TESTING PROGRAMS

Texas Success

Initiative (TSI)

An institution, including a college district, shall assess, by an instrument approved in 19 Administrative Code 4.56, the academic skills of each entering, non-exempt undergraduate student prior to enrollment of the student. An institution may not use the assessment or the results of the Coordinating Board-approved assessment instrument as a condition of admission to the institution.

An institution offering collegiate-level credit to students via a Multi-Institution Teaching Center (MITC), or to in-state students by distance learning delivery systems shall ensure that students are assessed as required by this policy.

Education Code 51.333; 19 TAC 4.55(a), (f)-(g)

Definitions

Advising

“Advising” means the ongoing and intentional process by which students receive guidance in selecting and navigating their choice

of courses or majors, accessing campus and community services, and developing career goals and short/long-term plans. Advising

may be provided by faculty, staff members, peer mentors, interactive technology-based resources, or other means. 19 TAC 4.53(2)

Basic Academic

Skills Education

“Basic academic skills education” means non-course competency based developmental education programs and interventions de-

signed for students whose performance falls significantly below college readiness standards. Education Code 51.331(b)(1)

Corequisite

“Corequisite,” also known as corequisite, mainstreaming, or course pairing, is an instructional strategy whereby an undergraduate student as defined in 19 Administrative Code 4.53(23) is co-enrolled or concurrently enrolled in a developmental education course or NCBO academic support, as defined below, and the entry-level academic course of the same subject matter within the same semester. The developmental education component should provide support aligned directly with the learning outcomes, instruction, and assessment of the entry-level academic course and make necessary adjustments as needed to advance the student’s success in the entry-level course. Participation in and completion of the entry-level academic course may not be contingent upon a student’s performance in the developmental education course or NCBO. 19 TAC 4.53(7)

Developmental

Education

Course or

Developmental

Course

“Developmental education course or developmental course” means a non-credit course designed to address a student’s skill,

strengths, and needs in the areas of reading, writing, integrated reading and writing (IRW), mathematics, and student success, to

help that student be ready to succeed in entry-level academic coursework. 19 TAC 4.53(9)

Entry-Level Academic Course

“Entry-level academic course,” sometimes referred to as an entrylevel freshman course or freshman-level academic coursework,

means any college-level course for academic credit in which a first-time in college student might typically enroll. An entry-level course may not have prerequisite college courses. These courses, or their local equivalents based on the Texas Common Core Numbering System, may include, but are not limited to, ENGL 1301, HIST 1301, PSYC 2301, GOVT 2305/2306, MATH

1314/1414/1324/1332/1342, SOCI 1301, PHIL 1301, SPCH 1311/1315, COSC 1301, HUMA 1301, ARTS 1301, and BIOL

1306/1406. 19 TAC 4.53(13)

Mathematics Pathway Models

“Mathematics pathway models” are developmental and basic academic skills coursework and interventions designed to prepare students for academic and workforce training programs and careers with mathematics content relevant for their programs. 19 TAC

4.53(15)

Non-Course- Based Developmental Education Interventions

“Non-course-based developmental education interventions,” also known as NCBO or non-semester-length interventions, are interventions that are selected or designed to address a student’s identified academic skills, strengths, and learning needs, to effectively and efficiently prepare the student to succeed in college-level work. These interventions must be overseen by an instructor of record and are beyond academic advising or learning support activities provided generally to all students in a course, program, or institution; interventions may include, but are not limited to, individual or group tutoring, supplemental instruction, interactive online resources, emporium models, or labs. 19 TAC 4.53(18)

Non-Degree- Seeking Student

“Non-degree-seeking student” means a student who has not filed a degree plan with an institution of higher education and is not required to do so pursuant to Education Code 51.9685. 19 TAC 4.53(8)

Undergraduate Student

“Undergraduate student” means student, other than a high school student enrolled in college-level coursework for dual credit, who

enrolls at a Texas public institution of higher education in a course or program of study leading to a certificate, degree, or other undergraduate credential. 19 TAC 4.53(23)

Applicability

The TSI applies to each entering undergraduate student not otherwise exempt under 19 Administrative Code 4.54. 19 TAC 4.52(a)

