(6) Entrance Requirements
(6A) SAT AND ACT SCORES OF STUDENT BODY MEASURE
Percent of first-time entering freshmen who take the SAT or ACT test who meet or exceed the Commission-approved target score on such tests.
Target scores are defined as 1000 on the SAT and 21 on the ACT, (based on approximate national averages for test takers).
DEFINITIONS / EXPLANATORY NOTES
Scores of first-time entering freshmen at each institution to be used in calculating the percent meeting or exceeding the benchmark will include: the combined score (verbal and math) of the student's SAT score (reentered) and/or ACT composite scores, of ALL first-time entering freshmen test takers (including provisional students).
Multiple scores will be treated in keeping with CHEMIS reporting. Major Data Source:
CHEMIS Enrollment File Applicable to:
Research, excluding MUSC, Teaching, and Regional. (Not applicable for Technical)
Type Indicator: Benchmarked Expected Trend
Sector Benchmark: Research = 75%
Teaching = 60%
Regional = 33.3% (6B) HIGH SCHOOL STANDING, GRADE POINT AVERAGES, AND ACTIVITIES OF THE STUDENT BODY MEASURE
The percentage of first-time entering freshmen who meet one of the following:
have a high school rank in the top 30% percent of their senior year class; or have a converted grade point average of 3.0 or higher (on a 4.0 scale) upon completion of their senior year.
In order to receive credit for this measure, the institution must demonstrate that it has a process for considering activities of the student body in admissions decisions DEFINITIONS / EXPLANATORY NOTES Student body activities
include participation in a school's extracurricular activities or in other non school-sponsored activities. High school GPA
is defined as a student's high school grade point average upon completion of high school. The GPA will be reported as provided by the high school and converted to a 4.0 scale. If the high school does not report a GPA, then the college can calculate one using all courses taken.
High school rank is defined as the students ranking (expressed as a percentage) of their senior year class.
High school rank is for the most recent year for which the institution has data for that student. For example, depending on the time of admission, the rank may be the junior year or the senior year.
The institution must be able to document that it has some process or mechanism that can be used to consider an applicant's extracurricular activities for admission or in cases of appeals of admissions decisions. Examples can include guidance counselor's recommendations, reference letters, and the students' own reports as part of the admissions process. The institution may not actually use this information in every decision. Major Data Source:
CHEMIS Enrollment File
Applicable to: Research, excluding MUSC, Teaching, and Regional
(Not applicable for Technical Colleges) Type Indicator:
Benchmarked Expected Trend
Sector Benchmark: None established(6C) POSTSECONDARY NON-ACADEMIC ACHIEVEMENT OF STUDENT BODY MEASURE
Approval by the institution of a policy for non-traditional students that provides for consideration of work and/or public service experience in the admissions process in the awarding of prerequisite credit and course credit, consistent with the following principles:
- The institution's approval should include the appropriate decision making body(ies) at the institution.
- Consideration for admission purposes should be based on substantive work and/or public service experience that demonstrates proficiencies comparable to academic proficiencies usually required for admissions.
- Consideration for rewarding credit should be based on substantive work and/or public service experience that demonstrates proficiencies comparable to academic proficiencies and skill levels in the college level courses for which pre-requisite credit or course credit is awarded.
- The policy for awarding credit should include an overall maximum number of hours of credit that can be awarded for work and/or public service experience for any one student.
- The policy should establish a definition for the non-traditional students to whom it applies, including minimum age, minimum length of time not enrolled in school prior to enrolling or resuming education at the institution, and minimum number of years of work or public service experience required before credit is awarded.
DEFINITIONS / EXPLANATORY NOTES
- The policy should be consistent with other applicable institutional policies such as those for the awarding of credit by examination (CLEP examination or institutional challenge examinations).
The definitions of appropriate body(ies), substantive work, public service, and proficiencies and skill levels in the college level courses for which credit is awarded will be decided by the institution.
Non-traditional student will be defined by the institution with regard to age, length of time out of school, and length of time in work or public service.
For compliance, the institution must have in place a policy or policies for non-traditional students which is consistent with the principles listed for this measure. Major Data Source:
Institution report to CHE
Applicable to: All Four Sectors Type Indicator:
Expected Trend: Compliance Sector Benchmark:
'YES,' All Sectors
(6D) PRIORITY ON ENROLLING IN-STATE STUDENTS MEASURE
The ratio of enrolled in-state undergraduate students to total undergraduate students. DEFINITIONS / EXPLANATORY NOTES In-state residents for this variable
are defined as 'in-state for fee purposes.' 'In-state for fee purposes' includes
those students who pay in-state tuition as authorized by Sections 59-111-10, et seq
. and 59-112-10, et seq
. (and other sections as relevant) of the South Carolina Code of Laws, 1976, as amended.
This measure is calculated by dividing the undergraduate students who are considered in-state residents for the purposes of assessing tuition and dividing by the total number of undergraduate students. Major Data Source: CHEMIS Enrollment File. Applicable to: Research and Teaching
(Not applicable to Regional, Technical) Type Indicator:
Benchmarked. Expected Trend:
Upward. Sector Benchmark:
Research = 70%
Teaching = 80%