In order to prepare students for success, the college provides students with opportunities to develop any academic skills that may be needed before enrolling in certain credit-level courses. Credit courses have prerequisites that are fulfilled by academic preparation courses in reading and writing, mathematics, or English as a Second Language (ESL). This chapter describes the various academic preparation courses at the college and their placement policies and assessment.
Placement Testing
Placement tests often determine the courses into which students are initially placed. The scores on these tests determine the courses in which students are allowed to enroll; as such it is important that students prepare for these tests and take them seriously.
Please note that current placement tests are under review and subject to change or revision.
The Accuplacer placement test is an untimed, computer-based test with several sections. The reading and math sections are multiple-choice and evaluate Reading proficiency and Mathematics skills. The WritePlacer section is a single essay question, which evaluates English proficiency. The mathematics placement tests consist of “Arithmetic”, “Quantitative Reasoning, Algebra, and Statistics (QAS)”, and “Advanced Algebra and Functions (AAF)”.
The Michigan test is designed for non-native English speakers. This paper test includes grammar, vocabulary, reading comprehension, and a writing sample.
Scores from the Accuplacer and Michigan tests are used to determine college readiness in mathematics, reading, writing, and ESL. Placement may be determined by a combination of test scores and other factors such as a writing sample or other courses the student is eligible to take. Placement tests may be taken twice during a two year period. The higher score from either test will be used. Placement tests can only be taken before enrolling in a preparatory course or sequence. Students whose Michigan test score and writing sample do not place them into ESL-0081 will be referred to Transition ESL (for more information about Transition ESL, see About WDCE ).
For entering students who have completed the ACT or SAT these scores may be used in lieu of the Accuplacer and the Michigan test to determine initial course placement. For more information on how scores on these tests may impact initial placement, see Admission to College .
For additional information on placement testing visit the Testing Center page: https://www.pgcc.edu/student-life-support-services/support-services/testing-center/placement-testing/
Alternative Placement Measures
Students with a final cumulative GPA of 3.0 or higher after graduating from a public high school in Maryland are exempt from taking developmental English and Math courses. The college only grants this waiver for students who graduated from Maryland public high schools within the last 5 years. See an advisor for more information.
Academic Preparation Course Sequences
Students who successfully progress through the academic preparation sequence earn equivalent hours (EH) rather than credit hours. The EH is the college’s method for documenting completion of these preparation courses. Grades in these courses will affect financial aid eligibility but will not be counted toward graduation. EHs permit the accumulation, updating, and transfer of student’s academic records.
Other Considerations
Academic preparation courses may be available in several different formats. These formats include condensed courses taught in 5-weeks to 10-weeks, 12-weeks to 15-weeks, one-day-a-week, and online and hybrid formats. Selecting the right format is important as not all formats are right for every student. Summer classes are usually offered in a five-week format, meeting four days per week. Students who can concentrate on their academic workload with minimal job responsibilities tend to do well in this format. Students should expect to spend significant time on homework each day the class meets.
Most course sections are 12-15 weeks. These formats usually meet twice or more per week. This allows students a maximum amount of time to process the content and complete assignments. These formats are appropriate for most students, providing that they select a section appropriate for their work/life schedule.
Eight-week and 10-week classes are condensed and intensive. Classes in these formats usually meet for more time per session or more days per week. This requires students to grasp content quickly. Students who have received a B or higher in prerequisite courses or students with a strong academic background should consider this format.
Classes that meet once a week require students to be self-directed learners and schedule frequent study time between class meetings. Similarly, online and hybrid classes require students to be self-directed learners. Adherence to deadlines and proficiency with computers are critical to success in these course formats.
For all courses in the academic preparation sequences, starting with solid time management will build a firm foundation for success in college-level courses.
Developmental English
To prepare students for credit-level coursework, the English department offers Integrated Reading and Writing (IRW) courses for students who are in need of skill building assistance in these areas.. These courses combine reading and writing skills to streamline the developmental course sequence while still providing the preparation students need to succeed in credit-level courses.
There are two Integrated Reading and Writing courses available: EGL-0080 (Foundations of College English) and EGL-0090 (Advanced Foundations of College English). The course students take will be determined by a combined score of the Writeplacer Test and the Accuplacer Reading Comprehension Test. Both courses help students develop the basic grammar and composition skills necessary for writing at the college level and prepare students for college-level reading. The relevant skills students will acquire include sentence and paragraph structure and short essay writing skills, along with vocabulary, comprehension, critical thinking, and study skills. Students who receive a B or higher in either EGL-0080 or EGL-0090 will have met the prerequisite required for college-level English courses, as well as the reading proficiency prerequisite for many other college courses. Students who receive a C in either EGL-0080 or EGL-0090 will take ALP English (see below).
