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Office of Equity and Civil Rights

Posted in CT State.

  • Temp Last Modified: 2025-03-13

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The Office of Equity and Civil Rights (ECR) works to promote a respectful, accessible and inclusive environment to all students, staff, and community within the CT State Community College, Charter Oak State College and CSCU System.

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Connecticut State Community College does not discriminate on the basis of race; color; religious creed; age; gender; gender identity or expression; national origin; marital status; ancestry; present or past history of intellectual disability, learning disability or physical disability; veteran status; sexual orientation; genetic information or criminal record.

The following person has been designated to respond to inquiries regarding the non-discrimination policies: Dr. John-Paul Chaisson-Cardenas, CT State Title IX Coordinator, Connecticut State Community College, 185 Main Street, New Britain, CT 06051.

Connecticut State Community College is an Affirmative Action/Equal Opportunity Employer and strongly encourages the applications of women, minorities, persons with disabilities, and veterans.

File a Complaint

You may file a complaint of discrimination and/or sexual harassment/misconduct on behalf of yourself or report an incident that you have witnessed at a Connecticut State Community College campus or office. Reports may be filed anonymously.

File a Complaint

Ensure Equal Opportunity and Access for Students, Staff and the Community

  • Monitor college/campus compliance with relevant CSCU policies and all state and federal EEO/AA/Civil Rights laws including, but not limited to, Title VII, Title IX, and the Americans with Disabilities Act (ADA).
  • Provide direction and guidance on search compliance and diversity recruitment efforts
  • Provide career counseling for employees seeking career mobility
  • Develop Affirmative Action plans and programs in accordance with the Commission on Human Rights and Opportunities (CHRO) AA Regulations
  • Provide reasonable accommodations for employees or job applicants in accordance with the ADA
  • Conduct and coordinate state-mandated training (Diversity, Sexual Harassment, Title IX and ADA)

Affirmative Action Plans

Investigate Discriminatory Conduct

Equity Reviews

An equity review is an evaluative process that assesses the status, effectiveness, and progress of CT State units or programs from a DEI lens. There are two types of equity reviews:

  1. Participatory Equity Study: This kind of participatory action evaluation process is designed to support CT State units and programs in their equity and inclusion efforts or when a unit or program is experiencing inclusion or equity challenges. This process usually starts with a data review related to the presenting goal and ends with a written report to the unit or program and its senior vertical leader(s).
  2. Equity or Compliance Review: This compulsory process can only be triggered by the CT State President or VP of DEI. This type of review is designed to assess and address systemic compliance, climate, inclusion, equity, and civil rights issues. This type of review usually requires that the unit or program develop an affirmative plan to remedy any or all findings. Remedial plans are then monitored by the DEI Office.
There are three main reasons why we conduct equity reviews at CT State:
  1. To fulfill our CT State Mission: CT State Community College (CT State) provides access to academically rigorous and innovative educationand training focused on student success. The college supports excellence in teaching and learning, makes data-informed decisions, promotes equity, and advances positive change for the students, communities, and industries it serves.
  2. To fulfill our equity commitment: CT State commits to bold and disruptive change by actively identifying, naming, and dismantling structural racism, systemic poverty, and other barriers, establishing equitable and anti-racist policies and practices, and empowering students, faculty, staff, and administrators to advance racial, social, and economic justice. Our core collective responsibility is to continuously assess practices and policies and transform the world we live in by eliminating inequities.
  3. To ensure civil rights compliance throughout the college.
What can prompt an equity study or compliance review?

**Please note that the DEI Office will first offer units or programs the opportunity to engage in a participatory equity review process. This is because we believe that positive active engagement by staff, faculty, and administrators yields better plans and recommendations than compulsory processes.

