- Catalog 2022-2023
- General Information
- Letter from the District President
- Board of Trustees
- History of the College
- Mission, Vision and Values
- Equal Educational Opportunity
- 2022-2023 Academic Calendar
- 2021-2022 Academic Calendar
- Navarro College Centers
- Navarro College Foundation, Inc.
- Cook Education Center
- Small Business Development Center
- Navarro College Awards
- Admissions & Registration
- Tuition & Fees
- Student Services
- Academic Policies and Information
- Degree and Certificate Programs
- Course Descriptions
- Previous Catalogs
Developmental Education Plan
In compliance with a directive from the Texas Higher Education Coordinating Board regarding the Texas Success Initiative, Navarro College has prepared the following Developmental Education Plan. As part of the admission process at Navarro College, all degree-seeking students will be administered a state-approved placement instrument unless he/she is exempt. Texas Administrative Code §4.53(12) requires all public institutions of higher education in Texas observe the following exemptions, exceptions, and waivers.
Exemptions, Exceptions, and Waivers
The following students shall be exempt from the requirements of this title and exempt students shall not be required to provide any additional demonstration of college readiness. Students who demonstrate college readiness shall be allowed to enroll in any entry-level freshman course as defined in §4.53(12) of this Texas Administrative Code (relating to Definitions).
For a period of five (5) years from the date of testing , a student who is tested and performs at or above the following standards that cannot be raised by institutions will be exempt from any additional demonstration of college readiness. An ACT Composite score of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections of the TSI Assessment, and/or 19 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment.
An SAT administered prior to March 5, 2016, which contains a combined critical reading (formerly "verbal") and mathematics score of 1070 with a minimum of 500 on the critical reading test shall be exempt for both reading and writing sections of the TSI Assessment. Also, a combined critical reading (formerly "verbal") and mathematics score of 1070 with a minimum of 500 on the mathematics test shall be exempt from the mathematics section of the TSI
A SAT administered on or after March 5, 2016, with a minimum score of 480 on the Evidenced-Based Reading and Writing (EBRW) test shall be exempt from both reading and writing sections of the TSI Assessment and/or a minimum score of 530 on the mathematics test shall be exempt from the mathematics section of the TSI Assessment. There is no longer a combined score on the SAT test. However, mixing or combining scores from the SAT administered prior to March 5, 2016, and the SAT administered on or after March 5, is not allowable.
Students can claim TSI readiness in courses that require demonstration of TSI college readiness in reading and/or writing if the student achieves one of the following scores on the PSAT/NMSQT . A combined score of 107 with a minimum of 50 on the reading test on a PSAT/NMSQT exam administered prior to October 15, 2015, or a score of 460 on the evidence-based reading and writing (EBRW) test on a PSAT/NMSQT exam administered on or after October 15, 2015.
In courses that require demonstration of TSI college readiness in mathematics the student must achieve one of the following scores on the PSAT/NMSQT such as a combined score of 107 with a minimum of 50 on the mathematics test on a PSAT/NMSQT exam administered prior to October 15, 2015, or a score of 510 on the mathematics test on a PSAT/NMSQT exam administered on or after October 15, 2015.
Also, please note that according to Texas Administrative Code, mixing or combining scores from the PSAT/NMSQT administered prior to October 15, 2015 , and the PSAT/NMSQT administered on or after October 15, 2015, is not allowable. Also note that dual credit eligibility scores on the PSAT/NMSQT do not determine a student’s college readiness under Texas Success Initiative (TSI) statue or rules.
These rules are effective on May 29, 2018. However, an institution may determine that the immediate application of the approved rules is in the best interest of its students and may act accordingly.
For a period of three (3 ) years from the date of testing , a student who is tested and performs on the Texas Assessment of Academic Skills (TAAS) with a minimum scale score of 1770 on the writing test, a Texas Learning Index (TLI) of 86 on the mathematics test and 89 on the reading test shall be exempted from TSI requirements.
For a period of five (5) years from the date of testing , a student who is tested and performs at or above the following standards that cannot be raised by institutions shall be exempted from TSI requirements. Students who score on the exit-level Texas Assessment of Knowledge and Skills (TAKS) with a minimum scale score of 2200 on the math section and/or a minimum scale score of 2200 on the English Language Arts section with a writing subsection score of at least 3, shall be exempt from the TSI Assessment required under this title for those corresponding sections. Also, students who completes the STAAR end-of-course (EOC) assessment with a minimum score of Level 2 on the English III shall be exempt from the TSI Assessment required under this title for both reading and writing, and a minimum score of Level 2 on the Algebra II EOC shall be exempt from the TSI Assessment required under this title for the mathematics section.