Exceptions

The TSI does not apply to the following students, and an institution shall not require these students to demonstrate college readiness pursuant to 19 Administrative Code Chapter 4, Subchapter C. This limitation does not restrict an institution from advising a student to complete additional coursework or interventions to increase the likelihood of the student's success in completing the courses and program in which the student enrolls:

1. A student who has earned an associate or baccalaureate degree from an institution of higher education;

2. A student who transfers to an institution of higher education 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 course-

work in the corresponding subject area, as transcribed or otherwise determined by the receiving institution;

3. A student who is enrolled in a certificate program of one year or less at a public junior college, a public technical institute, or

a public state college;

4. A student enrolled in high school who is a non-degree-seeking student;

5. A student who is serving on active duty as a member of the armed forces of the United States or the Texas National

Guard;

6. A student who is currently serving as and, for at least the three-year period preceding enrollment, has served as a

member of a reserve component of the armed forces of the United States; or

7. 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.

8. A student who is certified as an emergency medical technician under Health and Safety Code Chapter 773 and employed

by a political subdivision;

9. A student who is included as fire protection personnel by Government Code 419.021; or

10. A student who is elected, appointed, or employed to serve as a peace officer described by Code of Criminal Procedure Article

2A.001 or other law.

Education Code 51.332; 19 TAC 4.52(b), .54(e)

Exceptional Circumstances

Under exceptional circumstances, an institution may permit a student to enroll in entry-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 entry-level academic coursework. 19 TAC 4.55(c)

Pre-Assessment

Prior to the administration of an approved instrument, a test administrator shall provide to the student a pre-assessment activity or activities that address at a minimum the following components in an effective and efficient manner, such as through workshops, orientations, and/or online modules:

1. Importance of assessment for identifying a student's academic skills, strengths, and needs;

2. Assessment process and components, including practice with feedback of sample test questions in all disciplinary areas;

3. Developmental education options offered by the institution, including non-course-based options; and/or

4. Institutional and/or community student resources (e.g., supplemental instruction, tutoring, transportation, childcare, basic

needs support, or emergency financial aid).

19 TAC 4.55(d)

Assessment Instruments

Effective fall 2013, the Texas Success Initiative Assessment (TSIA) is the only Coordinating Board-approved assessment instrument used under Administrative Code Title 19. Effective January 11, 2021, the TSIA, Version 2.0 (TSIA2) replaced the TSIA as the only Coordinating Board-approved TSI assessment instrument offered under Title 19. A student is entitled to use a TSIA or TSIA2 test re- sult for a period of no more than five years after the date of testing to meet the requirements of the TSI.

Each administrator of the TSI assessment must follow the requirements and processes for test administration as set forth by the Coordinating Board and the test vendor.

A student may retake a Coordinating Board-approved assessment instrument at any time, subject to availability, to determine the student's readiness to perform entry-level freshman coursework.

Education Code 51.334(a); 19 TAC 4.56, .59(c)

Minimum Standards

TSIA Standards

Effective the institution's first class day of fall 2017, for a student who is not otherwise exempt, the institution shall use the following minimum college readiness standards, also known as “cut scores,” for reading, mathematics, and writing on the TSIA to determine a student’s readiness to enroll in entry-level freshman coursework:

1. Reading 351;

2. Mathematics 350; and

3. Writing:

a. A placement score of at least 340, and an essay score of at least 4; or

b. A placement score of less than 340 and an ABE Diagnostic level of at least 4 and an essay score of at least 5.

Education Code 51.334(b)-(c); 19 TAC 4.57(b)

TSIA2 Standards

Effective January 11, 2021, for a student who is not otherwise exempt, the institution shall use the following minimum college readiness standards, also known as "cut scores," for English Language Arts Reading (ELAR) and mathematics on the TSIA2 to determine a student's readiness to enroll in entry-level academic coursework:

1. Mathematics, for college-level coursework with mathematics-intensive designation by the offering institution:

a. A College Readiness Classification (CRC) score of at least 950; or

b. A CRC score below 950 and a Diagnostic level of 6.

2. ELAR, for college-level coursework with reading, writing, or reading and writing-intensive designation by the offering institution:

a. A CRC score of at least 945 and an essay score of at least 5; or

b. A CRC score below 945 and a Diagnostic level of 5 or 6 and an essay score of at least 5.