Diversity, Inclusion and Equity Policy and Strategy Development

  • Participate in developing and enforcing workplace policies and procedures to ensure compliance with laws and regulations regarding all protected classes
  • Work with established civil rights compliance committees
  • Work with all departments in efforts to promote diversity, inclusion and equity
  • Participate in developing and enforcing workplace policies and procedures to ensure compliance with laws and regulations regarding all protected classes
  • Work to establish a Diversity & Inclusion Committee that represents staff from all 12 CC, Charter Oak State College and CSCU System
  • Work with all of the Centers of Excellence in efforts to promote diversity, inclusion and equity

Related Policies

CT State DEI Guidance

CT State is committed to providing a safe, equitable and welcoming educational environment for all. We have created guides to provide information on how to support the diverse populations our college serves, while fostering greater understanding and empathy among our CT State community.

Find a Guide

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Accessibility Notice

Posted in CT State.

  • Temp Last Modified: 2024-08-13

STATEMENT ON ACCESSIBILITY

CT State Community College, as part of the Connecticut State Colleges & Universities System is committed to making this website accessible to visitors with disabilities and is continually working to increase its accessibility and usability. CTState.edu strives to conform to Web Content Accessibility Guidelines 2.1, Level AA. These recommendations outline how to make website content accessible to a wider range of people with disabilities. Please be aware that our efforts are ongoing. If, at any time, you have specific questions, feedback, or accessibility issues, please contact us at yvonne.page@ctstate.edu. If you do encounter an accessibility issue, please be sure to specify the Web page/URL in your email, and we will work to resolve the problem as soon as possible.

ACCESSIBILITY RESOURCES

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Employment

Posted in CT State.

  • Temp Last Modified: 2024-07-22

We value our employees and are often looking to add new talent to our team. We offer many opportunities for our employees to contribute and stand out as part of our continued success story. We are looking for individuals who demonstrate a true passion for what they do and reflect the culture and vision of CT State.

Join our Team!

CT State Careers

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Course Placement

Posted in CT State.

  • Temp Last Modified: 2025-03-21

Proper course placement is an important step to ensure you're taking the right classes for your knowledge and skill level. Measures have been set in place to tell us which courses will be the best starting place for you in several subjects. We provide placement testing for English, English as a Second Language (ESOL), Languages and Cultures and Math. Additionally, several campuses offer TEAS testing.

Placement Measures by Subject Area

Being placed in the correct courses is important for your college success. Placement can be determined through a variety of measures. Learn more by selecting the subject you're interested in from the list below.

  • Languages and Culture Placement

    CT State provides several opportunities to pursue language study in Arabic, Chinese, French, German, Italian, Japanese, Latin, Russian, Spanish and Korean. During the placement process, you'll be directed into appropriate language and culture courses based on the completion of the Languages and Cultures questionnaire, a placement test (if applicable) AND an initial advising session with a faculty or staff advisor.

    Please note that before enrolling in a course, you must be advised and may have to take our Languages and Cultures placement exam. Find your campus to access and fill out the questionnaire connecting you with a Language and Cultures faculty or Guided Pathways advisor. Once submitted, you will receive an email indicating your next steps. If you have any additional questions, please contact your campus faculty or advisor.

    • Emmersion Levels of Proficiency Based on Language

      The Languages and Cultures placement process is comprised of an online brief survey and a series of multiple-choice questions that take about twenty minutes to complete. The Emmersion Test is used to determine proficiency level in a language other than English and is only for course placement. The scores and language background data will be used to place you into appropriate level of language study you wish to pursue an appropriate course level. This test is not intended for, nor does it award college credit.

      Please Note:
      Placement in Arabic, Japanese, Latin and Korean must be determined by other measures. See the "Alternative Measures" section below or contact the campus offering the course for additional information.

