Student Policies
For a comprehensive list of all student policies see your applicable EDvance College Student Handbook.
Prior Year Student Handbooks
Reasonable Accommodation and Disability Resources Policy and Procedures
Two federal laws prohibit the discrimination against students with disabilities. Those laws, Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act (ADA) are similar in their requirements. They apply to all aspects of EDvance College’s operations, including academic programs, student services, and admissions.
In addition to prohibiting discrimination on the basis of disability, Section 504 and the ADA both impose an affirmative obligation on EDvance College to provide reasonable accommodations needed to ensure a student with a disability is able to participate fully and meaningfully at EDvance College - as long as those accommodations do not impose an undue burden on EDvance College, and/or fundamentally alter the nature of the program or service provided.
EDvance College is committed to Justice, Equity, Diversity, and Inclusion plus Belonging (JEDI + B). EDvance College strives to provide JEDI+B based support and services to all students, including those with disabilities. It is the policy of EDvance College to make every reasonable effort to provide students with disabilities with the opportunity to take full advantage of EDvance College’s programs, activities, and services. The Early Childhood Studies Director does this, in part, by arranging reasonable accommodations for students. To request accommodations, a student with a disability provides the Early Childhood Studies Director with current documentation of the disability, the functional limitations resulting from the disability, and recommendations for accommodations. The Early Childhood Studies Director and the student will work together to identify appropriate and reasonable accommodations needed to fully participate at EDvance College.
EDvance College has the right to establish qualifications and other essential standards and requirements for its courses, program, and services. All students are expected to meet these qualifications, standards and requirements, with or without reasonable accommodations.
In addition to prohibiting discrimination on the basis of disability, Section 504 and the ADA both impose an affirmative obligation on EDvance College to provide reasonable accommodations needed to ensure a student with a disability is able to participate fully and meaningfully at EDvance College - as long as those accommodations do not impose an undue burden on EDvance College, and/or fundamentally alter the nature of the program or service provided.
EDvance College is committed to Justice, Equity, Diversity, and Inclusion plus Belonging (JEDI + B). EDvance College strives to provide JEDI+B based support and services to all students, including those with disabilities. It is the policy of EDvance College to make every reasonable effort to provide students with disabilities with the opportunity to take full advantage of EDvance College’s programs, activities, and services. The Early Childhood Studies Director does this, in part, by arranging reasonable accommodations for students. To request accommodations, a student with a disability provides the Early Childhood Studies Director with current documentation of the disability, the functional limitations resulting from the disability, and recommendations for accommodations. The Early Childhood Studies Director and the student will work together to identify appropriate and reasonable accommodations needed to fully participate at EDvance College.
EDvance College has the right to establish qualifications and other essential standards and requirements for its courses, program, and services. All students are expected to meet these qualifications, standards and requirements, with or without reasonable accommodations.
Student Grievance and Appeals Policy and Procedures
This policy establishes the guidelines and standards for student grievances NOT involving harassment or discrimination, or challenges to student records. Prior to filing an informal or formal grievance, it is recommended that students reach out to a Student Success Advocate for assistance.
Academic Matters
1. Award of final grade (grade appeal) - Students may not appeal grading on individual assignments. Only the final grade in a course may be appealed.
2. An academic honesty violation charge - Academic Honesty Procedure.
Non-Academic Grievances or Appeals
1. College determination that the student has violated a college rule or procedure.
2. College determination relating to the student's admission or readmission to the college.
3. College's withdrawal of a student from a course or a program for non-academic reasons.
Academic Matters
1. Award of final grade (grade appeal) - Students may not appeal grading on individual assignments. Only the final grade in a course may be appealed.
2. An academic honesty violation charge - Academic Honesty Procedure.
Non-Academic Grievances or Appeals
1. College determination that the student has violated a college rule or procedure.
2. College determination relating to the student's admission or readmission to the college.
3. College's withdrawal of a student from a course or a program for non-academic reasons.
Transfer Credit Policy
EDvance College does not require entry exams, standardized tests such as the SAT or ACT, minimum grade requirements, or GPA for acceptance into the College.
