[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586955-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586955-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","tennessee-corequisite-placement-pilot-the-college-system-of-tennessee-working-paper-april-2021","Tennessee Corequisite Placement Pilot - The College System of Tennessee Working Paper - April 2021","","TBR | The College System of Tennessee Working Paper analyzes the Tennessee Corequisite Placement Pilot, which added high school GPA as a placement method for learning support at community colleges during 2020. It summarizes baseline placement changes, fall 2020 participation patterns, and early outcomes across corequisite math, writing, and reading. The paper compares CPP, ECPP, and DEAP results and discusses equity impacts by race and continued research needs, including spring and summer 2021 data.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/tennessee-corequisite-placement-pilot-the-college-system-of-tennessee-working-paper-april-2021/586955/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/tennessee-corequisite-placement-pilot-the-college-system-of-tennessee-working-paper-april-2021/586955.png","ImageObject",300,407,{"name":42,"@type":43},"Sarah ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What placement change did the Tennessee Corequisite Placement Pilot introduce?","Question",{"text":63,"@type":64},"The pilot allowed students to use cumulative high school GPA to bypass learning support courses at Tennessee community colleges alongside other measures in the learning support policy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What were the main fall 2020 outcomes for the CPP math, writing, and reading courses?",{"text":68,"@type":64},"CPP students showed strong performance, with nearly three-fourths passing college-level math (C or higher), over three-fourths passing college-level writing, and about 85% passing college-level reading among those who attempted it.",{"name":70,"@type":61,"acceptedAnswer":71},"How did the pilot affect equity and access for students by race?",{"text":72,"@type":64},"More than 75% of pilot participants were White, and only 3–4% of CPP students in each subject area were Black, despite most Black students being placed into learning support each year.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586955,1792165363,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Tennessee Corequisite Placement Pilot  \nAdding High School GPA for Learning Support Placement  \nTBR | The College System of Tennessee Working Paper April 2021 Updated July 2021  \nTable of Contents  \nSummary 3  \n\n| Learning Support at Tennessee Community Colleges | 4 |\n| --- | --- |\n| Learning Support Placement and the Use of High School GPA | 5 |\n| The Tennessee Corequisite Placement Pilot | 6 |\n| Preliminary Outcomes of the Corequisite Placement Pilot | 9 |\n| 1: Accuracy in Learning Support Placement | 12 |\n| 2: Institutional Innovation | 14 |\n| 3: Gateway Course Completion | 18 |\n| 4: Equity in Access and Success | 22 |\n| Continued Research | 24 |\n| References | 25 |\n\nSummary  \nSince 2006, Tennessee community colleges have implemented a series of innovative reforms to meet the needs of students who might be underprepared for college-level courses. Through SAILS, which allows students to access learning support during high school, and corequisite learning support, which allows students to access support courses alongside paired college-level courses, all students can enroll in collegelevel courses in their first semester. These institution-led innovations have been a critical component of colleges’work to increase access, promote early momentum, and close equity gaps. In 2020, the College System of Tennessee’s efforts to reform learning support continued through a pilot effort that allowed students to use highschool GPAs for placement out of learning support.  \nThe Tennessee Corequisite Placement Pilot  \nThe COVID-19 pandemic prompted several states to adopt or scale new placement methods, since many testbased placement metrics were unavailable. In April 2020, the Tennessee Board of Regents (TBR) approved a pilot to add high school GPA as a placement method at Tennessee community colleges alongside other measures included in TBR’s learning support policy.  \nIn fall 2020, the Tennessee Corequisite Placement Pilot allowed entering community college students with a cumulative high school GPA of 3.6 or higher to bypass learning support courses, regardless of their test scores. In addition to this new placement metric, three colleges were approved for an Expanded Corequisite Placement Pilot, which allowed entering students to bypass learning support with a high school GPA of 3.6 or higher or provisionally bypass learning support with a GPA between 2.8 and 3.6. Lastly, the Dual Enrollment Access Pilot expanded opportunities for high school students to take college-level courses based on high school GPAs.  \nPreliminary Outcomes  \nIn fall 2020, more than 2,900 first-time freshmen had ACT sub-scores below the established cut scores but had high school GPAs above the cut score for their college. Additionally, more than 4,200 dual enrolled high school students were able to take college-level courses based on their high school GPA. Over 3,000 dual enrollment students had no ACT scores but were still able to enroll in college-level math, writing, or reading courses.  \nCorequisite Placement Pilot (CPP)  \n• Nearly three-fourths of students in the CPP who enrolled in college-level math passed college-level math with a grade of C or higher in fall 2020.  \n• Over three-fourths of students in the CPP who  \nattempted college-level writing passed the college-level writing course.  \n• Results in college-level reading courses exceeded math and writing; 85% of pilot reading students who attempted college-level reading passed.  \n• Notably, more than 75% of the students who participated in the pilot were White. Although the vast majority of Black students are placed into learning support each year, only 3-4% of CPP students in each subject area were Black.  \nExpanded Corequisite Placement Pilot (ECPP)  \nFor students in the provisional portion of the ECPP, results appear to be mixed. Early results in math and writing appear promising; however, students who placed out of reading learning support were less successful.  \nDual Enrollment Access Pilot (DEAP","cbCaif2p4fjUOHkx","https://ap.wps.com/l/cbCaif2p4fjUOHkx","pdf",799328,27,"English","# Summary\n## Learning Support at Tennessee Community Colleges\n## Learning Support Placement and the Use of High School GPA\n## The Tennessee Corequisite Placement Pilot\n## Preliminary Outcomes of the Corequisite Placement Pilot\n## Continued Research\n# References","[{\"question\":\"What placement change did the Tennessee Corequisite Placement Pilot introduce?\",\"answer\":\"The pilot allowed students to use cumulative high school GPA to bypass learning support courses at Tennessee community colleges alongside other measures in the learning support policy.\"},{\"question\":\"What were the main fall 2020 outcomes for the CPP math, writing, and reading courses?\",\"answer\":\"CPP students showed strong performance, with nearly three-fourths passing college-level math (C or higher), over three-fourths passing college-level writing, and about 85% passing college-level reading among those who attempted it.\"},{\"question\":\"How did the pilot affect equity and access for students by race?\",\"answer\":\"More than 75% of pilot participants were White, and only 3–4% of CPP students in each subject area were Black, despite most Black students being placed into learning support each year.\"}]","Tennessee Corequisite Placement Pilot - The College System of Tennessee Working Paper - April 2021 | PDF",1792060129,68]