      Chinese 

      SCORE RANGES

      COURSE ELIGIBILITY

      1-199

      CHNS 1011: Elementary Chinese I
      200+ CHNS 1012: Elementary Chinese II

      French 

      SCORE RANGES

      COURSE ELIGIBILITY
      1-229 FREN 1011: Elementary French I
      230-400 FREN 1012: Elementary French II or
      FREN 1021: Beginning French Conversation II
      401-599 FREN 2011: Intermediate French I
      600-799 FREN 2012: Intermediate French II
      800-1000 FREN 2030: Intermediate French Composition I

      German 

      SCORE RANGES

      COURSE ELIGIBILITY

      1-249

      GERM 1011: Elementary German I
      250-400 GERM 1012: Elementary German II
      401-649 GERM 2011: Intermediate German I
      650-1000 GERM 2012: Intermediate German II

      Italian 

      SCORE RANGES

      COURSE ELIGIBILITY

      1-229

      ITAL 1011: Elementary Italian I
      230-400 ITAL 1012: Elementary Italian II or
      ITAL 1021: Beginning Conversation II
      401-599 ITAL 2011: Intermediate Italian I
      600-799 ITAL 2012: Intermediate Italian II
      800-1000 ITAL 2030: Intermediate Italian Composition I

      Russian 

      SCORE RANGES

      COURSE ELIGIBILITY

      1-199

      RUSN 1011: Elementary Russian I
      200+ RUSN 1012: Elementary Russian II

      Spanish

      SCORE RANGES

      COURSE ELIGIBILITY
      1-229 SPAN 1011: Elementary Spanish I or
      SPAN 1013: Elementary Spanish I-II
      230-400 SPAN 1012: Elementary Spanish II or
      SPAN 1014: Spanish for Health Personnel or
      SPAN 1021: Beginning Spanish Conversation II
      401-599 SPAN 2010: Spanish for Heritage Speakers or
      SPAN 2011: Intermediate Spanish I or
      SPAN 2013: Intermediate Spanish I-II
      600-799 SPAN 2012: Intermediate Spanish II

      800-950

      		 SPAN 2030: Intermediate Spanish Composition I or
      SPAN 2111: Advanced Spanish I
      951+ SPAN 2112 Advanced Spanish II

    • Alternative Measures

      Students interested in Arabic, Japanese, Korean or Latin may be directed to complete alternative measures such as a writing sample and/or an oral interview.

      Arabic
      Prof. Driss Mellouk
      driss.mellouk@ctstate.edu 

      Japanese
      Prof. Yumi McCarthy
      yumi.mccarthy@ctstate.edu 

      Korean
      Prof. Kyle Devlin
      kyle.devlin@ctstate.edu 

      Latin
      Prof. Jamilet Ortiz
      jamilet.ortiz@ctstate.edu 

  • English Placement

    During the 2024-25 academic year, students should be placed into appropriate English courses based on the following multiple measures. High school (HS) GPA is always the first measure, and the ones that follow should be considered in the order they are provided below. If none of this data is available, students should complete a new challenge essay to determine their placement.

    • High School GPA Scores

      HS GPA Scores (Only use HS GPA for students who have graduated high school, or for students who have completed at least three years of high school.  Students who have completed less than three years of high school should be placed by another multiple measure.)

      GPA is not a useful measure for the placement of multilingual learners with fewer than three years of high school in the US. All ESOL students should schedule testing at their home campus prior to attending an advising session.

      HIGH SCHOOL GPA COURSE ELIGIBILITY

      ≥ 2.8

      ENG 1010: Composition

      2.0-2.79

      ENG 1010/ENG 0910: Composition/Composition Workshop

      ˂ 1.99

      ENG 0960: Introduction to College English

      Please note that GPA below 2.0 places all students in ENG 0960. However, the multiple measures below may place some of these students in ENG 0930.

    • SAT Evidence Based Reading and Writing

      SAT SCORES COURSE ELIGIBILITY

      ≥ 480

      ENG 1010: Composition

      ≥ 420

      ENG 1010/ENG 0910: Composition/Composition Workshop

      ≥ 360-419

      ENG 0930: Introduction to College Reading and Writing

      < 360

      ENG 0960: Introduction to College English

    • ACT

      Based on page three for SAT EBRW and ACT English + Reading equivalencies. https://www.bestcolleges.com/test-prep/act/act-sat-conversion/

      ACT SCORES COURSE ELIGIBILITY

      ≥ 34

      ENG 1010: Composition

      28-33

      ENG 1010/ENG 0910: Composition/Composition Workshop

      23-27

      ENG 0930: Introduction to College Reading and Writing

      < 22

      ENG 0960: Introduction to College English

    • Accuplacer Next Generation Reading

      Based on the Accuplacer Skills Chart 

      Please note: Accuplacer will no longer be administered, so this will be used for students who had these scores in the past. If only Reading/Writing combined scores are available, advisors should use the available data to make an equitable placement if a student has no other multiple measures. 