Minimum Transfer Requirements Include:
Upper Division Pathway
Prospective students must have completed 60 units from an accredited college which include:
i. Minimum of 15 semester units of General Education (GE)* covering:
Written Communication
Quantitative Reasoning
History/Ethnic Studies
Arts and Culture
Social and Behavioral Sciences
*All GE courses must be completed at a U.S. accredited college.
ii. Minimum of 24 semester units in Early Childhood Education (ECE)**, including:
Intro to Child Development course (or equivalent)
Children, Families, and Communities course (or equivalent)
Applicants may transfer a maximum of 12 units of Credit for Prior Learning refer to Credit for Prior Learning Policy)
**All ECE courses must be completed at a U.S. accredited college.
iii. Elective units may include:
Courses related to English as a Second Language (ESL)
Credit for prior learning (maximum of 12 units)
Units from an evaluated foreign degree may be applied toward elective requirements.
Lower Division Pathway
Qualify for a CA Child Development Associate Teacher Permit or a Child Development Associate CDA Credential.
Block Transfer Option: Students who have earned an Associate Degree in a field related to Early Childhood Studies may be eligible for a block transfer, allowing for a smooth and simplified transfer process that satisfies these requirements.
Unit Categorization Rule: A course may only satisfy one requirement category (GE, ECE, or Elective). Courses cannot be double-counted or credited to fulfill more than one category.
For specific details, please see full policy here.
Minimum Transfer Requirements Include:
Upper Division Pathway
Prospective students must have completed 60 units from an accredited college which include:
i. Minimum of 15 semester units of General Education (GE)* covering:
Written Communication
Quantitative Reasoning
History/Ethnic Studies
Arts and Culture
Social and Behavioral Sciences
*All GE courses must be completed at a U.S. accredited college.
ii. Minimum of 24 semester units in Early Childhood Education (ECE)**, including:
Intro to Child Development course (or equivalent)
Children, Families, and Communities course (or equivalent)
Applicants may transfer a maximum of 12 units of Credit for Prior Learning refer to Credit for Prior Learning Policy)
**All ECE courses must be completed at a U.S. accredited college.
iii. Elective units may include:
Courses related to English as a Second Language (ESL)
Credit for prior learning (maximum of 12 units)
Units from an evaluated foreign degree may be applied toward elective requirements.
Lower Division Pathway
Qualify for a CA Child Development Associate Teacher Permit or a Child Development Associate CDA Credential.
Block Transfer Option: Students who have earned an Associate Degree in a field related to Early Childhood Studies may be eligible for a block transfer, allowing for a smooth and simplified transfer process that satisfies these requirements.
Unit Categorization Rule: A course may only satisfy one requirement category (GE, ECE, or Elective). Courses cannot be double-counted or credited to fulfill more than one category.
For specific details, please see full policy here.
Grading Policy
We strive to execute grading policies with academic integrity and fairness to ensure all students are evaluated based on their performance. Policies concerning the evaluation of student work (grading) are under continuous review by faculty and academic governance. As such, grading policies and procedures are subject to revision. All updates will be communicated to students prior to any changes implemented. At the start of each semester, faculty and students will review the course expectations and grading policies. At this time, students will be given the opportunity to ask for explanations about the grading policies. Students are expected to communicate with their instructor and Student Success Advocates if they are experiencing difficulty meeting course expectations. While other forms of assessment will be incorporated into coursework, all credit courses will be taken for a formal letter grade.
Grading Scale
A 100 to 94.0%
A- < 94.0% to 90.0%
B+ < 89.9% to 87.0%
B < 86.9% to 84.0%
B- < 83.9% to 80.0%
C+ < 79.9% to 77.0%
C < 76.9% to 74.0%
C- < 739.% to 70.0%
D+ < 69.9% to 67.0%
D < 66.9% to 64.0%
D- < 63.9% to 61.0%
F < 60.9%
Grading Scale
A 100 to 94.0%
A- < 94.0% to 90.0%
B+ < 89.9% to 87.0%
B < 86.9% to 84.0%
B- < 83.9% to 80.0%
C+ < 79.9% to 77.0%
C < 76.9% to 74.0%
C- < 739.% to 70.0%
D+ < 69.9% to 67.0%
D < 66.9% to 64.0%
D- < 63.9% to 61.0%
F < 60.9%
Credit Hour Policy
Credit hour refers to the amount of time spent engaged in a combination of learning activities to achieve student learning outcomes as evidenced by student achievement artifacts, which is typically measured in a standard amount of time per week throughout a term.
EDvance College courses are categorized in three ways:
1. Content Courses–courses are knowledge-based, implementing a mix of synchronous and asynchronous learning activities
2. Writing Development Courses–courses are skill and competency-based, requiring a significant amount of synchronous support and collaborative learning
3. Community of Reflective Practice (CORP) Courses–courses are practice-based requiring a significant portion of time practicing in a supervised field setting
As a fully remote institution, EDvance College courses are designed using a combination of formats:
● synchronous learning (instructor-led)
● asynchronous learning (structured, self-directed learning)
● homework (unstructured, self-directed learning)
● reflective practice (field work)
A “Credit Hour” for the purposes of a remote institution of higher education, is defined as 15 hours of a combination of synchronous and/or asynchronous learning activities, which is equivalent to one semester unit.
