earn college credit before graduating from high school:

Dual enrollment A student, while continuing his/her enrollment in high school, enrolls in a course for both high school and college credit.
Joint enrollment A student, while continuing his/her enrollment in high school as a junior or senior, enrolls in courses for college credit.
Early admissions The student enrolls as a full-time college student following completion of the junior year in high school.

To participate in one of these options a student must be enrolled in a public or private secondary high school that is regulated by a school system and state department of education or accredited by one of the following:

  • A regional accrediting association (such as the Southern Association of Colleges and Schools)
  • The Georgia Accrediting Commission
  • The Georgia Private School Accrediting Council (GAPSAC)

Homeschooled Students
Homeschooled students may be considered for joint enrollment if they are enrolled in Non-traditional Educational Centers that are recognized by GAPSAC or by state departments of education. Students attending non-accredited home school programs or non-accredited high schools may also be eligible to participate in joint enrollment opportunities if they meet all general admission requirements for dual enrollment and have validated their on-track Required High School Curriculum (RHSC) units according to the policy of the institution to which they are applying. Institutions are encouraged to include information about joint enrollment requirements for students from non-accredited home school programs or non-accredited high schools in their catalog and on their web sites.

General Admission Requirements
The BoR has established the following admission standards for accelerated learning; however, each institution has the authority to establish higher and additional admission requirements.

  • Minimum SAT score of 970 (combined Verbal/Critical Reading and Mathematics sections) or ACT composite of 20. Institutions seeking to use alternative placement test(s) must seek prior approval from the Executive Vice Chancellor and Chief Academic Officer of the USG.
  • Minimum cumulative high school grade point average of 3.0 as calculated by the institution for admission purposes
  • Exemption of all Learning Support requirements
  • Written consent of parent or guardian if the student is a minor
  • Evidence in the transcript that student is on track towards the completion of the USG RHSC requirements and high school graduation.

Institutions may have more restrictive requirements for high school juniors; however, establishing such higher requirements may not preclude high school juniors from participating in these programs.


SOURCE:
BoR POLICY 4.2.1.3, UNDERGRADUATE ADMISSION REQUIREMENTS FOR TRANSFER STUDENTS

A transfer student is any student seeking admission as a degree-seeking student and who has completed transferable coursework. Students with 30 or more transferable hours must meet transfer admission requirements. Students with fewer than 30 transferable semester credit hours are required to meet freshman admission requirements. Students who have completed 30 or more transferable hours, regardless of the date of high school graduation, may be admitted under transfer admission requirements. This includes students who have earned college credit through dual enrollment, early college, or examination (AP or IB).

Institutions must give priority consideration to students transferring from another USG institution who meet transfer standards higher than the USG policy standards. Transfer students must receive the same consideration as native students in determining program admissibility.

To receive priority consideration for transfer admission, students should meet the following criteria:

Sending Institution Credit Hours Criteria
All institutions except research universities Students with 15-19 semester credits Meet regular freshman admissions requirements
Minimum GPA of 2.0 in core curriculum at the sending institution
Research universities Associate Degree or 60 semester credits in core curriculum Minimum GPA of 3.0

Transfer hours are defined as hours that would be acceptable by the receiving institution according to the USG’s and the receiving institution’s prevailing policies. Excluded are institutional credit courses, RHSC deficiency makeup courses, and vocational courses. These hours should include transferable hours earned at all postsecondary institutions attended.

Transfer GPA is defined as the Grade Point Average calculated on all transferable hours (see definition of transfer hours) plus all attempted but unearned hours at regionally accredited institutions in courses applicable to transfer programs at the receiving institution.

Applicants with more than 30 transferable semester hours must meet all of the prevailing LS requirements and RHSC deficiency make-up courses applicable before transferring.

Students who have earned a career associate degree may apply for admission to a program leading to the baccalaureate degree according to the institution’s criteria for admission for the program. Students with an earned career associate degree will not be held to RHSC requirements.

3.3.1 Limited Transfer Admission

Students who do not meet USG requirements may be considered for admission under Limited Admission. Institutions may admit up to 10% of all transfer students as Limited Admission students. The base of this percent is the number of unduplicated headcount new transfer students admitted over the previous fiscal year. This Limited Transfer Admission category is separate from the freshman Limited Admissions category.

Transfer students admitted as Limited Admissions students, including Presidential Exceptions who have RHSC deficiencies documented from another USG institution, shall be required to satisfy those deficiencies by subject area in the same manner as defined for Limited Admission Freshmen.


SOURCE:
BoR POLICY 4.2.1.4, NON TRADITIONAL STUDENTS

Students who were previously enrolled at a USG institution and who now can be considered as non-traditional are not subject to previous RHSC requirements. However, all non-traditional students must be screened for placement.