      ACCUPLACER SCORES COURSE ELIGIBILITY
      ≥ 263 - 300

      ENG 1010: Composition
      250-262

      ENG 1010/ENG 0910: Composition/Composition Workshop
      237-249

      ENG 0930: Introduction to College Reading and Writing
      ≤ 236

      ENG 0960: Introduction to College English

    • GED (GEDR)

      Reasoning Through Language Arts test, score range is 165 – 174 for placement into ENG*1010. This score was agreed upon by the PA 12-40 Advisory Council and ACME agrees that it should remain the same.

    • Challenge Essay/Writing Sample Process

      Students who place in ENG 0960 are eligible to challenge their placement. Students who place into ENG 1010/0910 may not challenge.  This challenge is optional.  Students without placement scores should complete the challenge essay to determine placement. Check local campus procedures.

      Writing Sample Intent Form

  • English as a Second Language (ESOL) Placement

    If English is not your first language you may need to take a placement test to determine whether English for Speakers of Other Languages (ESOL) courses must be taken.

    Grade Point Average (GPA) is not a useful measure for the placement of multilingual learners with fewer than three years of high school in the US. All ESOL students should schedule testing at their home campus prior to attending an advising session.

    During the placement process for the 2023-24 academic year, self-identified ESOL students will be directed into appropriate ESOL courses based on one or more of the following multiple measures AND an initial advising session with a faculty or staff advisor.

    • Accuplacer Levels of English Proficiency (LOEP)

      COMBINED SCORE RANGES COURSE ELIBILITY
      40-117 Continuing Education
      Varies depending on location

      118-150

      ESOL 0902: Integrated Skills I: High Beginning

      151-174

      ESOL 1202: Integrated Skills II: Low Intermediate

      175-198

      ESOL 1302: Integrated Skills III: High Intermediate

      199-220

      ESOL 1402: Integrated Skills IV: Low Advanced

      221-230

      ESOL 1502: Integrated Skills V: High Advanced

      231-238

      ESOL 0912/ ENG 1010: ESOL Composition Support

      239-240

      ENG 1010: Composition

    • Rubric-based writing sample

      Levels of English Proficiency (LOEP) and/or writing sample scores should be considered for placement if they are two or fewer years old. Scores older than two years may not be considered for placement, and students are encouraged to be re-assessed.

      RUBRIC SCORES Course Title

      0-50

      Continuing Education/Non-Credit ESOL

      51-90

      ESOL 0902: Integrated Skills I: High Beginning

      91-130

      ESOL 1202: Integrated Skills II: Low Intermediate

      131-180

      ESOL 1302: Integrated Skills III: High Intermediate

      181-220

      ESOL 1402: Integrated Skills IV: Low Advanced

      221-270

      ESOL 1502: Integrated Skills V: High Advanced

      271-290

      ESOL 0912/ ENG 1010: ESOL Composition Support

      291-300

      ENG 1010: Composition

      Level-specific placement codes will be entered into Banner and available to all GPAs, faculty, and other advisors.

  • Math Placement

    All numeric placement measures for mathematics (GPA, SAT, ACT, ALEKS, PPL, GED) must have been completed after January 2021 but within a 3-year timeframe of being placed. In all instances, it's recommended that students be placed by multiple measures in order to validate the appropriate placement level

    • High School GPA Scores

      Please note: While all students should be placed by multiple measures, placement into co-requisite College Algebra (MATH 1600/0906) or above requires at least one official numeric placement measure in addition to GPA or GEDM, such as SAT, ACT, or ALEKS PPL. If you place into the lowest level in both English and math, English should be taken first.

