Report and Recommendations from the MCCA and MASSP Working Group on
College Readiness Benchmarks
As part of the budget process the legislature created a study committee to develop a common set of scores
using the ACT assessment to determine placement in developmental courses at community colleges for
students who recently completed high school. This report outlines a joint proposal from the Michigan
Community College Association and the Michigan Association of Secondary School Principals to the legislature
setting ACT benchmark scores to indicate exemption from placement in developmental education for recent
high school graduates, and supporting discussion and recommendations for implementation and further
collaboration between the K-12 and community college sectors.
Description of Legislative Committee: Section 214 of the community college appropriations act (PA 62 of
2011) created a committee to develop a common set of scores using the ACT assessment to determine
placement in developmental courses at community colleges for students who recently completed high school.
Members of the committee include:
 2 members of the Michigan house of representatives. One member shall be designated by the speaker of
the house, and 1 member shall be designated by the house minority leader
 2 members of the Michigan senate. One member shall be designated by the senate majority leader, and 1
member shall be designated by the senate minority leader
 4 representatives of Michigan public community colleges designated by MCCA
 4 individuals representing K-12 education, with the speaker of the house, house minority leader, senate
majority leader, and senate minority leader each designating 1 member.
Timeframe: The committee is to submit a report to legislature and state budget office by March 1, 2012.
Proposal: Michigan community colleges will exempt recent* high school graduates whose ACT scores meet or
exceed the national benchmarks established by ACT in English, reading and/or mathematics from further
testing for the purpose of placement in developmental education in that discipline.
 English 18 or above
 Mathematics 22 or above
 Reading 21 or above
*For this purpose, “recent” will be defined as a student who enrolls within two calendar years of high school
graduation (i.e.; a student who graduated in May, 2012 can be exempted through April, 2014).
Supporting Discussion: The proposed benchmarks were identified through a national study of 90,000
students in which ACT found that students who earned a score at or above the benchmark have a 75% chance
of earning a C or better in the corresponding college level course. The ACT study includes a benchmark for
science. Since no Michigan community college currently has a placement testing process for science, the
science score is not included in this proposal. More information about the study can be found at
http://www.act.org/research/policymakers/pdf/benchmarks.pdf.
In the appropriations bill, the legislative committee was asked to “determine placement in developmental
courses” using “a common set of ACT scores.” An internal survey of college policies and practices indicated
that a majority of the colleges have identified a set of ACT scores which exempt students from further testing
for placement in developmental courses. However, very few colleges currently use ACT scores to actually
place students into developmental courses, opting instead to use instruments such as Compass and
Accuplacer to determine placement. MCCA and MASSP agree that the proposed ACT benchmark scores will
be used to exempt recent high school graduates from further testing for placement into developmental
education courses in any Michigan community college.
The potential effect on students who are told that they do not meet the “cut score” to be considered “college
ready” is a significant concern, as it contradicts the traditional community college mission of access and the
open door and negates the role of successful developmental education in preparing students for college level
coursework. Current research indicates that success in college is dependent on a mixture of cognitive and
affective attributes (including high school GPA) rather than a single test score. Colleges and high schools
should collaborate to identify a range of ACT scores which indicate the likelihood that students will either
score at college level or be placed in developmental courses when tested with college placement instruments
to be used for advising purposes. MCCA and MASSP agree that a range of scores will be developed in each
discipline (reading, writing and mathematics) with students scoring at the top of or above the range being
exempted from placement in developmental education in that area.
The ACT was not designed to provide the type of diagnostic information needed for effective placement in
developmental education courses. Instruments used by most colleges, such as Compass and Accuplacer, were
developed to quickly, effectively and inexpensively assess a student’s level of knowledge relative to
conventional expectations of “college level” courses. MCCA and MASSP agree that colleges will continue to
use college-specified placement tests along with other instruments and processes for students who score
below the proposed ACT benchmarks to either place them within various levels of developmental coursework
or to indicate that they have sufficient skills to attempt college level courses.
Finally, the working group recognized that this process presents an opportunity to improve communication
and collaboration with K-12 systems to increase successful secondary to postsecondary transitions. MCCA
and MASSP agree to collaborate in validating the effectiveness of the proposed ACT benchmarks through data
sharing and continued local, regional and state-level conversations.
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Membership of the MCCA College Readiness Benchmarks Working Group:
Dennis Bona
President
Kellogg Community College
Stephanie Bulger
Vice Chancellor, Educational Affairs Wayne County Community College
and Distance Learning
Todd Butler
Dean of Arts and Sciences
Jackson Community College
Deb Daiek
Associate Dean
Schoolcraft College
Paige Eagan
Chemistry Faculty
Lake Michigan College
Pam Faris
Trustee
Mott Community College
Amy Fugate
Vice President, Academic Affairs
Mott Community College
Jean Goodnow
President
Delta College
Curtis Ivery
President
Wayne County Community College
Michael Jankoviak
Vice President, Academic Services Mid Michigan Community College
Cindy Martin
Dean, Adult & Developmental
Grand Rapids Community College
Education
Jennifer McCann
Transitional Studies Coordinator
Bay College
Tom Quinn
President
Kirtland Community College
Steve Robinson
Executive Dean, Planning
Mott Community College
Research & Quality
Jim Sawyer
Vice President, Academic Affairs
Macomb Community College
Brian Singleton
Vice Chancellor, Student Services
Wayne County Community College
Rob Spohr
Vice President, Academic Affairs
Montcalm Community College
George Swan
Executive Vice Chancellor,
Wayne County Community College
External Affairs
Representatives Appointed to the Legislative Committee by the MCCA:
Dennis Bona
President
Kellogg Community College
Paige Eagan
Chemistry Instructor
Lake Michigan College
Tom Quinn
President
Kirtland Community College
Jim Sawyer
Vice President, Academic Affairs
Macomb Community College
Participating Representatives from the MASSP:
Ron Reed
Principal
Kathy Surd
Math and Science Director
Wendy Zdeb-Roper
Executive Director
Crestwood High School
Mason-Lake/Oceana
Intermediate School Districts
Michigan Association of Secondary
School Principals
MCCA Staff Support
Mike Hansen
President
Jenny Schanker
Associate Director
Center for Student Success
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