NC EMPT
Project Summary
2015-2016
NC Early Mathematics Placement Testing
Communication is the Key!
Like the Summer 2016 Olympic Games in Rio, NC EMPT proudly carries its torch
with nineteen years of service! The program strives to bring awareness to high
school students, parents, teachers and administrators of students’ readiness for
college level mathematics. By bringing key players to the table, the NC EMPT
Advisory Board enables powerful conversation between key parties: High School
mathematics faculty, the NC Dept. of Public Instruction, NC community colleges,
and UNC institutions. Discussions center around these questions: What are the
current post-secondary expectations of the mathematics skills students should have
mastered before entering a college or university? How do these compare with the
curriculums of current fourth year high school math courses? How can we help a
larger percentage of students with college aspirations be ready for and successful in
their beginning college math course? How can the need for and expenses related to
mathematics remediation at the college level be reduced? Are all K-16 players on the
same page?
Sponsored as an early intervention initiative by the State of North Carolina and
gratefully housed on the campus of East Carolina University, NC EMPT straddles the
high school and college mathematics worlds and fosters communication. By having
high school students experience a test that is similar in content to actual college
math placement tests, the program provides each student with a realistic early
warning of their current mathematical standing. Participation is voluntary and
initiated by the classroom teacher. Eligible students include those enrolled in
Algebra II, Math III, Essentials for College Math, Advanced Functions and Modeling,
Precalculus, Discrete Math, and any other fourth-level math course. Results are
individualized and confidential. Scores are not shared or compared. NC EMPT
offers an honest assessment and mathematical advice about each student’s choice of
major and post-secondary institution. Best of all, this NC EMPT service and all of its
resources are offered free of charge to students, teachers, high schools, and parents.
The 2015-2016 year was a year of continued growth. Amidst a sea of mandated
testing, many NC high school math teachers found NC EMPT information invaluable
and found time to allow more than 42,000 students to benefit from the experience.
See the “NC EMPT Quick Stats” document that follows.
In addition to providing an efficient and quality service during four testing windows
throughout the school year, much energy has been centered on two areas. The first
of these is Essentials for College Math (ECM). Now offered for the third year by
more than 300 NC high schools, this course was developed by writers from five
states, including the NC EMPT associate director, and was funded by the Southern
Regional Education Board (SREB) in Atlanta, Ga. ECM was designed for students
scoring just under established benchmarks for college math readiness, such as the
ACT and SAT, and who need one last opportunity to master necessary skills before
entering post-secondary education. A crucial bridge to success in college
mathematics for many, ECM clearly fits NC EMPT’s goals. NC EMPT’s Option #1
(pretest) and Option #2 (post-test) versions offer a tangible yet non-threatening
assessment of readiness not only in ECM, but in other fourth year high school math
courses. The associate director has become a master trainer of ECM and has
presented NC EMPT resources to teachers in trainings during the past three
summers. NC EMPT was presented with an $18,000 grant from SREB to study pre-and
post-test NC EMPT results for students enrolled in ECM during the 2014-2015
year. Increased NC EMPT participation by ECM students was noted during 2015-16
with an 8.3% increase in student numbers as compared to last year. The associate
director continues to stay abreast of changes in the high school Mathematics
Standard Course of Study as determined by the NC Department of Public Instruction
(NC DPI). After recently completing a review and revision of standards for NC Math
I, II, and III courses, NC DPI will soon begin the same process for all fourth-level
math courses.
The second area of focus included more in-depth work to ensure that the NC EMPT
test version created each year is a true representative of current math placement
tests administered across NC community colleges and UNC institutions. A
subcommittee of the NC EMPT Advisory Board reviews and edits the new version of
the NC EMPT test each year. The associate director has thoroughly studied the NC
DAP (North Carolina Diagnostic and Placement) Test used by 58 community
colleges. The fifteen UNC institutions are autonomous in their choice of math
placement testing procedures, but there are duplications. The associate director has
also studied ACCUPLACER, COMPASS, and ALEKS, all of which are web-based
(more information can be found in Appendix B). ALEKS offers a desired follow-up
for each student with robust self-remediation modules. In addition, the director and
associate director have conferenced with WebAssign of Raleigh to look at the
possibility of offering an online version of the NC EMPT test once again.
Support for the NC EMPT Program is strong. Early intervention and communication
between all involved parties are paramount. NC EMPT has now served more than
720,000 students since its inception in 1996 and is recognized as a leader
nationwide. The program continues to serve as a vital connection between
high school and college-level mathematics, particularly as students
apprehensively step from grades 12 to 13.
NC EMPT Participation S-T-R-E-T-C-H-E-S Across ALL of North Carolina!
􀀃􀍒
Reasons why high school students and their parents like NC EMPT:
􀁸􇠠 It is a reality check of current readiness for college-level mathematics.
􀁸􇠠 It helps students understand what skills must be improved so the appropriate degree-counting
math course(s) can be taken and passed in college.
􀁸􇠠 It provides eye-opening information about the actual mathematics placement procedure
and required math course(s) for the major and institution of their choice.
