Developmental Education

 2026-27 DEVELOPMENTAL EDUCATION PLAN

MISSION

The mission of developmental education under Student Success and Academic Advising at Texas A&M University–Texarkana (A&M-Texarkana) is to facilitate the academically challenging, engaging, and rewarding growth and scholarly development of students.  For students who are underprepared and for whom additional support is needed in the areas of reading, writing, and mathematics, the program is designed to sharpen academic skills, ensure compliance with the Texas Success Initiative (TSI), and promote successful enrollment and completion of college-level coursework.

PURPOSE

The purpose of the Developmental Education Plan is to provide clear institutional policies and procedures regarding TSI assessment, placement, intervention pathways, student responsibilities, and monitoring practices in accordance with Texas Higher Education Coordinating Board (THECB) rules.

TEXAS SUCCESS INITIATIVE (TSI) REQUIREMENTS

According to Texas Administrative Code (Title 19, Part 1, Chapter 4, Subchapter C, Rule §4.54), all undergraduate students who are not otherwise exempt must demonstrate college readiness in English Language Arts and Reading (ELAR) and Mathematics prior to enrolling in entry-level academic coursework.  Students who do not meet readiness standards must participate in an approved developmental education intervention until TSI requirements are satisfied.

TSI EXEMPTION AND EXCEPTIONS

For a period of five (5) years from the date of testing, a student who performs at or above the following standards shall be deemed exempt from the corresponding section(s) of the TSIA. These standards are set by THECB and may not be raised by institutions.  The following students shall be exempt from Texas Success Initiative (TSI) developmental education requirements:

  1. Students whose test scores meet any of the following standards, which are considered valid if achieved within five (5) years from the date of testing:
    1. ACT: 
      An ACT assessment administered on or after February 15, 2023, with a combined score of 40 on English + Reading (E+R) provides exemption from ELAR.  A minimum score of 22 on Mathematics provides exemption from Mathematics.
      An ACT assessment administered prior to February 15, 2023, with a composite score of 23 with a minimum of 19 on English provides exemption from ELAR and a minimum score of 19 on Mathematics provides exemption from Mathematics. 
    2. SAT:
      An SAT assessment administered on or after March 2016 with a minimum score 480 on Evidenced-Based Reading and Writing (EBRW) provides exemption from ELAR.  A minimum score of 530 on Mathematics provides exemption from Mathematics. 
      An SAT assessment administered prior to MARCH 2016 with a combined critical reading and math score of 1070 with a minimum score of 500 on Critical Reading provides exemption from ELAR and minimum score of 500 of Mathematics provides exemption from Mathematics.
      (Mixing SAT scores from test administrations preceding March 2016 with those on or after March 2016 is not permissible.)
    3. State of Texas Assessment of Academic Readiness (STAAR) End-of-Course (EOC) Exam:
      A minimum Level 2 score of 4000 on the English III provides exemption from ELAR.
      A minimum Level 2 score of 4000 on the Algebra II EOC provides exemption from Mathematics.
    4. General Education Development (GED) Exam:
      A minimum score of 165 in Language Arts reasoning provides exemption from ELAR.
      A minimum score of 165 in Mathematics Reasoning provides exemption from Mathematics.
    5. HiSET:
      A minimum score of 15 in Reading and a minimum score of 15 in Writing and a minimum score of 4 on the Essay sections provides exemptions from ELAR.
      A minimum score of 15 in Mathematical Reasoning provides exemption from Mathematics.
       

   2. Completion of Texas College Bridge Certificate for English Language Arts and Mathematics issued within two years from the
       date of high school graduation.

   3. Completion of Texas First Diploma from high school exempts students from ELAR and Mathematics sections (no expiration).  

   4. Students who have graduated with associate or baccalaureate degrees from an institution of higher education accredited by
       a body recognized by the U.S. Department of Education.