3.3.2 English Proficiency and Transfer Students

Students who are non-native speakers of English, who transfer from an institution of higher education outside the U.S. where English was not the language of instruction, are required to submit a TOEFL or International English Language Testing System (IELTS) score along with their foreign credentials.

Minimum and recommended scores for admission follow:

  Minimum Score for
Admission
Recommended Score
for Admission
Paper TOEFL 523 550
Computer TOEFL 193 213
Internet TOEFL 69 79
IELTS 6 6.5

Institutions and departmental programs within the institution may set higher minimum test scores for admission.

Students who are non-native speakers of English and who are transferring from an accredited institution of higher education inside the U.S. may be required to retake the TOEFL if their English proficiency cannot be demonstrated to the satisfaction of the admitting institution.


SOURCE:
BoR POLICY 4.2.1.5, PERSONS AGED 62 OR OVER

For information about eligibility rules for enrollment of persons 62 years of age or older in units of the USG, see BoR Policy 4.2.1.5, Persons Aged 62 or Over.

SOURCES:
BoR POLICY 3.3.5, COLLABORATION BETWEEN THE USG AND THE TECHNICAL COLLEGE SYSTEM OF GEORGIA
BoR POLICY 4.2.2.2 ADMISSION OF STUDENTS TO CERTIFICATE PROGRAMS AT DESIGNATED VOCATIONAL DIVISIONS

3.6.1 Admission to Career Programs

Last reviewed: October 2014

The following are the two types of admission to career programs:

  • Those with a Core-based general education component allowing more than 12 semester hours of Core Curriculum coursework.
  • Those with non-Core general education components allowing 12 or fewer semester hours of Core Curriculum coursework.
  1. Programs with More than 12 Semester Hours of Core Curriculum
    All applicants must have a high school diploma. At research, regional and state universities and some state colleges, applicants must achieve the institutional sector’s Freshman Index (FI) for Limited Admission and must have the sector’s minimum SAT scores. Applicants are not held to RHSC requirements, and they will not be counted among the students in the Limited Admission category.

  2. Programs with 12 or Fewer Semester Hours of Core Curriculum
    Applicants must meet one of the following criteria:

    • Graduate from an accredited high school as specified in Section 3.2.1 with a minimum GPA of 1.8
    • Meet the beginning freshman RHSC criteria for the institutional sector
    • Earn a GED

    For placement purposes, students admitted to career degree or certificate programs must be evaluated for Learning Support placement.

    Comparable scores from Southern Association of Colleges Commission on College (SACSCOC) accredited institutions that are part of the Technical College System of Georgia (TCSG) may be used.

    Students who do not meet or exceed the institution’s minimum criteria for placement in collegiate English or Mathematics will be required to enroll in Learning Support courses as follows:

    • For students who take courses that have Learning Support prerequisites, all Learning Support requirements for those courses must be met.
    • For students who do not take courses with Learning Support prerequisites, completion of Learning Support courses is not mandatory.

    Students who meet the institution’s regular admission standards for programs leading to baccalaureate degrees are exempted from taking the CPE or COMPASS. Students may take only those Core Curriculum courses that are specified in their approved career program.

    Students who have earned an Associate of Science (AS) degree in an allied health area or an Associate of Applied Science (AAS) degree may apply for admission to a program leading to the baccalaureate degree according to the institution’s criteria for admission. These students will not be held to RHSC requirements.

    Students admitted in the career degree or certificate category or who have not completed a career degree may be considered for admission into a baccalaureate degree program if either of the following conditions is met:

    • The student meets the requirements for Regular or Limited Admission.
    • The student shows exceptional promise and is admitted as a Presidential Exception.

    Students admitted in this category must fulfill all Learning Support and RHSC requirements.


3.6.2 Admission of Students to Certificate Programs at Designated Vocational Divisions

Last reviewed: January 2010

Students without a high school diploma or GED equivalent who apply for admission to a vocational-technical program at one of the three USG institutions with a TCSG unit (Dalton State University, Clayton State University or Bainbridge College) may be required to meet the Ability-to-Benefit Examination requirements. Institutions may use tests that are on the United States Department of Education’s approved list or take appropriate steps to get that agency’s approval for tests not on the list. Bainbridge College and Dalton State College use Ability-to-Benefit requirements.


Last reviewed: October 2014

SOURCE:
BoR POLICY 4.2.2.3, ADMISSION OF NON-DEGREE STUDENTS

Institutions may permit students to enroll as non-degree students for a maximum of twelve (12) semester credit hours, including institutional credit. Students may not enroll in any course for which there is a Learning Support prerequisite unless they have been evaluated for and have been exempted from the relevant Learning Support course.

Students who have earned the baccalaureate degree from a regionally accredited institution may enroll as non-degree students in courses with no limitation on the number of undergraduate credit hours that can be earned.

