Placement Test Issues
Q: I’m seeing a student who has failed ENG 1510 for the second time. I reviewed her
placement test scores to be sure she actually placed into that course and noticed her
scores were a few years old. Should I just reschedule her for ENG 1510 since she was
enrolled in it last semester, or should I advise her to retest?
A: Placement results are good for 3 years. If a student has not completed an English or Math
course within three years of testing, those scores are no longer valid and she will need to test
again.
When seeing students who have been here a while or have returned after an absence, and still
need their first ENG and/or MAT courses, always remember to check the date of the last
placement test before proceeding with registration.
Q: What are the stipulations for USA Scholars and placement testing. I think there is
some confusion. At one time they did not have to take placement tests, but I believe that
is changed and they now have to take the math placement test. Also, if they have not
taken any English previously, they are automatically placed in ENG 1530. Are these two
statements correct?
A: The placement testing policy has indeed changed recently. Currently, students who graduate
in the Top 10% of their high school class are exempt from the Reading and Writing portion of
the placement test and are automatically eligible for ENG 1530. However, many of these
students may have already completed ENG courses in the high school, so advisors should take
care to check the transcript to avoid duplication of coursework.
The recent change in this policy is in regard to math testing. Under the current policy, all
students MUST take a math placement test regardless of class rank, unless they meet one of
the following criteria: They have taken and passed precalculus or calculus in the high school or
they have credit for a college level math through AP coursework, college connections(or other
college transfer), or PEP (pre-enrollment program).
It is important to note here that USA scholars are those who have graduated in the top 20% of
their class, so not all of these students will be eligible for the reading/writing placement test
waiver. Eligible students are coded in Banner (under placement information) with a “Top 10%”
designation.
Q: I’m seeing multiple placement scores on a student’s record. Which ones should I be
using to determine placement?
A: Sometimes students show up for advisement with more than one set of placement scores.
According to our placement policy, students may use the HIGHEST score within the past 3 years.
For example, a student may have taken the Writeplacer while in high school and scored into ENG
1530. If that student retests two years later and scores into ENG 1510, she may still opt to take
ENG 1530 because the original score is still valid. In this situation, it is best if the advisor has a
discussion with the student re: course demand vs. readiness, but course selection will ultimately
be the student’s decision.
Advisement issues with developmental students
Q: It’s difficult to find courses for students taking ENG 0190 or ENG 0410. What can
they take that counts towards programs and financial aid will approve?
A: Students taking imputed reading and writing courses are definitely limited in the college
coursework they are eligible to take. Because the course selection can have an impact on financial
aid eligibility, it’s important to keep a couple of things in mind:

To be eligible for financial aid, students must be enrolled in a minimum of 12 credits which
count toward the degree in which they are enrolled

Imputed credits do count toward this 12 credit minimum, but students also need to be in at
least 6 college credits in most circumstances. However, with TAP requirements tightening,
students should be taking as many college level credits as is feasible toward their degree
each semester.

