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Ohio’s College Readiness Expectations and Statewide Placement Policy

Ohio higher education has been concerned about the successful transition of students from high school to college courses, particularly in mathematics and English, for nearly three decades. On several occasions the secondary and higher education communities have joined together to address issues of academic preparation of high school graduates, and since 1978, the Ohio Board of Regents has continued to study remediation levels at state assisted colleges and universities.

College Readiness Expectations in English and Mathematics

Student success in college is directly linked to the high school experience. In order to address issues of academic preparation, Ohio has taken several steps to ensure that students, parents, and teachers know and understand the expectations for a successful transition to college and the workforce – including the development of the College Readiness Expectations in English and Mathematics.

The College Readiness Expectations define what students need to know and be able to do before they begin their first non-remedial, college level course in English and mathematics courses while students still have time to address potential deficiencies while in high school. Partnered with a statewide placement policy, the College Readiness Expectations can help students avoid remediation in college and succeed in timely degree completion.

Statewide Placement Policy

The statewide placement policy builds on the foundation of Ohio’s College Readiness Expectations in English and Mathematics. The Ohio Board of Regents, through a statewide effort to improve the transition from high school to college, developed a statewide policy to guide the placement of students in courses for college credit in the first non-remedial English and mathematics course. The statewide placement policy provides general advice for students, parents, and teachers on the level of rigor they should expect in a college-level course.

The policy also provides campuses with a benchmark for communicating overall readiness that is consistent with messages across the state. The guaranteed transfer of credits across the higher education system is the result of careful review and approval by faculty panels and other committees, and therefore, assumes that courses are comparable and that students entering the courses have achieved a specified minimum level of mastery of core knowledge and skills to be successful in those courses.