Post baccalaureate students who are interested in staff development, Continuing Education Units (CEU), or professional learning units and who have not been admitted to the graduate school may enroll in courses for non-credit. However, such students must meet the prerequisites for the class.

SOURCE:
BoR POLICY 4.2.2.4, ADMISSION OF TRANSIENT STUDENTS

An applicant who is enrolled in one college or university and wishes to take courses temporarily in another college or university shall submit the following:

  • A completed official application form provided by the institution to which admission is requested.

  • A permission letter from the registrar of the student’s home institution recommending the applicant as a transient student. The student’s Guaranteed Tuition Plan rate code and rate year Must be included, if applicable.

Individual institutions may require the student to submit an application fee.

SOURCE:
BoR POLICY, 4.2.2.5 ADMISSION OF AUDITORS

Students who submit evidence of graduation from a high school as specified in BoR Policy Manual 4.2.1.1, Freshman Requirements, or a GED certificate may register for undergraduate classes as auditors. Students registered as auditors shall be required to pay the regular tuition and fees for enrollment. As an auditor, the student earns no grade or credit for the course, however, the student is entitled to all of the consideration given to a credit student. A transcript documenting the student’s audit status is available upon request. Students who are admitted as auditors are not eligible to receive financial aid.

Under extraordinary circumstances, the president may waive the requirement of high school diploma or equivalent for auditors.

Students are encouraged to submit their social security numbers as part of their admission applications, however, it is the student’s right to refuse. Institutions should include in the student handbook their policy regarding use of the student social security number and established procedures for handling confidential information.

SOURCE:
BoR POLICY 4.1.5, STUDENTS WITH DISABILITIES

The USG is committed to providing equal educational opportunities to all students. USG institutions offer students with disabilities a variety of services and accommodations to ensure that both facilities and programs are accessible. The information provided on working with students with disabilities is an overview of the resources available and the policies and procedures in place that are intended to facilitate accessibility and academic success.

All institutions of the USG shall adopt the common criteria for documenting disabilities and employ a common methodology for providing services to students with diagnosed disabilities.

The criteria for documenting disabilities can be found in Appendix D. Specific documentation guidelines for nine disability categories are described in Appendix E.

3.11.1 Regents’ Centers for Learning Disorders

Last reviewed: January 2010

Learning Disorders include Learning Disabilities, Attention-Deficit Hyperactivity Disorder, Pervasive Developmental Disorders, Acquired Brain Injury, and Psychological Disorders as described in Appendix E. The Board of Regents of the USG has established the following three centers for the provision of assessment, resources, and research related to students who have learning disorders that impact academic, cognitive and/or behavioral/emotional functioning.

  • Regents’ Center for Learning Disorders at Georgia Southern University
  • Regents’ Center for Learning Disorders at Georgia State University
  • Regents’ Center for Learning Disorders at The University of Georgia

Each Regents’ Center for Learning Disorders (RCLD) is responsible for serving designated colleges and universities (referring institutions) within a geographic region. The host institution serves as fiscal agent for each RCLD. See Appendix F for a list of RCLDs and their assigned institutions.

Purpose of the RCLDs

The RCLDs provide the following services:

  • Comprehensive standardized assessments for students with learning disorders
  • Review of documentation submitted by referring institutions in support of student requests for accommodations
  • Recommendations regarding appropriate accommodations and services
  • Assistance to students, faculty and staff at referring institutions through consultation, networking, and program development
  • Clinical training opportunities in graduate level psychology, education, and related programs
  • Research focusing on assessment and accommodation of students with disabilities in postsecondary settings

In addition to their primary mission of serving students enrolled in USG institutions, the Centers may be authorized to serve other groups of students. Current information on the availability of services for non-USG students can be obtained by contacting each RCLD directly.

Organizational Structure

The RCLDs consist of professionals who are specialists in the assessment of adults and in evaluation of disabilities that impair learning. Each RCLD has, at the minimum, the following personnel:

  • Director. The director is responsible for overseeing the daily operation of the RCLD and for carrying out USG policy regarding student disabilities. The Academic Vice President of the host institution is the supervisor of record.

  • Psychologist. The licensed psychologist oversees the evaluation process, including training, interviewing, scheduling, testing, staffing, and report writing. The psychologist ensures that the professional and ethical standards of the American Psychological Association are followed.

  • Liaison. The liaison promotes and maintains contact between the referring institutions and each RCLD, assists in the referral and feedback process for RCLD evaluations and RCLD review of documentation of disability, assists referring institutions in the development of policies and procedures to serve students with disabilities on their campuses, and provides community outreach and education to support the mission of the RCLD.

  • Other qualified personnel are involved directly in interviewing, testing, and writing reports for students who are evaluated in the RCLDs.