Reasons why high school math teachers and administrators like NC EMPT:
􀁸􇠠 It is excellent preparation for college-bound students.
􀁸􇠠 It is a non-threatening, up-to-date, “practice” math placement test with all materials
provided FREE. Test administration is easy and feedback immediate.
􀁸􇠠 It offers current information about expectations and requirements in mathematics
curriculum for fifty-eight community colleges and fifteen UNC institutions.
EYE-OPENING
information
that benefits
everyone!
Note:􀀃􀍎NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared!
A Survey of 2015-2016
Participating Teachers Found…
􀆆􈘠 98% strongly agreed or agreed that the NC EMPT office promptly
returned hard copies of test score summaries for teachers and
individualized results letters for students.
􀆆􈘀􀀃􀌀 􀀜􁰹9% strongly agreed or agreed that the NC EMPT Program
accomplished its goal of providing their participating high school students
with a "reality check" of readiness for college-level mathematics.
􀆆􈘠 100% strongly agreed or agreed that the testing instructions provided
for each teacher were clear and easy to follow.
􀆆􈘠 100% strongly agreed or agreed that OVERALL the NC EMPT
Program provides a VALUABLE SERVICE to high school students
and teachers.
WHO should take the valuable practice
math placement test offered by NC EMPT?
High school students enrolled in:
􀁸􇠠 Algebra II
􀁸􇠠 NC Math III
􀁸􇠠 Essentials for College Math
􀁸􇠠 Advanced Functions and
Modeling
􀁸􇠠 Precalculus
􀁸􇠠 Discrete Math
􀁸􇠠 Statistics
􀁸􇠠 and other upper-level
mathematics courses.
Did you know that the NC EMPT Web site has a wealth of information about mathematics
placement testing at colleges and universities statewide?! CHECK IT OUT: www.ncempt.org
􀀵􃔀􀁈􄠀􀁊􄨀􀁌􄰀􀁖􅘀􀁗􅜀􀁕􅔀􀁄􄐀􀁗􅜀􀁌􄰀􀁒􅈀􀁑􅄀􀀃􀌀􀁄􄐀􀁑􅄀􀁇􄜀􀀃􀌀􀁓􅌀􀁄􄐀􀁕􅔀􀁗􅜀􀁌􄰀􀁆􄘀􀁌􄰀􀁓􅌀􀁄􄐀􀁗􅜀􀁌􄰀􀁒􅈀􀁑􅄀􀀃􀌀􀁌􄰀􀁑􅄀􀀃􀌀
􀀱􃄀􀀦􂘀􀀃􀌀􀀨􂠀􀀰􃀀􀀳􃌀􀀷􃜀􀀃􀌀􀁌􄰀􀁖􅘀􀀃􀌀􀁖􅘀􀁗􅜀􀁌􄰀􀁏􄼀􀁏􄼀􀀃􀌀􀁉􄤀􀁕􅔀􀁈􄠀􀁈􄠀􀀐􁀀􀁒􅈀􀁉􄤀􀀐􁀀􀁆􄘀􀁋􄬀􀁄􄐀􀁕􅔀􀁊􄨀􀁈􄠀􀀃􀌀
􀁗􅜀􀁒􅈀􀀃􀌀􀁄􄐀􀁏􄼀􀁏􄼀􀀃􀌀􀁓􅌀􀁘􅠀􀁅􄔀􀁏􄼀􀁌􄰀􀁆􄘀􀀃􀌀􀁄􄐀􀁑􅄀􀁇􄜀􀀃􀌀􀁑􅄀􀁒􅈀􀁑􅄀􀀐􁀀􀁓􅌀􀁘􅠀􀁅􄔀􀁏􄼀􀁌􄰀􀁆􄘀􀀃􀌀􀁋􄬀􀁌􄰀􀁊􄨀􀁋􄬀􀀃􀌀
􀁖􅘀􀁆􄘀􀁋􄬀􀁒􅈀􀁒􅈀􀁏􄼀􀁖􅘀􀀃􀌀􀁄􄐀􀁑􅄀􀁇􄜀􀀃􀌀􀁗􅜀􀁋􄬀􀁈􄠀􀁌􄰀􀁕􅔀􀀃􀌀􀁖􅘀􀁗􅜀􀁘􅠀􀁇􄜀􀁈􄠀􀁑􅄀􀁗􅜀􀁖􅘀􀀄􀐀􀀃􀌀􀀃􀌀
􀀃􀍒
Register now at
http://www.ncempt.org
for the 2016-2017 year for
any or all of four testing
windows!
Each pushpin in the state map to the left
represents a participating high school during
2015-2016.
Table of Contents
I. From the Director……………………………………………………………….. 1-2
II. From the Associate Director…………………………………………………. 3-4
III. Introduction to the NC EMPT Program……………………………….… 5-18
IV. Summary of 2015-2016 Testing………………………………………….… 19-48
V. Trends in NC EMPT Data, 1996-2016……………………………………. 49-54
VI. Evaluation of the 2015-2016 Year...………………………………….…… 55-68
VII.
Appendix A – 2015-2016 Required Background Questions,
Suggested Levels and Answer Key, and Parent/Guardian
Brochure……………………………………………………………………………..