EDvance College courses are categorized in three ways:
1. Content Courses–courses are knowledge-based, implementing a mix of synchronous and asynchronous learning activities
2. Writing Development Courses–courses are skill and competency-based, requiring a significant amount of synchronous support and collaborative learning
3. Community of Reflective Practice (CORP) Courses–courses are practice-based requiring a significant portion of time practicing in a supervised field setting
As a fully remote institution, EDvance College courses are designed using a combination of formats:
● synchronous learning (instructor-led)
● asynchronous learning (structured, self-directed learning)
● homework (unstructured, self-directed learning)
● reflective practice (field work)
A “Credit Hour” for the purposes of a remote institution of higher education, is defined as 15 hours of a combination of synchronous and/or asynchronous learning activities, which is equivalent to one semester unit.
Satisfactory Academic Progress (SAP)
Federal statute and regulations require educational institutions to establish a Satisfactory Academic Progress (SAP) Policy for determining if an otherwise eligible financial aid applicant or recipient is making satisfactory academic progress in his or her education program. If they are doing so, the student may receive assistance from the Federal Student Aid (FSA) programs. The policy is provided to all students prior to the first class session and is consistently applied to all applicable students.
SAP standards are established by the faculty in consultation with the Chief Academic Officer. Students must maintain SAP according to the set standards in order to continue enrollment. SAP is measured at the end of each payment period and will be checked prior to disbursement of aid. EDvance College payment periods align with semesters in the academic calendar.
The SAP policy for Title IV of the Higher Education Act of 1965 (HEA) is consistently applied and identical to the school’s actual measurement used to monitor qualitative and quantitative standards, as well as maximum time frame for students enrolled in the same educational programs who are not receiving Title IV aid. The Director of Financial Aid reviews the Title IV SAP policy to ensure it meets all federal requirements. EDvance College notifies the WASC Senior College and University Commission (WSCUC) if the school changes academic policies.
To remain eligible for Title IV, HEA, a student must maintain “Satisfactory Academic Progress” as outlined in the following 3 measures:
1. Cumulative GPA (Qualitative Measure)
Students will reach a 2.0 minimum (equivalent to a C average) by the mid-point of the program and maintain this level throughout the rest of the program
2. Pace of Completion (Quantitative Measure)
All students must complete at least 67% of their credits attempted each semester. (Pace of Completion = Total credits completed / Total credits attempted).
3. Duration of Progress (Quantitative Measure)
Once a student has attempted 150% of the required number of credits for his/her program, they are no longer eligible to receive financial aid. Federal regulations specify that “a student becomes ineligible when it becomes mathematically impossible for them to complete their program within 150% of its length.
For specific details, please see full policy here.
SAP standards are established by the faculty in consultation with the Chief Academic Officer. Students must maintain SAP according to the set standards in order to continue enrollment. SAP is measured at the end of each payment period and will be checked prior to disbursement of aid. EDvance College payment periods align with semesters in the academic calendar.
The SAP policy for Title IV of the Higher Education Act of 1965 (HEA) is consistently applied and identical to the school’s actual measurement used to monitor qualitative and quantitative standards, as well as maximum time frame for students enrolled in the same educational programs who are not receiving Title IV aid. The Director of Financial Aid reviews the Title IV SAP policy to ensure it meets all federal requirements. EDvance College notifies the WASC Senior College and University Commission (WSCUC) if the school changes academic policies.
To remain eligible for Title IV, HEA, a student must maintain “Satisfactory Academic Progress” as outlined in the following 3 measures:
1. Cumulative GPA (Qualitative Measure)
Students will reach a 2.0 minimum (equivalent to a C average) by the mid-point of the program and maintain this level throughout the rest of the program
2. Pace of Completion (Quantitative Measure)
All students must complete at least 67% of their credits attempted each semester. (Pace of Completion = Total credits completed / Total credits attempted).
3. Duration of Progress (Quantitative Measure)
Once a student has attempted 150% of the required number of credits for his/her program, they are no longer eligible to receive financial aid. Federal regulations specify that “a student becomes ineligible when it becomes mathematically impossible for them to complete their program within 150% of its length.
For specific details, please see full policy here.