Successful completion of EGL-0080 or EGL-0090 is a prerequisite for EGL-1010 , but some college-level courses in other departments may be taken as co-requisites with EGL-0090 . See Course Descriptions for details.
ALP English
The PGCC English Department’s Accelerated Learning Program (ALP) allows students to enroll in a credit-bearing English course (EGL-1010 ) even as they receive additional, individualized instruction in their EGL-0100P class.
ALP English (EGL) consists of two paired classes, EGL-1010P (equivalent to EGL-1010 ) and EGL-0100P .
Each ALP student takes EGL-1010P with 7 other students - 7 other ALP students and 10 students who placed directly into EGL-1010 . Immediately following the 1010 class session, ALP students meet for another class period (EGL-0100P ) with the other 7 ALP students and the same instructor they have for 1010. ALP students receive a grade for each course (EGL-0100P and EGL-1010P ) and must successfully pass both courses in order to move on to Composition II.
ALP English is open only to students whose test scores indicate that they are prepared for a rigorous and accelerated English course. To be eligible for ALP, students must score between 148-168 on the Accuplacer test. (ALP eligibility may also be determined by a student’s performance in EGL-0080 or EGL-0090 .)
The ALP course offers several benefits to students. First, ALP allows students to enroll in a credit-bearing course (EGL-1010 ) even as they receive additional assistance in EGL-0100P . In addition, students have the same instructor for both EGL-1010P and EGL-0100P , and sections of EGL-0100P are limited to just 10 students. The small class size and consistent instructor allow for individualized instruction and an enhanced EGL-1010 experience for ALP students.
Placement and Courses
The table below lists the placement scores that determine which IRW courses students will take:*EGL-0100P is part of ALP (Accelerated Learning Program) and combines a credit-level EGL-1010 course with a developmental course. See ALP English above for more details.
(Please note that the combined Accuplacer scores are valid 2 years from testing date)
Accuplacer Scores (minimum score requirements) |
Course Placement |
Reading 200 and Writeplacer -0- (zero) |
EGL-0080 |
Reading 237 and Writeplacer 3 |
EGL-0090 |
Reading 254 and Writeplacer 4 |
EGL-0100P * |
Reading 254 and Writeplacer 5 |
EGL-1010 |
*EGL-0100P is part of ALP (Accelerated Learning Program) and combines a credit-level EGL-1010 course with a developmental course. See ALP English for more details.
It is important to note that EGL-0080 and EGL-0090 are not necessarily sequential courses. Many students will not need to take both courses. Students who are successful in either EGL-0080 or EGL-0090 may be eligible to take EGL-1010 the following semester.
Important: Students who test into EGL-0080, EGL-0090, or ALP must enroll in the course within their first 15 billable credits at the college.
Attendance Requirements
Students are expected to attend all regularly scheduled class meetings. Poor attendance may significantly impact the overall grade in the course.
Possible Grades and When Students Need to Repeat a Course
Content mastery is important for student success. Students must earn a grade of C (70%) or higher to advance to the next course.
Department Contact Information
For more information on the EGL sequence, contact the department chair or academic dean.
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Dr. Paul Madachy, Department Chair
English, Developmental English and Reading
Marlboro Hall, Room 3053
301-546-0567
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Nicole Currier, Dean
Humanities, English, and Social Science
Marlboro Hall, Room 3079
301-546-0560
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Mirian Torain, Associate Dean
Humanities, English, and Social Science
Marlboro Hall, Room 3080
301-546-5259
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Developmental Mathematics
Developmental Mathematics (DVM) includes up to four courses, depending on initial placement, that prepare students for success in college-level mathematics courses. The courses develop the basic quantitative and problem-solving skills necessary for mathematics at the college level. These skills include basic arithmetic operations, algebra skills including expressions, functions, and the solution of equations, and applications.
The following table provides an overview of the Developmental Mathematics courses leading to college-level courses. Note that the starting point varies by initial course placement.
Developmental Math (DVM) Placement and Courses
(Please note that the Accuplacer scores are valid 2 years from testing date)
Important: Students who test into any of the DVM courses must enroll in the courses in their first 15 billable credits at the college and remain in the developmental mathematics sequence in each successive semester until MAT-0092 and/or MAT-0104 is completed.