Education Code 51.334(b)-(c); 19 TAC 4.57(c)

Application of Standards

An institution shall use the TSI Assessment (TSIA or TSIA2) diagnostic results, along with other holistic factors, in their consideration of courses and/or interventions addressing the educational and training needs of undergraduate students not meeting the college readiness standards above.

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 any entry-

level academic coursework.

For a student with an existing plan for academic success as re-

quired in 19 Administrative Code 4.58, the institution shall revise

the plan as needed to align with the applicable college readiness

standards as defined above.

Education Code 51.334(b)-(c); 19 TAC 4.57(d)-(f)

Program Placement and Support

Each institution of higher education shall establish a program to advise students regarding coursework and other means by which

students can develop the academic skills required to successfully complete college-level work.

For each student, including a student who is exempt as provided by 19 Administrative Code 4.54 or who has been determined by an institution to be ready to enroll in entry-level academic courses as provided by Section 4.54, institutions are strongly encouraged to provide the student with advising, appropriate course and program placement, and support based on the individual student's skills, strengths, and needs, to increase the likelihood of the student's success in completing the courses and program in which the student enrolls.

Education Code 51.335(b); 19 TAC 4.55(b)

Failure to Meet Minimum Standards

For placement of a non-exempt undergraduate student not meeting standards as defined in 19 Administrative Code 4.57(a), institutions shall use for determination of appropriate courses, interventions and other support, the student's TSI assessment results and accompanying Diagnostic Profile, along with other relevant information such as:

1. High school grade point average/class ranking;

2. Prior academic coursework or work experience;

3. Demonstrated personal achievement (e.g., leadership, motivation, self-efficacy); and

4. Family-life issues (e.g., job, childcare, transportation, finances).

For each undergraduate student who fails to meet the minimum passing standards described in 19 Administrative Code 4.57, an institution shall establish a program to advise the student regarding developmental education support necessary to ensure the readiness of that student in performing freshman-level academic coursework and determine a plan, working with the student, for the student’s academic success, which shall include developmental education [see EFAC] and may include provisions for enrollment in appropriate non-developmental coursework. Institutions must ensure developmental education courses and interventions meet at minimum the criteria set forth in the Lower Division Academic Course Guide Manual (ACGM).

For undergraduate students enrolled in a corequisite model who fail to satisfactorily complete the freshman-level course, the institution of higher education must:

1. Review the plan for academic success developed for the student and, if necessary, work with the student to revise the plan; and

2. Offer to the student a range of resources including non-course-based options to assist the student in becoming ready to perform freshman-level academic coursework in the applicable subject area(s).

19 TAC 4.55(e), .58(a) (e)

Plan for Academic Success

Each plan for academic success shall:

1. Be designed on an individual basis to provide the best opportunity for each student to succeed in obtaining the student’s

career and/or academic goals. At a minimum, the individual plan shall address:

a. Career advising;

b. Recommended developmental education options;

c. Campus and/or community student-support services/resources;

d. Degree plan or plan of study;

e. Regular interactions between student and designated point of contact (e.g., advisor, faculty member, peer or community mentor, etc.);

f. Registration for next semester/next steps; and

g. Differentiated placement.

2. Promote the most efficient and cost-effective developmental education options to increase the likelihood of the student's

success in college-level courses and programs; institutions are strongly encouraged to assign students to non-course-based options where feasible.

3. Provide to the student a description of the developmental education options and other resources and interventions recommended to increase the likelihood the student will succeed in entry-level and subsequent academic coursework and complete their selected program.

4. Provide to the student an appropriate measure for determining readiness to perform freshman-level academic course-

work, as described in 19 Administrative Code 4.59.

Education Code 51.335(a), .336(a); 19 TAC 4.58(b)

Determination of Readiness

An institution shall determine when a student is ready to enroll and succeed in entry-level academic coursework using:

1. Student performance on one or more TSI assessments, including scores resulting from a student’s retaking of a Coordinating Board-approved assessment instrument; and

2. Developmental courses or non-course-based developmental education interventions.

An institution may enroll a non-exempt, undergraduate student who has not met the college readiness standard on the TSI assessment in an entry-level academic course if the student is co-enrolled in developmental education Successful completion of the entry-level academic course with a grade of 'C' or better shall be demonstration of the student’s college readiness for the corresponding subject area, as provided in 19 Administrative Code 4.54(c)(3), independent of the student’s performance in developmental courses or non-course-based developmental education interventions.