USG Accommodations for Students With Learning Disorders

In order to assure consistency throughout the USG, all RCLDs use the same general evaluation procedures, test battery and report format. This common evaluation methodology assures that all USG institutions employ the same definition and evaluation model.

Evaluations performed by external professionals or organizations will be reviewed using the same methodology as if the evaluation was conducted by an RCLD.

Some accommodations for USG requirements must be approved by an RCLD. Students with learning disorders, who are requesting the accommodations outlined below, are required to submit documentation to an RCLD for approval:

Each USG institution is responsible for providing approved accommodations or modifications, including assistive technologies. The Director of the Regents’ Testing Office, the RCLDs, and the AMAC Accessibility Solutions & Research Center are available to assist institutions with arranging for these accommodations.

Outside Evaluations

Referring institutions must have institutional policies and procedures for reviewing documentation of disabilities that is not based on an evaluation conducted by an RCLD. Institutional policies and procedures must be consistent with BoR policy.

Referring institutions are required to submit documentation of learning disorders to meet USG requirements to an RCLD when a student requests accommodations. Referring institutions may also elect to send outside documentation for review to the appropriate RCLD under other circumstances.

Referral for Evaluations

Referring institutions are required to submit a referral packet containing the following items to the appropriate RCLD to initiate the evaluation process:

  • Information letter and checklist completed by the Disability Service Provider (DSP)
  • Questionnaire on academic strengths and weaknesses, historical information, and behaviors that can affect learning (completed by the student)
  • Questionnaire on student’s functioning ability (completed by a person who knows the student well and can provide an independent view)
  • Academic transcripts from current and/or previous institutions
  • Recent vision and hearing sensory screenings
  • Samples of written work
  • Copies of previous medical or psychological evaluations related to learning difficulties

The DSP at the referring institution is responsible for coordinating the completion of the referral packet and communicating with the RCLD regarding the student’s referral, evaluation, and accommodations. See Appendix G for the referral process flowchart. For more information regarding disability documentation, see Appendices D and E.

Evaluation Considerations

  1. Professional Standards and Confidentiality

    • American Psychological Association ethical standards are upheld.
    • Information gathered before, during, and after an evaluation will be kept strictly confidential.
    • Information will not be released to any person or institution without written permission of the student.
    • The Family Education Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPAA) provide additional guidelines on right of access and disclosure of protected information.
  2. Liability Issues

    • Neither the referring institutions nor the RCLDs are liable for students while they are traveling to and from the RCLDs for the evaluation.
    • A contact person at the referring institution must be designated for emergency purposes while the student is on the RCLD campus.
    • RCLDs require liability insurance coverage for all RCLD personnel involved in the evaluation process. This liability coverage is necessary to meet the standards of professional practice as outlined in State Licensing Law.
  3. Cost of Evaluations

    • Students are assessed a $500 fee for each evaluation (subject to annual review).
    • Payment schedules may vary across RCLDs.
    • Evaluation scholarships may be available at individual RCLDs and/or referring institutions.
    • Students may contact their local Georgia Department of Labor, Rehabilitation Services to determine if they qualify for services, which may include funding to offset evaluation costs.
  4. Appeals Procedure

    Students wishing to dispute a decision of an RCLD with regard to eligibility for accommodations may appeal by submitting a request for independent review of their documentation by the directors of the other two RCLDs.

    The request must meet the following conditions:

    • Specify the issue(s) of disagreement in writing
    • Be submitted to the DSP at the student’s home institution
    • Be initiated within 30 days of receiving the disputed decision

    A student wishing to appeal the decision of the independent review may appeal to the President of the home institution. The President’s decision is final. The Board of Regents does not hear appeals for eligibility for accommodation.


3.11.2 AMAC Accessibility Solutions & Research Center

The AMAC Accessibility Solutions & Research Center, an initiative of the USG, is committed to removing barriers and providing access to knowledge for individuals with physical, sensory, and learning print-related disabilities. AMAC serves individuals with print-related disabilities in a variety of ways.

AMAC works with all USG institutions serving postsecondary students as well as high school students transitioning to postsecondary institutions. AMAC offers a variety of services to meet the individual needs of students with print-related disabilities and the institutions serving them, including access to the following:

  • Alternative media production
  • Electronic files (e-files) requested from publishers
  • High quality scanned image files
  • E-text formatting services
  • NEON, AMAC’s online repository of available alternative media that tracks students, orders, and media production
  • Assistive technology software and hardware
  • Other national repositories, services and products (e.g., Recording for the Blind and Dyslexic)
  • Password protected electronic material delivery service
  • Monthly student services reports
  • Training and technical assistance
  • Braille text conversion or contract services. AMAC specializes in math, science, foreign language Braille transcription services.

