(1) (a) Except as provided in subsection (1)(b) of this section, the commission shall establish and the governing boards shall implement academic admission standards for first-time freshmen and transfer students at all state-supported baccalaureate and graduate institutions of higher education in the state. The commission shall establish and may subsequently review and amend the standards after consultation with the governing boards of institutions. The academic admission standards for students who do not have in-state status, as determined pursuant to section 23-7-103, shall equal or exceed those established for determining admission of in-state students. (b) (I) The standards established for first-time admitted freshman students must use high school academic performance indicators as an eligibility criterion. The academic performance indicators may include, but are not limited to, grade point average, class rank, and content standard performance level assessments. In considering the high school academic performance indicators, the commission and the governing boards may take into account the rigor of a student's high school academic preparation and the academic content of the courses taken. In lieu of the established statewide criteria, each governing board may use additional criteria for up to twenty percent of the freshmen students annually admitted to each institution under the governing board's control. Students who meet the minimum criteria for admission are not guaranteed admission to the institution to which they have applied, but they are eligible for consideration. (II) The governing board of a state-supported baccalaureate and graduate institution of higher education may, but is not required to, require a national assessment test score as an eligibility criterion. (III) The criteria established and the specified performance levels must be consistent with the role and mission established for each state-supported baccalaureate and graduate institution of higher education. (IV) On or before an application deadline, an applicant may submit a national assessment test score to a state-supported baccalaureate and graduate institution of higher education that does not require a national assessment test score as an eligibility criterion and request that the institution consider the national assessment test score. The institution shall consider a national test score submission pursuant to this subsection (1)(b)(IV) as a part of the admission decision for the applicant. (V) Notwithstanding any law to the contrary, the governing board of a state-supported institution of higher education shall not consider a legacy preference, as defined in section 23-1- 101.1, as eligible criteria for admission standards. The governing board may ask questions regarding familial relationships to alumni of the institution in order to collect data. (c) The standards established for transfer students must use college academic performance indicators as the eligibility criteria for admitted transfer students. The academic performance indicators may include but are not limited to grade point average, credit hours completed, and successful completion of developmental education courses, if required and as appropriate considering the role and mission of the receiving institution. In lieu of such criteria, additional criteria may be used for up to twenty percent of the admitted transfer students. The academic admission standards and policies established for transfer students must be consistent with the student transfer agreements established by the commission pursuant to section 23-1-108 (7)(f). Students who meet the minimum criteria for admission are not guaranteed admission to the institution to which they have applied, but they are eligible for consideration. (d) Repealed. (1.5) (a) (I) The commission shall establish and the governing boards shall implement a policy pursuant to section 23-1-113.3 to identify matriculated students who need additional supports to be successful in gateway courses in English and mathematics and standards and procedures whereby state institutions of higher education may offer supplemental academic instruction or developmental education courses as provided in section 23-1-113.3. The commission's policy must prohibit the placement of a student in developmental education courses based on a single instrument or test and must be designed to maximize the likelihood that a student will complete gateway courses in English and mathematics within one year. In addition, the commission's policy must require state institutions to use an evidence-based placement approach to placing students into English as a second language courses, and placement of these students must be designed to maximize the likelihood that a student placed in English as a second language courses will complete gateway courses in English within three years. The commission, in consultation with the governing boards, shall ensure that the policy aligns with the admission policy adopted pursuant to subsection (1) of this section. In identifying the standards for developmental education, the commission may differentiate requirements for mathematics based on the prerequisite skills needed for required courses within a student's declared program of study. (II) As part of the policy established pursuant to this subsection (1.5)(a), all state institutions of higher education are authorized to provide supplemental academic instruction even if the institution is not authorized to provide developmental education courses pursuant to section 23-1-113.3. The institution may receive stipend payments from the state pursuant to section 23-18-202 on behalf of an eligible undergraduate student, as defined in section 23-18- 102 (5), who is enrolled in a college-level course that includes supplemental academic instruction or co-requisite support or who is enrolled in a pilot program pursuant to section 23-1- 113.3 (1)(a)(III). (b) Each governing board shall adopt policies and procedures that are aligned with the policy established by the commission pursuant to subsection (1.5)(a) of this section and that ensure that, to the extent required by the commission policy, each matriculated student who may need additional supports to be successful in gateway courses in English and mathematics has access to supplemental academic instruction. The institution that enrolls the student shall select which measures to use from among those that meet the standards established in the commission policy. The commission, in consultation with the governing boards, shall collect information regarding the measures used by the institutions for placement to help analyze the data reported pursuant to subsection (9) of this section. (c) All students enrolled in programs that require gateway courses in English and mathematics at state institutions of higher education should complete gateway courses by the time the student completes thirty college-level credit hours. (2) Repealed. (3) (a) (Deleted by amendment, L. 2004, p. 201, § 16, effective August 4, 2004.) (b) (Deleted by amendment, L. 96, p. 1236, § 78, effective August 7, 1996.) (4) The commission shall work with the state board of education to align the academic admission standards established pursuant to this section with the guidelines for high school graduation requirements developed pursuant