      HIGH SCHOOL GPA

      COURSE ELIGIBILITY

      < 2.8**

      MATH 0988: Elementary Algebra Intensive 

      MATH 0989: Elementary Algebra Foundations 

      MATH 1000: Mathematics of Finance   

      MATH 1001: Quantitative Literacy  

      MATH 1002: Math for Science and Technology 

      MATH 1003  Elementary Statistics

      2.8-3.09

      MATH 1004: Math for Elementary Education Alg./Number Sys

      MATH 1010: Intermediate Algebra  

      MATH 1001: Applied Algebra with Modeling

      MATH 1012: Trigonometry with Embedded Algebra

      2.8-3.09

      MATH 1100/MATH 0901: QR Support & Quantitative Reasoning

      MATH 1200/MATH 0902: Statistics Support & Statistics I 

      ≥ 3.1

      MATH 1100: Quantitative Reasoning

      MATH 1200: Statistics I

      MATH 1201: Statistics I with Computer Applications

      **Student placing into this placement band are strongly encouraged to speak with their campus advisor to determine the most appropriate course for their academic goals.

    • ALEKS PPL

      ALEKS PPL offers students a no-cost option to:

      • validate placement
      • gain access to learning modules for remediation
      • retest for elevating placement

      Students should register for the appropriate math course prior to engaging with the ALEKS PPL software when validating placement or retesting for placement. Students should be encouraged to test, remediate, and then retake the test in a proctored setting to place into goal course.

      After the first attempt, any additional attempts to use ALEKS PPL for placement, and students who wish to move up to Precalculus, College Algebra, or higher must take ALEKS PPL in a proctored on-campus environment. Students may use a calculator in both un-proctored and proctored environments.

      Students with no measures can use proctored ALEKS PPL score for initial placement.

      If you decide that taking the ALEKS PPL test is needed, please speak with your Guided Pathways Advisor or home campus Test Administrator to obtain the current test code.  

      ALEKS PPL SCORES COURSE ELIGIBILITY

      0-13

      MATH 0988: Elementary Algebra Intensive

      14-25**

      MATH 0989: Elementary Algebra Foundations

      MATH 1000: Mathematics of Finance

      MATH 1001: Quantitative Literacy

      MATH 1002: Math for Science and Technology

      MATH 1003: Elementary Statistics

      26-35

      MATH 1004: Math for Elementary Education Alg./Number Sys

      MATH 1010: Intermediate Algebra

      MATH 1011: Applied Algebra with Modeling

      MATH 1012: Trigonometry with Embedded Algebra

      26-35

      MATH 1100/MATH 0901: Quantitative Reasoning & QR Support 

      MATH 1200/MATH 0902: Statistics I & Statistics Support 

      36-45

      MATH 1100: Quantitative Reasoning

      MATH 1200: Statistics I

      MATH 1201: Statistics I with Computer Applications

      MATH 1500: Applied Business Mathematics

      MATH 1600/MATH 0906: Pathway to Calculus and College Algebra with Support

      To test into this course or a higher course, a student must have completed a proctored assessment with a Test Administrator.

      46-60

      MATH 1600: Pathway to Calculus: College Algebra

      MATH 2500: Calculus for Business & Social Sciences

      61-75

      MATH 1610: Precalculus

      76-100

      MATH 2600: Calculus I

      **Student placing into this placement band are strongly encouraged to speak with their campus advisor to determine the most appropriate course for their academic goals.

    • SAT

      SAT SCORES

      COURSE ELIGIBILITY

      < 510**

      MATH 0988: Elementary Algebra Intensive

      MATH 0989: Elementary Algebra Foundations

      MATH 1000: Mathematics of Finance

      MATH 1001: Quantitative Literacy

      MATH 1002: Math for Science and Technology 

      MATH 1003:  Elementary Statistics

      510-529

      MATH 1004: Math for Elementary Education Algebra/Number Systems

      MATH 1010: Intermediate Algebra

      MATH 1011: Applied Algebra with Modeling 

      MATH 1012: Trigonometry with Embedded Algebra

      510-529

      MATH 1100/MATH 0901: Quantitative Reasoning & QR Support

      MATH 1200/MATH 0902: Statistics I & Statistics Support

      ≥ 530

      MATH 1200: Statistics I

      MATH 1201: Statistics I with Computer Applications

      MATH 1100: Quantitative Reasoning

      530-569

      MATH 1600/MATH 0906: Pathway to Calculus: College Algebra & College Algebra Support