AMAC services and costs vary depending on membership status. AMAC services help institutions to:

  • Protect themselves against copyright infringement laws

  • Comply with the Americans with Disabilities Act standards and provide students with print-related disabilities equal and timely access to materials

  • Increase the knowledge of institutional information technology departments, faculty, and staff on accessible digital media and accessible information technology through the incorporation of universal design for learning environments

AMAC is not a replacement for disability services, but a resource that offers expertise in alternative media production and assistive technology software and hardware. The AMAC team works closely with disability service providers and students to ensure that they receive high quality and timely services.


3.11.3 Admissions Considerations

Applicants with disabilities are expected to have completed the Required High School Curriculum (RHSC) with the appropriate instructional accommodations. No exemptions or substitution are permitted for these required courses with the exception of the foreign language requirement.

Students who are unable to complete the RHSC foreign language requirement successfully due to a documented disability may petition for a substitution for the foreign language requirement (see Appendix H, Admissions Consideration Flowchart) using the following guidelines:

Foreign Language Requirement

Two years of a single foreign language or two years of American Sign Language is required for admission to USG colleges and universities. To receive permission for a substitution, students should do the following:

  • Notify the Office of Admission at the time of application that they are petitioning for a RHSC foreign language substitution
  • Contact the DSP at the institution for assistance in completing the petition.
  • Submit their petition documentation with the admission application

If the petition is approved, the student will be allowed to satisfy the RHSC foreign language requirement by substituting another type of course. The approval of a petition for substitution does not waive the requirement.

Approval of a petition for a course substitution for the RHSC foreign language requirement does not extend to the foreign language requirements of certain degree programs at the University level. Students must submit a separate petition, following their institution’s standard procedures for modifications to program requirements, to request a course substitution for foreign language coursework required for a specific program of study or degree.

Other Considerations

Students with disabilities will not be penalized for taking standardized admissions tests (e.g. ACT, SAT, GRE, LSAT, MCAT) with accommodations. Students seeking disability accommodation should contact the testing agencies (College Board and ACT).

To be considered for admission, students are expected to achieve the institution’s admission requirements, including minimum SAT or ACT scores with the testing accommodations.


3.11.4 Regents’ Test Administration

The Regents’ Testing requirement for reading and writing skills courses may not be waived for students with disabilities, but appropriate accommodations will be provided. The Regents’ Testing Program Office does not have to be informed when a student takes or passes an alternative test. However, the student record system must indicate that alternative procedures have been used.

Accommodations for students with learning disorders that can be granted with institutional approval are outlined in Section 2.8.10, Special Administrations of the Regents’ Test.

For more information regarding special administration of the Regents’ Tests for students with disabilities as described in Appendix E, see Section 2.8.10, Special Administrations of the Regents’ Test.


3.11.5 Learning Support Considerations

Students with documented disabilities, who are required to enroll in Learning Support, must fulfill all stated requirements, including placement test and course requirements. Students will be provided with appropriate test and/or course accommodations. Documentation of accommodations provided must be maintained at the institution and summarized in the annual report on accommodations. See Section 2.9.1, Administrative Procedures for Learning Support Programs. Accommodations for students with learning disorders that can be granted with institutional approval are limited to the following:

  • Extended time on placement tests
  • Authorized use of a calculator for mathematic testing
  • Separate test administration
  • Maximum of two additional semesters of Learning Support at the Foundations level

Accommodations and test administrations other than those listed above must be approved by an RCLD.


Appendix A: Memorandum: Admitting GED Students, 2006

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

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

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 (www.act.org) and College Board (www.collegeboard.org). 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: (http://professionals.collegeboard.com/profdownload/act-sat-concordance-tables.pdf) (8-2008)


Appendix D: Disability Documentation

Definition of Disability

  • An individual must demonstrate that his/her condition meets the definition of a disability under the Rehabilitation Act, 1973 and/or the Americans with Disabilities Act (ADA), 1990, and its Amendment (2009). The ADA defines a disability as a physical or mental impairment that substantially limits one or more major life activities.

  • Substantially limits, under ADA, refers to significant restrictions as to the condition, manner, or duration under which an individual can perform a particular major life activity as compared to most people.

  • Whether a condition is substantially limiting to support an accommodation request is a decision made by qualified professional(s) based upon multiple sources of information.

  • A clinical diagnosis is not synonymous with a disability. The specific symptoms that are present should be stated in the documentation. Evidence that these symptoms are associated with substantial impairment in a major life activity is required for provision of accommodations. A detailed description of current substantial limitation in the academic environment is essential to identify appropriate academic accommodations, auxiliary aids, and services. Specific requests for accommodations need to be linked to the student’s current functional limitations, and the rationale for each recommendation clearly stated.