  5. Students who transfer from private or independent institutions of higher education or accredited out-of-state institutions of
      higher education and who have satisfactorily completed college-level course work with a “C” or better, or have earned
      Advanced Placement credit, in one course from each of the three areas listed below:

       Writing Exemptions:     ENGL 1301, 1302, 2321, 2322, 2323, 2331, 2332, 2326, 2327, 2328, 2341, 2342, 2343; HIST 1301, 1302,
                                                2301, 2311

       Reading Exemptions:   HIST 1301, 1302; ENGL 1301, 1302, 2321, 2322, 2323, 2326, 2327, 2328, 2331, 2332, 2333, 2341, 2342,
                                                2343; GOVT 2301, 2302, 2305, 2306; PSYC 2301, 2314; PHIL 1301, 2303, 2306; GEOG 1300, 1301, 1302,
                                                1303; SOCI 1301, 1306; PSCI 2301; 2302

       Math Exemptions:  MATH 1314 or higher; PYSC 2317

   6. Students who have previously attended any accredited Texas public institution and have been determined to have met
       readiness standards by that institution.

   7. Students who are serving on active duty as members of the Armed Forces of the United States, the Texas National Guard, or
       as Members of reserve components of the Armed Forces of the United States and have been serving for at least three (3)
       years preceding enrollment.

   8. Students who, on or after August 1, 1990, were honorably discharged, retired, or released from active-duty members of the
       Armed Forces of the United States or the Texas National Guard or service as members of reserve components of the Armed
       Forces of the United States.

    9. Students who are enrolled in a certificate program of one year or less (Level-One certificates, 42 or fewer semester credit
        hours or the equivalent) at a public junior college, a public technical institute, or a public state college.

   10. A student who successfully completes a college preparatory course under Texas Education Code §28.014 is exempt for a
         period of twenty-four (24) months from the date of high school graduation with respect to the content area of the course.
         The student must enroll 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. This exemption applies only at the institution of higher education that
         partners with the school district in which the student is enrolled to provide the course. Additionally, an institution of
         higher education may enter into a Memorandum of Understanding with a partnering institution of higher education to
         accept the exemption for the college preparatory course.

TSIA2 COLLEGE READINESS CUT (CRC) SCORES (Effective January 11, 2021)

The TSIA2 is the assessment currently utilized by the Texas Higher Education Coordinating Board to determine academic readiness for students who do not meet the aforementioned TSI exemptions.  Students required to complete one or more sections of the TSIA2 meet college readiness standards if the following criteria are met:

Mathematics College Ready: Minimum CRC score of 950, or, CRC score below 950 AND a Diagnostic Level score of 6.

ELAR College Ready: Minimum CRC score of 945 AND minimum Essay score of 5, or, CRC score below 945 AND a minimum diagnostic level 5 AND a minimum Essay score of 5.

A&M-TEXARKANA’S DEVELOPMENTAL EDUCATION (DE) FRAMEWORK

The DE plan for A&M-Texarkana is decentralized and involves collaboration with faculty and staff within the College of Arts, Sciences and Education (CASE), Admissions, Testing Center, Academic Advising, and the Office of Student Success.  Representatives from these areas will comprise the Developmental Education Advisory Committee (DEAC).

Students who transfer to A&M Texarkana without successfully completing the developmental education sequence at their previous institution must successfully complete TSI requirements within 27 attempted SCH at A&M-Texarkana.  All students are required to complete English, Language Arts, and Reading (ELAR) TSI requirements within 30 attempted semester credit hours at A&M-Texarkana. Students expected to fulfill multiple Mathematics courses as part of their degree major/degree requirement, such as academic programs with an algebraic-intensive pathway, should plan on fulfilling Mathematics TSI requirements within the first 30 earned semester credit hours to help ensure their degree can be completed in a timely manner.  Students should work with their advisor to understand the options available to them to meet the appropriate math course requirement(s) for their degree program.

Instead of a uniform approach applied to all students not meeting TSI requirements, the University implements intervention pathways that align with the level of support needed by students based on individual level of preparedness.  Academic departments may utilize TSIA2 scores, ACT/SAT scores, HS GPA, and other criteria to determine preparedness level and the type of intervention method to be assigned to a student. These methods include:
  
Corequisite Course Pairing: A Corequisite model is an option requiring students to concurrently enroll in a college-level course and a support course that complements it.  Whereas a college-level course is graded, contributes to grade-point average calculations, and fulfills degree requirements, a support course may be graded but does not count toward GPA calculations or degree requirements.  Support courses are usually three credit hours but may be less.  Examples include Integrated Reading and Writing (ENGL 0399), Intermediate Algebra (MATH 0302), and Intermediate Algebra for Non-Algebraic Pathways (MATH 0303).  
     