A student who has graduated with an associate or baccalaureate degree from an institution of higher education shall be exempted from TSI requirements as well as a student who transfers to an institution from a private or independent institution of higher education or an accredited out-of-state institution of higher education and who has satisfactorily completed college-level coursework as determined by the receiving institution.
A student who has previously attended any institution and has been determined to have met readiness standards by that institution. For students meeting non-Algebra intensive readiness standards in mathematics as defined in Texas Administrative Code statute §4.59(d)(1)(B) of this title (relating to Determination of Readiness to Perform Entry-Level Freshman Coursework), institutions may choose to require additional preparatory coursework/interventions for Algebra intensive courses, including MATH 1314 /1324/1414 (or their local equivalent). It is the institution's responsibility to ensure that students are clearly informed of the consequences of successful completion of a mathematics pathways model which results in meeting the mathematics college readiness standard only for specific courses .
A student who is enrolled in a certificate program of one year or less (Level-One certificates, 42 or fewer semester credit hours or the equivalent) at a public junior college, a public technical institute, or a public state college are exempted from TSI Requirements. Students who serves on active duty as a member of the armed forces of the United States, the Texas National Guard, or as a member of a reserve component of the armed forces of the United States and has been serving for at least three years preceding enrollment as well as a student who on or after August 1, 1990 , was honorably discharged, retired, or released from active duty as a member of the armed forces of the United States or the Texas National Guard or service as a member of a reserve component of the armed forces of the United States are exempt from TSI requirements.
Any student who successfully completes a college preparatory course under Texas Education Code §28.014 is exempt for a period of twenty-four (24) months from the date of high school graduation with respect to the content area of the course . The student must enroll in the student's first college-level course in the exempted content area in the student's first year of enrollment in an institution of higher education. This exemption applies only at the institution of higher education that partners with the school district in which the student is enrolled to provide the course. Additionally, an institution of higher education may a Memorandum of Understanding with a partnering institution of higher education to accept the exemption for the college preparatory course.
Effective May 12, 2021, students who meet the college readiness benchmarks on the state’s approved high school equivalency (HSE) test will qualify for a TSI e xe mptions. The approved tests and relevant benchmarks are as follows:
- A minimum score of 165 on the Mathematics Reasoning subject test shall be exempt from
- A minimum score of 165 on the Reasoning Through Language Arts (RLA) subject test shall be exempt for English Language Arts Reading (ELAR)
- A minimum score of 15 on the subtest shall be exempt for
- A minimum score of 15 on the Reading subtest and a minimum score of 15 on the Writing subtest, including a minimum score of 4 on the essay, shall be exempt for English Language Arts Reading (ELAR)
These HSE exemptions are valid for up to five (5) years from the date of testing. While the date of testing can be anytime within the five (5) year time frame, applicability for TSI purposes and placements starts 5/12/2021.
Due to discontinuing the administration of their test effective 8/31/2021, test scores administered after 8/31/2021 will no longer be useable for the TSI exemption. However, college readiness scores with test dates prior to 8/31/2021 will still be useable up to five (5) years from date of testing.
An institution may exempt a non-degree-seeking or non-certificate-seeking student.
An institution may grant a temporary waiver from the assessment required under this title for students with demonstrated limited English proficiency in order to provide appropriate ESOL/ESL coursework and interventions. The waiver must be removed after the student attempts 15 credit hours of developmental ESOL coursework or prior to enrolling in entry-level freshman coursework, whichever comes first, at which time the student would be administered the TSI Assessment. Funding limits as defined in Texas Education Code, §51.3062(l) (1) and (2) for developmental education still apply.
Any student who has been determined to be exempt in mathematics, reading, and/or writing under subsection (a) or (b) of this section shall not be required to enroll in developmental coursework and/or interventions in the corresponding area of exemption. Students enrolling in a certificate program that includes less than 9 credit hours of general education courses are waived from placement testing, however, a student may not enroll in any courses outside the certificate curriculum without completing the placement test. If a stratified course is required in the degree plan for the certificate (i.e., English 1301), the student must successfully complete the associated component of a placement test before enrolling in the credit course. If the student fails the associated component, he/she must be remediated according to the Navarro College Developmental Education Plan.
Texas Success Initiative Guidelines
Following a student’s completion of pre-admission assessment, Navarro College will administer the TSI Assessment as a placement instrument. Students will be placed in courses appropriate to their level of knowledge and skills as determined by cut-off scores established by the Texas Higher Education Coordinating Board and Navarro College. Navarro College will accept placement scores from students who have completed other state-approved instruments. Scores will be used to determine appropriate placement in developmental studies.
Navarro College will ensure that the Texas Success Initiative is administered in a manner that complies with federal law regarding the confidentiality of student medical or educational information, including the Health Insurance Portability and Accountability Act of 1996 (42 U.S.C. Section 1320d), the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Section 1232g) and any state law relating to the privacy of student information.”
