It is the College's intention to institutionalize this format once the data from the pilot study has been analyzed. If there are other failed areas, the student must be in developmental coursework for those areas until the completion of the Victoria College DEP for those areas. An alternate path is allowed for students who have scored within a locally determined score range of passing the test taken for TASP purposes. According to Section 38.003 T.E.C., a student who has been diagnosed by a qualified professional as having dyslexia or a related disorder, or a specific learning disability in mathematics, and who completes The Victoria College developmental program will not be required to retest and will not be referred to any additional developmental work. Students enrolled under these restrictions will be withdrawn from all college credit courses if the instructor withdraws the student for excessive absences in the developmental course and this was the only developmental course the student was enrolled in due to failure on the test taken for TASP purposes.
Students are responsible for the subsequent completion of all work missed during an absence.
Any instruction missed and not subsequently completed will necessarily affect the grade of the student regardless of the reason for the absence. The manner in which make-up work is administered is left to the professional discretion of the individual faculty member. Labs are counted as a class meeting. Attendance counting begins on the first day the student is enrolled. The Victoria College makes no distinction between excused or unexcused absences.