Non-Course Based Option (NCBO): A college-level course may incorporate an NCBO model, whereby a student is enrolled in an online support component ranging from 0-1 credit hours. Students enrolled in an NCBO may have participation expectations adjusted by the instructor based on performance within the college-level course.  An NCBO component is generally explicitly designated in the schedule of classes, such as NCBO for Reading and Writing (ENGL 0001), or, as a lab section such as Algebraic Math Pathways (MATH 0101) and Non-Algebraic Math Pathways (MATH 0102).

Mandatory Tutoring/Advising Interventions: Required tutoring, advising, supplemental instruction, mentoring, adaptive learning options, and/or other forms of support within a college-level course are assigned and monitored by instructors and advisors based on performance and need. Expectations for engagement or completion of these items are often student-specific based on individual level of preparedness for the course.  Placement decisions are made based on TSIA2 scores and other approved measures in compliance with THECB guidance.  

Developmental Courses: Developmental courses are stand-alone preparatory courses that provide students with the knowledge and skills necessary to be successful in college-level courses.  Students who elect to enroll in such courses generally do so following consultation with an academic advisor and often progress to a corequisite or NCBO model upon completion. Courses are credit-bearing and graded, but do not contribute to grade-point average calculations or fulfillment of degree requirements.  This includes Elementary Algebra (MATH 0301).

DROP POLICY

Students may not drop developmental interventions without instructor approval.  Students who unsuccessfully attempt the same developmental education intervention for the third time will be limited to enrollment in only developmental education courses until TSI requirements are met. In addition:

  • If a student is enrolled in one or more developmental education interventions and voluntarily withdraws from all courses at the university, it will not count as an unsuccessful attempt.
  • Withdrawing from the university or enrollment that is substantively comprised of developmental education and/or corequisite support courses may negatively impact students' financial aid status.
  • If a student is flagged for an administrative drop due to non-attendance in a support course or college-level course in a corequisite course pairing, the student may also be dropped from the required corequisite pairing at instructor discretion.


INDIVIDUAL LEARNING PLAN (ILP)

All non-college-ready students will receive an Individual Learning Plan documenting:

• Assigned pathway
• Required interventions
• Monitoring expectations

Students must earn a minimum grade of “C” in all developmental education coursework.

TSIA2 College Ready Scores and Developmental Education Placement for Mathematics

College Ready

A student is determined college ready for math on the TSIM Mathematics (TSIM) assessment if a TSIM score of 950-990 or TSIM score of 910-949 with a Diagnostic Level of 6 is achieved. Students meeting this criteria may enroll in a college-level math course such as College Algebra (MATH 1314), Math for Business and Social Sciences I (MATH 1325), Contemporary Mathematics (MATH 1332), and Elementary Statistical Methods (MATH 1342).

Students who are not determined college ready based on TSIM assessment results are required to enroll in one of the following options based on placement criteria:

Placement for Degrees Requiring an Algebraic Pathway: College Algebra (MATH 1314) or Mathematics for Business and Social Sciences (MATH 1324)

  • Minimum 2.8 high school cumulative GPA and TSIM score range between 910-949.
    College-level Math + Tutoring/SI/Advising Requirement (Student may elect to enroll in NCBO or MATH 0302.) 
  • TSIA2 Diagnostic Level 4-5 or ACT Math score of 16-21 or SAT Math score of 510-529 or 2.5-2.79 high school cumulative GPA
    College-level Math + NCBO (Student may elect to enroll in MATH 0302.)
  • TSIA2 Diagnostic Level 1-3 or ACT Math score below 16 or SAT Math score below 510 or high school cumulative GPA below 2.5
    College-level math + MATH 0302 (corequisite course pairing)


Placement for Degrees Requiring a Non-Algebraic Pathway: Contemporary Mathematics I (MATH 1332) or Elementary Statistical Methods (MATH 1342)

  • Minimum 2.8 high school cumulative GPA
    College-level Math + Tutoring/SI/Advising Requirement (Student may elect to enroll in NCBO or MATH 0302.) 
  • TSIA2 Diagnostic Level 4-5 or ACT Math score of 16-21 or SAT Math score of 510-529 or 2.5-2.79 high school cumulative GPA
    College-level Math + NCBO (Student may elect to enroll in MATH 0302.)
  • TSIA2 Diagnostic Level 1-3 or ACT Math score below 16 or SAT Math score below 510 or high school cumulative GPA below 2.5
    College-level math + MATH 0303 (corequisite course pairing)