Effective the institution's the following minimum passing standards (also known as "cut scores") for reading, mathematics, and writing on the TSI Assessment shall be used by an institution to determine a student's readiness to enroll in entry-level freshman coursework:
- Reading: 351
- Mathematics: 350
- Writing: a placement score of at least 340, and an essay score of at least 4; or a placement score of less than 340 and an ABE Diagnostic level of at least 4 and an essay score of at least 5.
Effective January 11, 2021, the following minimum college readiness standards (also known as "cut scores") for English Language Arts Reading (ELAR) and mathematics on the TSI Assessment, Version 2.0 (TSIA2) shall be used by an institution to determine a student's readiness to enroll in entry-level freshman coursework:
- Mathematics (for college-level coursework with mathematics-intensive designation by
the offering institution):
- a College Readiness Classification (CRC) score of at least 950; or
- a CRC score below 950 and a Diagnostic level of 6.
- ELAR (for college-level coursework with reading, writing, or reading and writing-intensive designation by the offering institution):
- a College Readiness Classification (CRC) score of at least 945 and an essay score of at least 5; or
- a CRC score below 945 and a Diagnostic level of 5 or 6 and an essay score of at least 5.
An institution shall not require higher or lower college readiness standards on any or all portions of the TSI Assessment (TSIA or TSIA2) to determine a student's readiness to enroll in entry-level freshman coursework. Institutions should use the TSI Assessment diagnostic results, along with other holistic factors, in their consideration of courses and/or interventions addressing the educational and training needs of students not meeting the college readiness standards as defined in subsection (a) of this section.
For a student with an existing plan for academic success as required in §4.58, the institution must revise the plan as needed to align with the college readiness standards as defined in subsection (a) of this section. TSI Assessment results (TSIA and TSIA2) are valid for five (5) years from date of testing .
For each student who fails to meet the minimum passing standards described in §4.57 of this title (relating to Minimum Passing Standards), an institution shall establish a program to advise the student regarding developmental education necessary to ensure the readiness of that student in performing freshman-level academic coursework. Determine a plan, working with the student, for academic success, which shall include developmental education and may include provisions for enrollment in appropriate non-developmental coursework. Each plan for academic success shall be designed on an individual basis to provide the best opportunity for each student to succeed in obtaining his or her career and/or academic goals. Institutions shall consider all federal laws pertaining to individuals with disabilities when assessing and advising such students.
At a minimum, the individual plan shall address:
- Course-based and/or non-course-based developmental education
- Campus and/or community student support services/
- Degree plan or plan of
- Regular interactions between student and designated point of contact (e.g., advisor, faculty member, peer and/or community mentor, etc.
- Registration for next semester/next steps; and
- Differentiated placement.
As part of the holistic advising process each student should be provided with a description of the appropriate developmental education considered necessary to ensure the readiness of that student to perform freshman-level academic coursework which clearly outlines appropriate measures for determining readiness to perform freshman-level academic coursework, as described in §4.59 of Texas Administrative Code (relating to Determination of Readiness to Perform Freshman-level Academic Coursework ). Students enrolled in a mathematics pathway model (e.g., New Project, modular/Emporium models, etc.) must be clearly informed of the consequences of successful completion of this model which will result in meeting the mathematics college readiness standard only for specific college credit courses and that changing degree plans may require additional developmental education coursework/interventions.
The Texas Administrative Code rule on holistic advising (Rule §4.55) requires the use of multiple factors for placement considerations which may include but are not limited
- HS GPA/class
- Non-cognitive factors (motivation, self-efficacy, time management, etc.)
- Other formal/informal training
- Family-life issues (job, transportation, child)
Holistic advising will be used in conjunction with TSI cut scores to determine the college readiness of a student.
Students with a TSI exemption for a college preparatory course as outlined in §4.54(a)(10) of this subchapter who earn less than a C in the student’s first college-level course in the exempted content area must be advised of non-course-based options for becoming college ready, such as tutoring or accelerated learning.
An institution shall assess, by an instrument approved in §4.56 of this title ( relating to Assessment Instrument s), the academic skills of each entering, non-exempt undergraduate student prior to enrollment of the student. Under exceptional circumstances, an institution may permit a student to enroll in freshman-level academic coursework without assessment but shall require the student to be assessed not later than the end of the first semester of enrollment in freshman-level academic coursework.