General Documentation Guidelines

  • All institutions are required to have written policies and procedures for review of documentation submitted by students with disabilities. Decision-making for the provision of institutional-level accommodation is provided by the Office of Disability Services (ODS) or a designated office at an individual college or university.

  • Secondary education eligibility reports, Individualized Educational Plans, Summary of Progress reports, or previous provision of special education services may not be sufficient documentation for college-level accommodations.

  • Documentation should provide a diagnostic statement identifying the disability, describe the diagnostic criteria and methodology used to diagnose the condition, and detail the progression of the condition if its impact on the student’s functioning is expected to change over time.

  • Documentation should provide an adequate representation of the student’s current functional abilities. In most situations, documentation should be within three years of the student’s application for services. Professional judgment, however, must be used in accepting older documentation of conditions that are permanent or non-varying, or in requiring more recent documentation for conditions for which the functional impact may change over time.

  • Documentation must include the names, signatures, titles, and license numbers of the appropriate evaluators, as well as the dates of testing and contact information. Evaluators must be licensed professionals whose training and licensure status is consistent with expertise in the disability for which they provide documentation.


Appendix E: Specific Documentation Guidelines

The following specific documentation guidelines are organized into nine disability categories:

  1. Learning disabilities
  2. Attention-deficit hyperactivity disorder
  3. Pervasive developmental disorders
  4. Acquired brain injuries
  5. Psychological disorders
  6. Sensory disorders
  7. Mobility disorders
  8. Systemic disorders
  9. Other disabilities

In addition, all disability categories are required to follow the general documentation guidelines provided in Appendix D.

1. Learning Disabilities

Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability. Although learning disabilities may occur concomitantly with other disabilities (e.g., sensory impairment, mental retardation, serious emotional disturbance), or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities, Learning Disabilities: Issues on Definition, January, 1990.)

Specific documentation guidelines for Learning Disabilities include the following:

  • General documentation guidelines listed in Appendix D.

  • Clear and specific identification of a learning disability must be stated. For example, the terms “Learning styles” or “Learning differences” are not synonymous with a learning disability.

  • Documentation of a developmental and educational history consistent with a learning disability.

  • Since the manifestations of a learning disability may change over the period of childhood and adolescence, documentation must reflect either data collected within the past three years or after the age of 18.

  • Information gained from standardized assessment instruments is one essential piece of the methodology used to diagnose learning disabilities. Therefore, documentation of learning disabilities must include standardized measures of academic achievement and cognitive processing abilities that have age-appropriate normative data for high school/college students or older adult non-traditional students. All standardized measures must be represented by standard scores and percentile ranks based on published norms.

  • Documentation of a functional limitation(s) in one or more of the following areas of academic achievement:

    • Reading (decoding, fluency, and comprehension)
    • Mathematics (calculations, math fluency, and applied reasoning)
    • Written Language (spelling, fluency, and written expression)
  • Documentation of relative strength(s) in academic achievement in order to establish the presence of a significant discrepancy between academic domains. The presence of a significant discrepancy will typically require a difference of one standard deviation between scores. However, qualified professionals may use other widely accepted metrics for documenting a significant difference between two scores (e.g., standard error of measurement).

  • Documentation that alternative explanations for the academic limitation(s) have been considered and ruled out (e.g., low cognitive ability, lack of adequate instruction, emotional factors such as anxiety or depression).

  • Documentation of a pattern of cognitive processing weaknesses and strengths that is associated in a meaningful way with the identified area(s) of academic limitation.

  • Both processing weaknesses and processing strengths must be identified and must represent a significant discrepancy between cognitive domains. The presence of a significant discrepancy will typically require a difference of one standard deviation between scores. However, qualified professionals may document a significant difference between two scores using other widely accepted metrics (e.g., standard error of measurement).

  • Processing weaknesses and strengths must be evident on multiple measures and not based on a single discrepant score on an individual test or subtest. Cognitive Processing Skills (selection dependent upon case) include the following:

    • Attention
    • Executive Functions
    • Fluency/Automaticity
    • Memory/Learning
    • Oral Language
    • Phonological/Orthographic Processing
    • Visual-Motor
    • Visual-Perceptual/Visual-Spatial
  • Documentation that alternative explanations for the cognitive limitation(s) have been considered and ruled out (e.g., low cognitive ability, lack of adequate instruction, emotional factors such as anxiety or depression).

These guidelines are intended to guide the review of documentation and cannot substitute for the expertise and clinical judgment of a qualified professional. Failure to fully meet each of the above criteria does not automatically preclude a diagnosis of learning disabilities. In some circumstances, this diagnosis may be justified, based on an expert’s integration of a student’s history, test performance, and current functioning.