Additional DVM Sequence Information
For detailed course descriptions, see Course Descriptions .
Developmental Mathematics Sequence
When students complete the Developmental Math Sequence (DMS), which could include MAT-0071 , MAT-0092 , and/or MAT-0104 (depending on initial placement), they will have met the prerequisite required for college-level mathematics courses.
Attendance Requirements and Course Lab
Students are expected to attend all regularly scheduled class meetings. Poor attendance may significantly impact concept mastery and the overall grade in the course. The Marlboro Learning Lab and the Mathematics Learning Center are available for students to work independently or with tutor assistance outside of class, though lab attendance is not a course requirement.
Possible Grades and When Students Need to Repeat a Course
Content mastery is important for student success. Students earning less than 80 percent must repeat the course.
Department Contact Information
For more information on the DMS sequence, contact the department chair or academic dean.
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Regina Bentley, Department Chair
Mathematics
Marlboro Hall, Room 3049
301-546-0458
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Dr. Christine Barrow, Dean
Sciences, Technology, Engineering, and Mathematics (STEM)
Chesapeake Hall, Room 215-B
301-546-0736
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English as a Second Language
The English as a Second Language (ESL) sequence includes up to eight courses, which upon completion enable students to participate successfully in college courses. Depending on initial assessment, English language learners are placed in various courses in academic English. The courses in this sequence develop reading, grammar, and writing, necessary for academic success.
There are two types of courses in the ESL sequence: grammar/writing and reading. Five classes focus on grammar and writing skills: ESL-0100 , ESL-0101 , ESL-0102 , ESL-0201 , and ESL-0202 . Reading skills are taught in ESL-0081 , ESL-0105 , and ESL-0106 .
Students placing into ESL-0105 or ESL-0106 may take the math placement test and enroll in math classes concurrently while taking their required ESL classes. Likewise, students taking ESL-0106 may also enroll in INT-1010 and BIO-1010 simultaneously. They must speak with an advisor to choose courses appropriate for their major.
A grade of C constitutes a passing grade in ESL.
The following table provides an overview of the sequence and the order of courses leading up to college-level courses. These courses follow two tracks, the ESL grammar/writing track and the ESL reading track. Note that the starting point for the sequence varies by initial course placement.
English as a Second Language (ESL) Sequence Placement and Courses
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ESL Grammar/Writing |
ESL Reading/Vocabulary |
Important Notes |
Basic |
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ESL-0100 1 |
ESL-0081 |
Must complete ESL-0081 and ESL-0100 prior to enrollment in ESL-0105 |
Intermediate |
Level 1 |
ESL-0101 |
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ESL-0105 |
Eligible for math placement test after ESL-0105 is completed |
Level 2 |
ESL-0102 |
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Students in ESL-0105 may take the math placement test and take a math course while enrolled in ESL.
They should speak to an advisor to choose an appropriate math course for their major. |
Advanced |
Level 1 |
ESL-0201 |
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ESL-0106 |
After completion of ESL-0106 , eligible for courses with reading prerequisite.
Students may take in INT-1010 and BIO-1010 while taking ESL 0106 |
Level 2 |
ESL-0202 |
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College-level |
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EGL-1010 |
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Must complete ESL-0106 and ESL-0202 prior to enrollment in EGL-1010 |
1 Students whose Michigan test score and writing sample do not place them into ESL-0100 /ESL-0081 will be referred to Transition ESL. For more information about Transition ESL, see About WDCE .
Additional ESL Sequence Information
For detailed course descriptions, see Course Descriptions .
Language Lab
All ESL students are required to complete 15 clock hours of lab activities. These will be explained in more detail on the course syllabi.
Possible Grades and When Students Need to Repeat a Course
Content mastery is important for student success. Students earning less than 70 percent must repeat the course.
Review or Accelerated Courses Alternatives
There are no review courses for the English as a Second Language sequence.
Department Contact Information
For more information on the ESL sequence, contact the department chair or academic dean.
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Ennis N. Allen, Department Chair
Humanities
Center for Health Studies, Room 2408
301-546-0621 |
Dr. Paul Madachy, Department Chair
English, Developmental English and Reading
Marlboro Hall, Room 3053
301-546-0567 |
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Brenan Swartz, Academic Coordinator
ESL
University Town Center, Room 225 / Largo Campus, Bladen Hall, Room 308-I
301-546-8313 |
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