to section 22-2-106 (1)(a.5), C.R.S. Any revised academic admission standards shall be implemented no later than the selection of the freshman class of fall 2012. (5) (a) On or before December 15, 2009, pursuant to section 22-7-1008, C.R.S., the commission shall consult with the state board of education, and the commission and the state board of education shall negotiate a consensus and adopt the description of postsecondary and workforce readiness. (b) On or before July 1, 2015, and on or before July 1 every six years thereafter, the commission and the state board of education may adopt revisions to the postsecondary and workforce readiness description. (6) Repealed. (7) Notwithstanding any provision of this section to the contrary, a student who graduates with a high school diploma that includes a postsecondary and workforce readiness endorsement based on criteria adopted by the state board and approved by the commission and the governing boards of the state institutions of higher education pursuant to section 22-7-1009, C.R.S., shall be guaranteed: (a) To meet minimum academic qualifications for admission to, and to be eligible, subject to additional institutional review of other admission and placement qualifications, for placement into credit-bearing courses at, all open, modified open, or moderately selective public institutions of higher education in Colorado; and (b) To receive priority consideration, in conjunction with additional admissions criteria, and to be eligible, subject to additional institutional review of other admission and placement qualifications, for placement into credit-bearing courses, at all other public institutions of higher education in Colorado. The additional admissions criteria shall be determined by each institution of higher education. (8) (a) On or before December 15, 2013, based on adoption of the description of postsecondary and workforce readiness, the commission shall, if necessary, revise the minimum academic admission standards for first-time freshmen at all state-supported baccalaureate and graduate institutions of higher education in the state to ensure that the minimum academic admission standards are aligned with the description of postsecondary and workforce readiness adopted by the commission and the state board of education. (b) On or before December 15, 2013, the commission shall review the policy established pursuant to subsection (1.5)(a) of this section and the developmental education placement or assessment tests administered pursuant to subsection (1.5) of this section to ensure that the policy and tests are aligned with the postsecondary and workforce readiness description. (c) Consistent with any revisions adopted pursuant to this section to the description of postsecondary and workforce readiness, the commission shall, if necessary, adopt revisions to the minimum academic admission standards, the policy established pursuant to subsection (1.5)(a) of this section, and the developmental education placement or assessment tests to ensure continued alignment with the postsecondary and workforce readiness description. (d) In revising the minimum academic admission standards, the policy established pursuant to subsection (1.5)(a) of this section, and the developmental education placement or assessment tests pursuant to this subsection (8), the commission shall consult with the governing boards of the state institutions of higher education. (9) (a) Notwithstanding section 24-1-136 (11)(a)(I) to the contrary, on or before February 15, 2012, and annually thereafter, the department of higher education shall submit to the state board of education, the department of education, and the education committees of the house of representatives and the senate, or any successor committees, a report, subject to available data, for the high school graduating classes of the preceding six academic years concerning: (I) The need for additional supports for students to be successful in gateway courses in English and mathematics, the subject for which the students are identified as needing additional supports to be successful in gateway courses, and student success in gateway courses; (II) First-year college grades; and (III) Types of academic certificates and degrees attained at all postsecondary institutions in Colorado and the United States. (b) The department of higher education shall report the information disaggregated by high school and school district of graduation, to the extent practicable, and by ethnicity, gender, financial aid status, and any other characteristic deemed relevant by the commission. The department of higher education and the department of education shall also make the report available on their respective websites. (10) On or before February 15, 2009, and annually thereafter, the department of higher education shall submit to the department of education the unit records used for its reporting purposes under this section to enable the department of education to evaluate the effectiveness of the alignment of the preschool through postsecondary education systems in preparing students who demonstrate postsecondary and workforce readiness and subsequently succeed in postsecondary education and to enable the department of higher education to disseminate the unit records to the appropriate school districts. (10.5) (a) On or before June 30, 2023, and annually thereafter, the department shall publish and submit to the education committees of the house of representatives and the senate, or any successor committees, an annual report for the previous academic year. The data elements in the report are intended to determine whether requiring or not requiring a national assessment test score as an eligibility criterion for the admissions process for state-supported baccalaureate and graduate institutions of higher education provides greater diversity among institutions without causing negative student outcomes that are directly attributable to the change in the admissions process. The report must specify: (I) The institutions that required, and the institutions that did not require, a national assessment test score as an eligibility criterion for the previous academic year's first-time freshman students; (II) The percentage of first-time freshman students who submitted a national assessment test score and the percentage of first-time freshman students who did not submit a national assessment test score, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (III) The percentage of first-time freshman students who submitted a national assessment test score and enrolled in an institution and the percentage of first-time freshman students who did not submit a national assessment test score and enrolled in an institution, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (IV) The percentage of first-time freshman students who submitted a national assessment test score who continued enrollment in the institution in a subsequent academic year and the percentage of first-time freshman students who did not submit a national assessment test score who continued enrollment in the institution in a subsequent academic year, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (V) The percentage of first-time freshman students who submitted a national assessment test score who graduated from an institution in four years and the percentage