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2. Attention-Deficit/Hyperactivity Disorder (AD/HD)

AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development. The manifestations of AD/HD result in functional impairment in at least two settings (e.g., academic, occupational, social). The diagnosis of AD/HD is based on the following specific criteria included in the current version of the Diagnostic and Statistical Manual of Mental Disorders (DSM) of the American Psychiatric Association.

Specific documentation guidelines for AD/HD include the following:

  • General documentation guidelines listed in Appendix D.

  • Diagnosis and corresponding code from the most recent DSM must be included.

  • Assessment of the following diagnostic criteria is required and evaluation results must be included in the documentation:

    • Developmental history of either inattention and/or hyperactivity-impulsivity symptoms during childhood. The specific symptoms that were present in childhood should be stated in the documentation. Corroboration of childhood symptoms should be included, and may need to be gathered from a variety of possible data sources (e.g., parent/guardian report, school records, past evaluations). Evidence that these symptoms were associated with some functional impairment in home and/or school settings also must be included.

    • Current symptoms of either inattention and/or hyperactivity-impulsivity must be present. The specific symptoms that are present should be stated in the documentation. Self-reported current symptoms should be corroborated by an independent informant who has been able to observe the student’s recent functioning with adequate regularity to provide this type of information. Evidence that these symptoms are associated with functional impairment in academic, occupational, and/or social settings also must be included.

    • The frequency/severity of both childhood and current AD/HD symptoms should be documented by comparison to individuals at a similar level of development. Documentation must include the results of standardized rating scales that provide comparison to age-based normative data.

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3. Pervasive Developmental Disorders

Pervasive developmental disorders are characterized by severe and pervasive impairment in several areas of development including reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities. Several different disorders fall within this category including Asperger’s Disorder and Autistic Disorder.

Asperger’s Disorder

Asperger’s Disorder is a pervasive developmental disorder characterized by qualitative impairment in social interactions and the presence of repetitive and stereotyped behaviors, interests, and activities.

Specific documentation guidelines for Asperger’s Disorder include the following:

  • General documentation guidelines listed in Appendix D.

  • Diagnosis and corresponding code from the most recent DSM.

  • Assessment of the following diagnostic criteria is required and evaluation results must be included:

    • Developmental history that includes evidence of Asperger’s Disorder symptoms in childhood and documents the absence of clinically- significant general delay in early cognitive or language development.
    • Documentation of current qualitative impairment in social interaction.
    • Documentation of current restricted, repetitive, and stereotyped patterns of behavior, interests, and activities.
    • Assessment of broad cognitive ability and language function using standardized assessment measures with age-appropriate norms.

Autistic Disorder

Autistic Disorder is a pervasive developmental disorder characterized by qualitative impairment in social interactions, qualitative impairment in communication affecting both verbal and nonverbal communication skills, and the presence of repetitive and stereotyped behaviors, interests, and activities.

  • Specific documentation guidelines for Autistic Disorder include the following:

  • General documentation guidelines listed in Appendix D.

  • Diagnosis and corresponding code from the most recent DSM.

  • Assessment of the following diagnostic criteria is required and evaluation results must be included in the documentation:

    • Developmental history that includes evidence of Autistic Disorder symptoms in childhood
    • Documentation of current qualitative impairment in social interaction
    • Documentation of current qualitative impairment in communication
    • Documentation of current restricted, repetitive, and stereotyped patterns of behavior, interests, and activities
    • Assessment of broad cognitive ability and language function using standardized assessment measures with age-appropriate norms

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4. Acquired Brain Injury (ABI)

Brain injury can result from external trauma, such as a closed head or an object penetration injury, or internal trauma, such as a cerebral vascular accident or tumor. ABI can cause physical, cognitive, emotional, social, and vocational changes that can affect an individual for a short period of time or permanently. Depending on the location and extent of the injury, symptoms can vary widely. Understanding functional changes after an injury and resulting implications for education are more important than only knowing the cause or type of injury.

Specific documentation guidelines for ABI include the following:

  • General documentation guidelines listed in Appendix D.
  • Documentation of date of occurrence/diagnosis and the nature of the neurological illness or traumatic event that resulted in brain injury.
  • Depending upon the functional domains impacted by the injury, assessments of cognitive and academic deficits and strengths, psychosocial-emotional functioning, and/or motor/sensory abilities relevant to academic functioning may be essential components of documentation of the impact of an acquired brain injury for an individual student.
  • Impairments following an acquired brain injury may change rapidly in the weeks and months after the injury, and a more stable picture of residual weaknesses may not be apparent for 1-2 years after an injury. More recent documentation may be necessary to adequately assess the student’s current accommodation needs.
  • Cognitive and academic processing weaknesses and strengths must be evident on multiple measures and not based on a single discrepant score:

    • Academic Achievement

      • Reading (decoding, fluency, and comprehension)
      • Mathematics (calculations, math fluency, applied reasoning)
      • Written Language (spelling, fluency, written expression)
    • Cognitive Processing Skills

