Policy Considerations

Consider key questions before setting your credit-granting policy.

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Establishing Your CLEP Policy

Policies should emphasize an institution's broad interest in awarding qualifying CLEP exam scores while also ensuring institutional control over academic decisions and educational standards. Determining and updating your CLEP policy is a key step in building a CLEP program at your institution. You may want to use our sample CLEP policy as a guide to setting your own.

Questions to Consider When Setting a CLEP Policy

  • Which exams does your institution recognize for credit? Learn more about CLEP exams.
  • For each exam, what is the minimum credit-granting score? See a summary of ACE Credit Recommendations from the American Council on Education.
  • How much credit is granted for each exam? In some cases, students may earn more credit for a higher score on the same exam.
  • What are the equivalent courses for each exam?
  • What type of credit is granted for each exam? For example, does the credit granted for CLEP satisfy major requirements, core requirements, or general education requirements? Is course exemption granted for a successful score?
  • Are there any time restrictions for accepting this credit?
  • How many credit hours can be earned through credit-by-examination (for all exams taken and for each exam)?
  • Is your CLEP policy comparable to your policy for accepting credit transferred from another institution?
  • What documentation do you require in order to accept CLEP credit transferred from another institution?
  • How often is your policy evaluated or revised?
  • What office or department is the key contact for questions about this policy?
  • Has your CLEP policy been posted prominently on your institution's website and in the catalog?

Questions About Maintaining Your CLEP Policy

  • Is your advising team informed of your institution's policy?
  • How are changes to your policy communicated to students and staff?
  • Where is your policy posted? Is it readily accessible to students and staff within the institution, as well as to prospective students?
  • Do you have clearly outlined transfer articulation agreements with partner institutions?