Courses affected by enrollment in Developmental Education Math

BIOL 1306
& BIOL 1106		Biology for Science Majors I
and Biology for Science Majors I Lab		4
BIOL 1307
& BIOL 1107		Biology for Science Majors II
and Biology for Science Majors II Lab		4
BIOL 1308
& BIOL 1108		Biology for Non-Science Majors I
and Biology for Non-science Majors I Lab		4
BIOL 1309
& BIOL 1109		Biology for Non-Science Majors II
and Biology for Non-science Majors II Lab		4
BIOL 2301
& BIOL 2101		Human Anatomy and Physiology I
and Human Anatomy and Physiology I Lab		4
BIOL 2302
& BIOL 2101		Human Anatomy and Physiology II
and Human Anatomy and Physiology I Lab		4
CHEM 1305Introductory Chemistry3
CHEM 1307
& CHEM 1117		General Chemistry for Engineering Students
and General Chemistry for Engineering Students Lab		4
CHEM 1311
& CHEM 1111		General Chemistry I
and General Chemistry I (Lab)		4
CHEM 1312
& CHEM 1112		General Chemistry II
and General Chemistry II (Lab)		4
MATH 1314College Algebra3
MATH 1324Mathematics for Business and Social Sciences I3
MATH 1332Contemporary Mathematics I3
MATH 1342Elementary Statistical Methods3
MATH 1350Fundamentals of Mathematics I3
MATH 2413Calculus I4
PHYS 1301College Physics I3
PHYS 1302College Physics II3
PHYS 2325University Physics I3
PHYS 2326University Physics II3
PSYC 2317Statistical Methods in Psychology3

Pass/Fail Scenarios For Corequisite Course Pairings:

  • If a student passes MATH 0302 or MATH 0303, but fails college level Math, they must retake only college level Math.
  • If a student passes college level Math, they become TSI math complete.
  • If a student fails MATH 0302 or MATH 0303 and college level Math, they may retake the corequisite course pairing.

TSIA2 College Ready Scores and Developmental Education Placement for English Language Arts and Reading (ELAR)

TSIA2 College Ready Scores and Developmental Education Placement for Mathematics

College Ready

A student is determined college ready with a TSIA2 ELAR score between 945-990 accompanied with an Essay score of 5-8, or, an ELAR score between 910-944 accompanied with an Essay score between 5-8 and a Diagnostic Level of 5-6.   

Students who are not determined college ready based on ELAR assessment results are required to enroll in one of the following intervention methods based on placement criteria:

  • Minimum 2.8 high school cumulative GPA, minimum 910 ELAR score, and either Essay score 5-8 or Diagnostic Level 5-6.
    ENGL 1301 + Tutoring/SI/Advising Requirement (Student may elect to enroll in NCBO or ENGL 0399.) 
  • Minimum TSIA2 Test Score 910 and Essay Score of 3-4, or, ACT English + Reading combined score 37-39, or, SAT Evidence-Based Reading and Writing (EBRW) score of 440-479, or, high school cumulative GPA 2.5-2.79
    ENGL 1301 + NCBO (Student may elect to enroll in ENGL 0399.)
  • Minimum TSIA2 Essay Score below 3, or, ACT English + Reading combined score 36 or less, or, SAT Evidence-Based Reading and Writing (EBRW) score 439 or less, or, high school cumulative GPA below 2.5
    ENGL 1301 + ENGL 0399 (corequisite course pairing)
     

Pass/Fail Scenarios for Corequisite Course Pairing

ENGL 0399: Integrated Reading & Writing ENGL 1301: Composition I

• If a student passes ENGL 1301 with a minimum grade of "C", they move to ENGL 1302.
• If a student does not complete ENGL 1301 with a minimum grade of "C" but passes ENGL 0399 with a minimum grade of "C",
  they retake only ENGL 1301.
• If a student passes ENGL 1301 with a minimum grade of "C" but not ENGL 0399, they move to ENGL 1302.
• If a student does not pass ENGL 1301 and ENGL 0399 with a minimum grade of "C" in each, they retake both courses.