An institution shall, as soon as practicable and feasible, indicate a student’s readiness in reading, mathematics, and writing on the

transcript of each student. Student readiness in mathematics is indicated as either:

1. Ready for any entry-level mathematics coursework; or

2. Ready only for non-Algebra intensive courses, including MATH 1332/1342/1442 or their local equivalent.

Education Code 51.337; 19 TAC 4.59(a)-(b), (d)

At the end of each semester, each institution shall report to the Coordinating Board the following information for each undergraduate student: social security number, semester credit hours, grade points earned, ethnicity, gender, date of birth, TSI status, initial assessment instrument, score on initial assessment, type of developmental education received for each area (reading, mathematics, writing), and grade in first related non-developmental course.

Each institution shall analyze and report to the Coordinating Board on the annual Developmental Education Program Survey (DEPS) the fiscal and/or instructional impacts of the following on student outcomes, along with other success-related topics as requested:

1. Technological delivery of developmental education courses that allows students to complete coursework;

2. Diagnostic assessments to determine a student’s specific educational needs to allow for appropriate developmental instruction;

3. Modular developmental education course materials;

4. Use of tutors and instructional aides to supplement developmental education course instruction as needed for particular

students;

5. Internal monitoring mechanisms used to identify a student’s area(s) of academic difficulty; and

6. Periodic updates of developmental education course materials.

An institution of higher education that administers an assessment instrument to students under Education Code Chapter 51, Sub-

chapter F-1, shall report to each school district from which assessed students graduated high school all available information regarding student scores and performance on the assessment instrument and student demographics.

Education Code 51.342; 19 TAC 4.60(a)-(b)

Exemptions for Certain Students

An institution shall not require a student who is exempt in mathematics, reading, and/or writing to be assessed under 19 Administrative Code Chapter 4, Subchapter C, or to enroll in developmental coursework or interventions in the corresponding area of exemption. This limitation does not restrict an institution from advising a student to complete additional coursework or interventions to increase the likelihood of the student's success in completing the courses and program in which the student enrolls.

An institution must advise any student who is exempt from the TSI assessment who earns less than a 'C' in the student's first college-level course in the exempted content area of developmental education interventions available to the student to increase the likelihood that the student will succeed in subsequent college courses and complete their selected program, especially through non-course-based options.

19 TAC 4.54(e), .58(d)

Assessments

For a period of five years from the date of testing, a student who achieves the passing standard on an assessment as set out below

shall be deemed exempt from the requirements of the Texas Success Initiative. The standards cannot be raised by institutions. An

institution shall not require an exempt student to provide any additional demonstration of college readiness and shall allow an exempt student to enroll in an entry-level academic course.

Education Code 51.338(b), (d), (h); 19 TAC 4.54(b)

ACT

A student who has achieved the applicable standard below shall be deemed exempt:

1. ACT administered prior to February 15, 2023: 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.

2. ACT administered on or after February 15, 2023: a combined score of 40 on the English and Reading (E+R) tests shall be

exempt for both reading and writing or ELAR sections of the TSI assessment. A score of 22 on the mathematics test shall

be exempt for the mathematics section of the TSI assessment. There is no composite score.

3. The use of scores from both the ACT administered prior to February 15, 2023, and the ACT administered after February

15, 2023, is allowable, as long as the benchmarks set forth in item 1b are met.

Education Code 51.338(b); 19 TAC 4.54(b)(1)(A)

SAT

A student who has achieved the applicable standard below shall be deemed exempt:

1. SAT administered on or after March 5, 2016: a minimum score of 480 on the Evidenced-Based Reading and Writing

(EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment. A minimum score of 530 on the

mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no minimum combined

EBRW and mathematics score.

2. Mixing or combining scores from the SAT administered prior to March 5, 2016, and the SAT administered on or after

March 5, 2016, is not allowable.