If a student is in a program with a limited number of elective credits, and his eligibility
prohibits him from scheduling 12 credits toward that program, he may have to temporarily
change majors to maintain eligibility for aid. However, this option should be used only as a
last resort.
Q: I frequently see students who have scored into MAT 1500, but due to low reading
scores are not eligible to take it. Should I place them into MAT 0600 instead, even
though they will not need it to progress in their planned coursework? Would it be a bad
idea to skip math for a semester?
A: This is a great question because it does arise frequently during advisement of developmental
students. Stephanie Zwyghuizen (Math) offers this advice:
“If such a student will be taking MAT1500 as her/his terminal math course, I would not
enroll her/him into MAT0600 unless the student happened to love algebra. If the
student wished to have a refresher math course to prepare for MAT1500, then MAT0500
would be the most appropriate refresher course since we do a lot of word problems in
both MAT0500 and 1500.
However, I would have no concerns about the student skipping math for one semester
while upgrading her/his reading skills.”
Financial Aid and Advisement
Q: What are the rules for retaking classes as far as financial aid is concerned? Last
semester I advised a student who was planning to transfer. Since she had a D in a course
she would need for the major there, I advised her to take it over again to raise her grade
and make sure it transferred for her. I learned later that she had problems with her
financial aid.
A: Unfortunately, sometimes the best plan for transfer is not necessarily the best plan for
financial aid eligibility. In order to receive full-time financial aid, a student must be registered
for 12 new credits counting toward the degree in which she is enrolled. Since a student who
receives a D in a course has technically earned credit for that course, it will not count as a “new”
credit. HOWEVER, if a student chooses to retake a course she has passed AND is enrolled in 12
additional new credits, she will be able to receive full time aid. (Retakes of F grades are counted
as new credits.)
AP English courses
Q: One of my advisees took an AP English course and my understanding is that he should
have credit for both his ENG requirements. However, I don’t see ENG 1530 on his
transcript. Am I missing something?
A: No, you are not missing anything. Though credit for ENG 153 could be earned with AP
courses at one time, this is no longer the case. Currently, students who complete AP
Eng/Language Comp with a score of 3 or better receive JCC credit for ENG 1990 and ENG 1510.
Students who complete AP Eng/Lit Comp receive credit for JCC ENG 1510 and 1540. In either
case the student is ELIGIBLE to take ENG 1530, but does not have credit for it.
Another point to remember is that AP scores are not automatically sent to the college. If a
student reports taking an AP course and credit is not showing on the transcript, he will need to
contact the College Board at http://www.collegeboard.org/contact-us to have scores sent to
the Admissions Office.
Advising Transfer Students
Q: How many credits does a student need to be exempt from INT 1520? Does this
include high school credits taken at the transfer level?
A: A student needs to have completed or transferred a minimum of 12 credits to be exempt
from INT 1520. These credits must be completed AT a college DO NOT include credits taken
in high school.
Advising Students After an Absence from JCC
Q: I am advising a student who is returning after being gone from JCC
for several years. He plans to finish his degree in the same field, but what degree
requirements should he follow? The current degree requirements, or those that
existed when he attended JCC previously?
A: Although the student has the option of continuing to follow the degree requirements
from when he first started at JCC, another option is to use the more current degree
requirements. Deciding which path to pursue is an important item for discussion with the
student to help him make the best choice. You’ll want to discuss his long term and short
term goals, career plans, and how close he is to graduating with the ‘old ‘degree. You’ll also
want to look at some of the ‘older’ courses to ensure that the content hasn’t significantly
changed in the past decade. Sometimes a student is finishing up the last course in a
program, and degree completion is the goal. Other students may wish to transfer and
therefore look at the relevance of each course, and the transferability of the courses.
Most important of all, it’s the student’s choice as to which degree requirements to follow,
so you’ll want to make note of your conversation and the student’s choice in the View
Student Notes option on your Advisor menu.
Q: I am advising a student who is returning after being gone from JCC for 10 (plus)
years. He is now pursuing a different degree program. His transcript shows a couple
F’s in classes he no longer has to take for the new degree program. Should he retake
any of the courses he has an F in? Or just get started on the courses needed for the
new program?
A: This is an important topic of discussion with your advisee, and the decision your advisee
makes should be based on his long term goals. Many students will opt for moving forward
and leaving past grades behind, even if they negatively affect the GPA. However,
continuing with a low GPA can also affect future goals. Is he planning to transfer? If so, is
the GPA satisfactory without repeating the courses? (This might be a good question for the
transfer institution).
If he isn’t planning to transfer, is the GPA at least a 2.00? If not, how difficult would it be to
get the GPA up to a 2.00?
If his other courses are mostly C’s, it can be very difficult to bring a low GPA up without
repeating past courses, but some students would rather take more new classes than repeat
previous failed classes, so his motivation will be important to discuss as well.
He also will want to confer with financial aid, since a low GPA might prevent funding. Also,
remember that a student cannot be funded for repeating a course he has passed unless
there he has at least 12 additional "new" credits counting toward his degree.