Prior to the administration of an approved instrument in §4.56 of Texas Administrative Code, an institution shall provide to the student a pre-assessment activity( ) that addresses at a minimum the following components in an effective and efficient manner, such as through workshops, orientations, and/or online modules:
- Importance of assessment in students’ academic
- Assessment process and components, including practice with feedback of sample test questions in all disciplinary
- Developmental education options including course-pairing, non-course-based, modular, and other non-conventional
- Institutional and/or community student resources (
For holistic placement of non-exempt students not meeting standards as defined in §4.57 ( relating to College Ready and Adult Basic Education (ABE) Standards ), institutions shall use for determination of appropriate courses and/or interventions the TSI Assessment results and accompanying Diagnostic Profile, along with consideration of one or more of the following:
- High school Grade Point Average/class
- Prior academic coursework and/or workplace
- Non-cognitive factors (e.g., motivation, self-efficacy); and
- Family-life issues (e.g., job, childcare, transportation, finances).
An institution offering collegiate-level credit to students via a Multi-Institution Teaching Center (MITC) or a university system center, or to-in-state students by distance learning delivery systems shall ensure that students are assessed as required by this section. An institution may not use the assessment or the results of the assessment as a condition of admission to the institution or as a condition of admission to a specific program offered by the
Navarro College shall develop and implement corequisite models as defined in statute 4.53(7) of this title (relating to definitions) for developmental mathematics and integrated reading and writing (IRW) courses and will ensure that a minimum percentage of its undergraduate students must be enrolled in corequisite models other than those exempt as outlined in the Navarro College Developmental Education Plan.”
HB 2223 and Corequisite Developmental Courses
Navarro College will ensure that developmental courses and interventions comply with the requirements of this section , according to the following schedule:
- 2018-2019: At least 25% of the institutions non-exempt students must be enrolled by subject area in corequisite models.
- 2019-2020: At least 50% of the institutions non-exempt students must be enrolled by subject area in corequisite models.
- 2020-2021: At least 75% of the institutions non-exempt students must be enrolled by subject area in corequisite models.
- for the 2021-2022 academic year and thereafter, 100 percent of the institution's non-exempt students enrolled by subject area in developmental education must be enrolled in corequisite model(s).
The following Navarro College students are exempt by subject area from this requirement:
- Students assessed at ABE diagnostic levels 1-4 on the TSI
- Students who are college ready
- Students enrolled in Adult
- Students enrolled in degree plans not requiring freshman level academic mathematics
- Students who meet one or more of the exemptions outlined in 4.54 (relating to exemptions, exceptions, and waivers).
For Navarro College students enrolled in a corequisite model who fail to satisfactorily complete the freshman level course, Navarro College must offer the student a range of competency-based education programs to assist the student in becoming ready to perform freshman level academic course work in the applicable subject area, review the plan developed for students under this section and, if necessary, work with the students to revise this plan.
Students will be placed in the appropriate developmental course(s) upon admission to the College and shall continue in the established sequence of developmental courses until he/she meets one of the following conditions such as the time remediation is successfully completed, the student has made a grade of D or better in an approved related course, or the student has passed the appropriate section of the placement test.
A student who attempts one of the approved freshman-level courses and drops or fails to achieve a grade of D or better will be evaluated by the College to determine the most appropriate action for that . The options include returning to developmental work, attempting the same or another approved course earn a D, or retaking the appropriate section of an approved assessment test at any time, subject to availability of time and space in the testing center.
Persons enrolled as part-time, non-degree seeking students shall be defined as a “casual student”. Such students will be allowed to enroll in non-stratified courses without being required to enroll in developmental classes. Full-time students from other universities or colleges may take course for which they are TSI-complete during the summer or mini-mester sessions without being enrolled in developmental courses.
Stratified courses are those that require a passing score on the related section of the placement test as a prerequisite to enroll. For a complete list of stratified reading, writing, and math courses please follow this link: Navarro College Board Policy EH.1 . Stratified courses include HIST 1301 , History HIST 1302 , Government GOVT 2305, Government GOVT 2306, Psychology PSYC 2301 , or any 2000-level literature course. A student must have passed the reading component of the placement test or successfully completed the remediation sequence for developmental reading before enrolling in any of these courses.
A student must have passed the reading and writing (ELAR) component of the placement test or successfully completed the remediation sequence for developmental writing before enrolling in . A student must have passed the mathematics component of the placement test or successfully completed the remediation sequence for developmental math before enrolling in any college level math course.
Students who successfully complete all requirements for graduation will not be required to pass one of the assessment instruments as a final condition for graduation. Any student who completes the first level college course with a grade of D or better in stratified reading, writing, or math will be considered TSI complete in that subject area. The developmental education plan will be evaluated on a regular basis by a committee appointed by the Vice President for Academic Affairs of the College. The evaluation will include research to determine the effectiveness of the plan in preparing students to succeed in college credit courses and to pass a state approved assessment instrument. Results of the evaluation will be used to recommend changes in the developmental education plan.