      • Attention
      • Executive Functions
      • Fluency/Automaticity
      • Memory/Learning
      • Oral Language
      • Phonological/Orthographic Processing
      • Visual-Motor
      • Visual-Perceptual/Visual-Spatial

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5. Psychological Disorders

Some individuals experience significant disruptions in mood, thinking, and behavioral regulation that are secondary to a psychological disorder. Many different psychological disorders can interfere with cognitive, emotional, and social functioning and may negatively impact a student’s ability to function in an academic environment. The symptoms and associated impairment may be either chronic or episodic. Test anxiety by itself is not considered a psychological disorder. Complete descriptions and diagnostic criteria for psychological disorders are available in the current version of the DSM.

Specific documentation guidelines for psychological disorders include the following:

  • General documentation guidelines listed in Appendix D.
  • DSM diagnosis and corresponding DSM code.
  • Description of the history, current symptoms, and severity of the disorder.
  • Description of the expected progression or stability of the disorder.
  • Description of the current functional limitations impacting academic performance resulting from the disorder.

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6. Sensory Disorders

Deaf and Hard of Hearing
Individuals who are deaf or hard of hearing experience a reduction in sensitivity to sound. Amplification may not assist the individual in interpreting auditory stimuli. Individuals who are deaf or hard of hearing from birth may experience lags in the development of speech and most often have language-based deficiencies.

Specific documentation requirements for hearing disorders include the following:

  • General documentation guidelines listed in Appendix D.
  • Description of the history, current symptoms, and severity of the disorder.
  • Description of the expected progression or stability of the disorder.
  • Description of the current functional limitations impacting academic performance resulting from the disorder.

Visual Disorders
Visual impairments are disorders in the function of the eyes that cannot be adequately corrected by medical or surgical intervention, therapy, or conventional eyewear. Individuals with visual disorders may not have any usable vision or the vision may be extremely limited (light, color or shadow perception only).

Specific documentation requirements for visual disorders include the following:

  • General documentation guidelines listed in Appendix D.
  • Description of the history, current symptoms, and severity of the disorder.
  • Description of the expected progression or stability of the disorder.
  • Description of the current functional limitations impacting academic performance resulting from the disorder.

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7. Mobility Disorders

Mobility impairments refer to conditions that limit a person’s coordination or ability to move. Some mobility impairments are congenital while others are the result of illness or physical injury. The functional abilities and limitations resulting from the impairment will vary from individual to individual.

Specific documentation requirements for mobility disorders include the following:

  • General documentation guidelines listed in Appendix D.
  • Description of the history, current symptoms, and severity of the disorder.
  • Description of the expected progression or stability of the disorder.
  • Description of the current functional limitations impacting academic performance resulting from the disorder.

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8. Systemic Disorders

Systemic disabilities are conditions affecting one or more of the body’s systems, including the respiratory, immunological, neurological, circulatory, or digestive systems. Systemic disabilities are often unstable therefore, the need for and type of reasonable accommodations may change over time.

Specific documentation requirements for systemic disorders include the following:

  • General documentation guidelines listed in Appendix D.
  • Description of the history, current symptoms, and severity of the disorder.
  • Description of the expected progression or stability of the disorder.
  • Description of the current functional limitations impacting academic performance resulting from the disorder.

9. Other Disabilities

Disabilities as defined by the ADA that are not covered by the guidelines described above may be eligible for accommodations to USG policies.


Appendix F: Regents’ Centers for Learning Disorders

Each Regents’ Center for Learning Disorders (RCLD) is responsible for serving designated colleges and universities within a geographic region (referring institutions). The host institution serves as fiscal agent for each Center.

Georgia Southern University
Abraham Baldwin Agricultural College East Georgia State College at Georgia Southern
Albany State University Georgia Southern University
Armstrong State University Middle Georgia College
Bainbridge State College Savannah State University
College of Coastal Georgia South Georgia State College
Darton State College Valdosta State University
East Georgia State College  
Georgia State University
Atlanta Metropolitan College Georgia Southwestern State University
Clayton State UniversityGeorgia State University
Columbus State University Gordon State College
Dalton State CollegeKennesaw State University
Georgia Highlands CollegeUniversity of North Georgia
Georgia Institute of TechnologySouthern Polytechnic State University
Georgia Perimeter College University of West Georgia
University of Georgia
Georgia Gwinnett College Fort Valley State University
Middle Georgia State College Georgia Regents University
University of North Georgia, Oconee University of Georgia
Georgia College & State University E-Core

Appendix G: Referral Packet Flowchart

Referral Process


Appendix H: Admission Consideration Flowchart

Admission Consideration Flowchart


Student Affairs Professionals Resource Guide

Student Affairs Professionals Resource Guide


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