For students who do not meet the English, reading, or mathematics college readiness benchmarks established by the Council on Postsecondary Education, KRS 158.6459 requires schools to provide accelerated learning opportunities to address identified academic deficiencies prior to high school graduation. These targeted supports are intended to ensure students are prepared to enroll in credit-bearing courses at a public postsecondary institution without the need for remedial or entry-level coursework.
Per KRS 158.6459, “[a] high school student whose highest score on the college admissions examination under KRS 158.6453(5)(b)5. in English, reading, or mathematics is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support shall be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.”
Schools may use SAT or ACT benchmarks (listed below) to identify the content areas in which students may need transitional interventions.
KRS 158.6459(2) requires high schools, in collaboration with the school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.