Processes (P)

1P3 Determining Required Student Preparation

Western determines the appropriate placement of incoming students by a process that includes ACT scores, high school transcripts, and departmental exams. For transfer students, the process includes consideration of previous transcripts and departmental criteria to determine students’ readiness for specific courses and degree programs. Individual consultations help to determine the student’s academic preparation for individual courses and degree programs.

Some students come to Western under-prepared in the basic academic skills of reading, writing, and mathematics. Students are placed in developmental courses in these basic skills based on ACT sub-scores or placement tests. They are required to enroll continuously in these courses from matriculation until they are satisfactorily completed. Figure 1.8 gives the number of students enrolled, and the A, B, C grade rates for these courses for the Fall 2004 semester. Through internal research it has been determined that attendance and participation are essential factors for success in developmental math classes. Students who satisfactorily complete the developmental courses generally do as well as other students in subsequent writing and mathematics (1R3).

Admissions selectivity in Missouri is Open, Moderately Selective, Selective, and Highly Selective. As an open access institution, Western may admit any student with a high school diploma or equivalent. Access to selected programs may have additional program-specific admission criteria.

Over the past twelve years, incoming Western freshmen have had ACT (composite) average scores between 19.3 and 19.8 (Figure 1.6). A strategic goal is to enroll a student population which has an ACT profile more like the national distribution. In 2004, Western began implementing a plan to accomplish this goal. The incremental goals for 2005 and 2006 were achieved; the average ACT for the Fall 2005 incoming class was 19.5; for Fall 2006, the ACT was 19.8.

The CBHE requires all first-time, full-time degree-seeking freshmen and transfer students who have completed 23 or fewer credit hours at another institution to complete the high school core curriculum in order to enroll at a four-year
institution of higher learning in Missouri.

Missouri has in the past required a 16-unit high school core. In July 2006, the CBHE adopted a 24-unit high school core (required of the high school graduating class of 2010), consisting of 4 units in English, 1 in speech and 2 in composition or writing skills; 3 units in mathematics, high school algebra and beyond, including algebra II; 3 units in social studies, including American history and at least one semester in government; at least 3 units in science, not including general science; at least 1 unit of fine arts courses, practical arts, and physical education; 1/2 unit in health education and 1/2 unit in personal finance; and 7 units of electives (2 units in a single foreign language recommended).

Comparative data (Figure 1.7) from the CBHE Statistical Summary indicate Western competes well within mission selectivity with other public four-year institutions in Missouri. In 2001-2005, an average of 64 percent of Western’s matriculating full-time students completed the 16-unit core. Students at Western who have not completed the core typically lack 1 unit in mathematics, 1 unit in writing, and/or 1 elective. About 85 percent of entering freshmen have completed 14 units of the high school core.

The St. Joseph Public School system and Western partner to prepare middle school students for admission into college, particularly emphasizing the importance in a program called Ready.Set.Go...Discover College (1R3).

Figure 1.6 Western Average ACT (Composite)

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Figure 1.7 Percent of Students Completing the 16-Unit High School Core

   Center for Student Retention Data Exchange

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Figure 1.8 2004 Developmental Course Enrollments and Grades

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