of first-time freshman students who did not submit a national assessment test score who graduated from an institution in four years, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (VI) The percentage of first-time freshman students who submitted a national assessment test score who graduated from an institution in six years and the percentage of first- time freshman students who did not submit a national assessment test score who graduated from an institution in six years, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; and (VII) The following available data, gathered by the department in collaboration with the institutions: (A) The percentage of first-time freshman students who submitted a national assessment test score who were accepted to an institution and the percentage of first-time freshman students who did not submit a national assessment test score who were accepted to an institution; (B) The percentage of first-time freshman students who submitted a national assessment test score who are resident first-generation undergraduate students, as defined in section 23-18- 302 (12), and continued enrollment in the institution in a subsequent academic year and the percentage of first-time freshman students who did not submit a national assessment test score who are resident first-generation undergraduate students, as defined in section 23-18-302 (12), and continued enrollment in the institution in a subsequent academic year, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (C) The percentage of first-time freshman students who submitted a national assessment test score who are resident first-generation undergraduate students, as defined in section 23-18- 302 (12), and graduated from an institution in four years, and the percentage of first-time freshman students who did not submit a national assessment test score who are resident first- generation undergraduate students, as defined in section 23-18-302 (12), and graduated from an institution in four years, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (D) The percentage of first-time freshman students who submitted a national assessment test score who are resident first-generation undergraduate students, as defined in section 23-18- 302 (12), and graduated from an institution in six years, and the percentage of first-time freshman students who did not submit a national assessment test score who are resident first- generation undergraduate students, as defined in section 23-18-302 (12), and graduated from an institution in six years, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (E) The percentage of first-time freshman students who submitted a national assessment test score who are eligible for a federal Pell grant and continued enrollment in the institution in a subsequent academic year and the percentage of first-time freshman students who did not submit a national assessment test score who are eligible for a federal Pell grant and continued enrollment in the institution in a subsequent academic year, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; (F) The percentage of first-time freshman students who submitted a national assessment test score who are eligible for a federal Pell grant and graduated from an institution in four years, and the percentage of first-time freshman students who did not submit a national assessment test score who are eligible for a federal Pell grant and graduated from an institution in four years, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender; and (G) The percentage of first-time freshman students who submitted a national assessment test score who are eligible for a federal Pell grant and graduated from an institution in six years, and the percentage of first-time freshman students who did not submit a national assessment test score who are eligible for a federal Pell grant and graduated from an institution in six years, reported for the state as a whole and for each institution, in total and disaggregated by race, ethnicity, and gender. (b) On or before June 30, 2027, and on or before June 30, 2032, the commission shall publish and submit a report to the education committees of the house of representatives and the senate, or any successor committees, that at a minimum includes a comprehensive analysis of the annual reports submitted pursuant to this subsection (10.5) and an analysis of how the optional use of a national assessment test score as an eligibility criterion impacted access to higher education for students. After the report described in this subsection (10.5)(b) is submitted, the education committees of the house of representatives and the senate, or any successor committees, shall hold a joint meeting at which the commission shall present and discuss the report. (c) Notwithstanding the requirement in section 24-1-136 (11)(a)(I), the requirement to submit the report required in subsection (10.5)(a) of this section continues indefinitely, and both reports required to be submitted pursuant to subsection (10.5)(b) of this section must be submitted at the times specified in that subsection (10.5)(b). (11) As used in this section, unless the context otherwise requires: (a) "Academic skills courses" means courses that teach the basic academic skills necessary to succeed at a postsecondary institution. (b) "Developmental education courses" means courses that are prerequisites to the level of work expected at a postsecondary institution and include academic skills courses and preparatory courses. (b.5) "Gateway course" means the first college-level course in English or mathematics that is approved for statewide transfer pursuant to section 23-1-125 (3) and that a student takes to fulfill the English or mathematics requirement for the student's program of study. (c) "National assessment test score" includes, but is not limited to, an ACT test score or SAT test score. (d) "Preparatory courses" means courses designed for students who demonstrate a deficient skill level in the general competencies necessary to succeed in a standard postsecondary curriculum and include but are not limited to reading courses that focus on nontechnical vocabulary, word identification, and reading of everyday material; writing courses that focus primarily on grammar, usage, punctuation, and effective sentences and paragraphs; and mathematics courses primarily covering concepts introduced in elementary and intermediate algebra and geometry. (e) (I) "Supplemental academic instruction" means academic support models that use peer or instructor study sessions or individualized in-class academic support to improve student learning, retention, or success. "Supplemental academic instruction" also includes co-requisite and modified co-requisite supports. "Supplemental academic instruction" does not include prerequisite developmental education courses. (II) As referenced in subsection (11)(e)(I) of this section, co-requisite or modified co- requisite supports are designed for students identified as needing additional supports to be successful in college-level gateway courses. Co-requisite models pair a transfer-level course with a support course, extending the instructional time through additional lecture or lab hours, or require students to participate in academic support services in mathematics, English, or writing.
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