Education Code 51.338(b); 19 TAC 4.54(b)(1)(B)

High School Equivalency Examination

GED

A student who has achieved a minimum score of 165 on the GED Mathematical Reasoning subject test shall be exempt for the mathematics section of the TSI Assessment. A student who has achieved a minimum score of 165 on the Reasoning Through Language Arts (RLA) subject test shall be exempt for the English Language Arts Reading (ELAR) section of the TSI Assessment. Education Code 51.338(b), (h); 19 TAC 4.54(b)(1)(C)

HiSET

A minimum score of 15 on the HiSET Mathematics subtest shall be used to determine exemption on the mathematics section of the TSI Assessment. A student who has achieved 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 the ELAR section of the TSI Assessment. Education Code 51.338(h); 19 TAC 4.54(b)(1)(D)

STAAR End-of-Course Test

A student who achieves a minimum score of 4000 on STAAR English III EOC shall be exempt from both reading and writing. A student who achieves a minimum score of 4000 on STAAR Algebra II EOC shall be exempt from mathematics. Education Code

51.338(d); 19 TAC 4.54(b)(1)(E)

College-Level Experience

A student who has met one of the criteria below shall be exempt from the requirements of the TSI for the respective content area in which they have demonstrated college readiness. 19 TAC 4.54(c)

College Prep Courses

A student who successfully completes a college preparatory course under Education Code 28.014 is exempt for a period of 24

months from the date of high school graduation with respect to the content area of the course, under the following conditions:

1. The student enrolls 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; and

2. The student enrolls at the institution of higher education:

a. That partnered with the school district in which the student is enrolled to provide the course, or

b. With an institution that deems the student TSI-met based on the completion of a course that meets the requirements of 19 Administrative Code 4.54(c)(1).

A student receiving an exemption under this provision must enroll in a college-level course in the exempted content area during the student's first year of enrollment at an institution of higher education occurring after the student qualifies for the exemption. If the student earns a grade below a "C" for the course, the institution shall advise the student of non-course-based options for attaining college readiness, such as tutoring or accelerated learning.

Education Code 51.338(e)-(f); 19 TAC 4.54(c)(1)

Previous Enrollment

A student shall be exempt if the student has previously attended any public, private, or independent institution of higher education or an accredited out-of-state institution of higher education and:

1. Has met college readiness standards in mathematics, reading, or writing as determined by the receiving institution; or

2. Has satisfactorily completed college-level coursework in mathematics, reading, or writing with a grade of 'C' or better,

including a high school student who has earned college credit for a dual credit course or a college connect course offered

under 19 Administrative Code 4.86 with a grade of 'C' or better.

19 TAC 4.54(c)

Texas First

A student shall be exempt if the student has earned the Texas First Diploma under 19 Administrative Code Chapter 21, Subchapter D.

19 TAC 4.54(c)

Not Seeking a Credential

An institution may exempt a non-degree-seeking or non-certificate seeking student not otherwise exempt. Education Code 51.338(a);

19 TAC 4.54(d)

ESOL Waiver

An institution may grant a temporary waiver from the required assessment for students with demonstrated limited English proficiency in order to provide appropriate English Speakers of Other Languages/English as a Second Language (ESOL/ESL) coursework and interventions. The waiver must be removed after the student attempts 15 credit hours of developmental ESOL coursework at a public junior college or prior to enrolling in entry-level academic coursework, whichever comes first, at which time the student would be assessed by the institution with a Coordinating Board-approved TSI assessment. Funding limits as defined in Education Code 51.340 for developmental education still apply. 19 TAC 4.54(f)

Students with Disabilities

Each institution shall apply all state and federal laws pertaining to individuals with disabilities when assessing and advising such students. 19 TAC 4.58(c)

Mathematics Pathway Students

An institution must inform a student enrolled in a mathematics pathway model (e.g., New Mathways Project, modular/Emporium

models, etc.) that successful completion of this model will result in meeting the mathematics college readiness standard only for specific college credit courses. The institution must also inform the student that changing degree plans may require the student to complete additional developmental education support or non-course-based developmental education interventions. 19 TAC 4.61(d)

Student Privacy

Institutions of higher education must ensure that the TSI and the collection and release of any related data is administered in a manner that complies with federal law regarding confidentiality of student medical or educational information, including the Health Insurance Portability and Accountability Act of 1996, 42 U.S.C. 1320d et seq., the Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g, and any state law relating to the privacy of student information. [See FJ] 19 TAC 4.62