      MATH 1500: Applied Business Mathematics

      570-611

      MATH 1600: Pathway to Calculus: College Algebra

      MATH 2500: Calculus for Business & Social Sciences

      612-654

      MATH 1610: Precalculus

      ≥ 655

      MATH 2600: Calculus I

      **Student placing into this placement band are strongly encouraged to speak with their campus advisor to determine the most appropriate course for their academic goals.

    • ACT

      ACT SCORES

      COURSE ELIGIBILITY

      < 17**

      MATH 0988: Elementary Algebra Intensive

      MATH 0989: Elementary Algebra Foundations

      MATH 1000: Mathematics of Finance

      MATH 1001: Quantitative Literacy

      MATH 1002: Math for Science and Technology

      MATH 1003: Elementary Statistics

      17-19

      MATH 1004: Math for Elementary Education Algebra/Number Systems

      MATH 1010: Intermediate Algebra

      MATH 1011: Applied Algebra with Modeling

      MATH 1012: Trigonometry with Embedded Algebra

      17-19

      MATH 1100/MATH 0901: Quantitative Reasoning & QR Support

      MATH 1200/MATH 0902:Statistics I & Statistics Support

      ≥ 20

      MATH 1100: Quantitative Reasoning

      MATH 1200: Statistics I

      MATH 1201: Statistics I with Computer Applications

      MATH 1500: Applied Business Mathematics

      19-21

      MATH 1600/MATH 0906:College Algebra & College Algebra Support

      22-23

      MATH 1600: Pathway to Calculus: College Algebra

      MATH 2500: Calculus for Business & Social Sciences

      24

      MATH 1610: Precalculus

      ≥ 25

      MATH 2600: Calculus I

      **Student placing into this placement band are strongly encouraged to speak with their campus advisor to determine the most appropriate course for their academic goals.

    • GED (GEDM)

      Mathematical Reasoning score range is 165 – 174 for placement into several college level courses, please review the chart below for a list of eligible courses.

      GED SCORES

      COURSE ELIGIBILITY

      < 165

      MATH 0988: Elementary Algebra Intensive

      < 165

      MATH 0989: Elementary Algebra Foundations

      ≥ 165**

      MATH 1000: Mathematics of Finance

      MATH 1001: Quantitative Literacy

      MATH 1002: Math for Science and Technology 

      MATH 1003: Elementary Statistics

      MATH 1004: Math for Elementary Education Alg./Number Sys

      MATH 1010: Intermediate Algebra

      MATH 1011: Applied Algebra with Modeling

      MATH 1012: Trigonometry with Embedded Algebra

      ≥ 165

      MATH 1100/MATH 0901: Quantitative Reasoning & QR Support

      MATH 1200/MATH 0902: Statistics I & Statistics Support 

    • Self-Appraisal

      There are two self-appraisals available for your use.  One is for students who need MATH1600+, and one for students who do not need any courses in the Pathway to Calculus.  They can be administered orally or in paper-printed format. The self-appraisal cannot be used as a stand-alone placement metric but in tandem with other multiple measures. It is tool to be used to guide advising discussion and recommend placements.

Testing By Campus

Still have Questions?

Check out our FAQs page for answers!

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NECHE Accreditation

Posted in CT State.

  • Temp Last Modified: 2025-03-20

Connecticut State Community College is accredited by the New England Commission of Higher Education (NECHE).

NECHE Materials

2022-2025 Progress Reports

NECHE Timeline

Timeline

Check out our timeline up to full NECHE accreditation

NECHE Timeline

2020-21 Progress Reports

Presented to the New England Commission of Higher Education on Mar 3, 2022

Substantive Change Request

Presented to the New England Commission of Higher Education on Mar 3, 2022

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