69-76
VIII. Appendix B – Promotion of NC EMPT Participation………………. 77-84
IX. Appendix C – Helpful Resources for High School Teachers and
Students....………………………………………………………………………….. 85-92
North Carolina Early Mathematics
Placement Testing -
A Treasure Chest of Mathematical
Advice for the College-Bound!
I. From the Director
Dr. Johannes Hattingh, September 2016
The major goal of the NC EMPT Program is to help reduce the percentage of
incoming college freshmen requiring mathematics remediation. The program
provides non-threatening and eye-opening advice at an opportune time – while there
is time and motivation to strengthen and maintain mathematics skills necessary for
success at the college-level. By allowing students to experience a “practice”
mathematics placement test that is a facsimile of the actual tests given at NC
community colleges and UNC institutions, NC EMPT offers a snapshot of current
readiness.
In addition, a wealth of personalized information is given to each participant
regarding the required math courses for the major of their choice and a description
of the math placement procedure currently used at the college or university of their
choice. Scores are confidential and will not be shared or compared.
During the 2015-16 school year, approximately 42,100 high school students
participated in NC EMPT testing. Voluntary participation among the public and
private high schools statewide was 36% and 30%, respectively. The new high school
course "Essentials for College Math" continues to provide another excellent
opportunity for NC EMPT to reach out to the teachers of college-bound students
needing a bridge course in mathematics.
Since its inception in 1997, NC EMPT has become the largest EMPT program in the
nation. This success is due in part to the outstanding support and cooperation of
everyone involved in the program, including the administrations at UNC General
Administration and East Carolina University, and the many high school math
teachers and students who participated in the program and helped to make it better.
In closing, I want to especially thank Ken Gurganus, who is retiring from UNCW, for
his exceptional service to NC EMPT for seventeen years. I want to welcome Russell
1
Herman, Undergraduate Coordinator and Assistant Chair, Dept. of Mathematics &
Statistics, UNCW, as a new board member. In addition, I welcome Susan Barbitta,
Associate Director - Special Projects, NCCCS. I also appreciate the short tenure and
work of Jay Wilkins of UNCP who has moved to a math position in the private sector.
He will be replaced by Katie Floyd, Dept. of Mathematics and Computer Science,
UNCP. Last, but certainly not least, I want to thank Ms. Ellen Hilgoe, her staff, as
well as currently serving NC EMPT board members for their unwavering and stellar
efforts in making NC EMPT such a remarkable success.
2
II. From the Associate Director
Ellen Hilgoe, August 2016
!
Year nineteen and NC EMPT
continues its successful journey!
With three brand new student
workers, a daunting learning curve
loomed at the start of the new
school year. Heartfelt thanks go to
my assistant, Debby Hodges, for
her wonderful teaching skills, great
organization, and positive attitude.
By the end of 2015-2016, our small
band of very hard workers was
returning test results to high
schools with the best speed yet, 0.5
days!
Voluntary participation by both
public and non-public high schools
statewide is on the rise! More than
42,000 students were given the NC
EMPT opportunity during 2015-
2016. By offering a “snapshot” of
their mathematical standing while
still in high school, NC EMPT
hopes to give students the
motivation to retain skills, or take
corrective action, while there is still
time and help available. We also
saw a shift in grade level of
students taking the early math
placement exam due to an influx of
seniors enrolled in the new
Essentials for College Math course.
Other popular courses taking
advantage of NC EMPT services
include Math III, Advanced
Functions and Modeling,
Precalculus, and Discrete Math. As
always, we are especially
appreciative of NC high school
mathematics teachers and their
willingness to devote classroom
time to this valuable assessment.
Thank you also to Dr. Johan
Hattingh, NC EMPT Director, for
his tireless support!
(l to r): Associate Director Ellen Hilgoe and Administrative
Support Associate Debby Hodges celebrated Easter at the NC
EMPT office with paper-folded baskets
(l to r): NC EMPT student workers Nicole Allen (ECU
freshman, majoring in Engineering); Katelyn Lineberry
(ECU junior, Public Health, Pre-pharmacy); West Williams
(ECU freshman, Hospitality Leadership), and Holly Britton
(ECU senior, Hospitality Leadership)
3
III. Introduction
The NC EMPT Program hopes to raise awareness of the importance of
mathematics, and strives to give future incoming college freshmen an early
warning of the mathematics skills necessary for successful placement in college-level
mathematics.
By offering this non-threatening advice with opportune timing, that is, while
students are still in high school and can maneuver to correct weaknesses, NC
EMPT hopes to motivate students to be strong in mathematics and avoid the
expensive pitfalls caused by lack of retention or lack of knowledge of the skills
needed for success at the college level. The 2015-2016 placement test questions
are based on objectives in the areas of number and operation, algebra, and
geometry (see p. 21, p. 23, pp. 35-43). The questions were a result of a thorough
study of current math placement tests used at NC community colleges and UNC
institutions.
Understanding the Basics of an EMPT Program
Early Mathematics Placement Testing concisely describes a valuable intervention
service provided to high school students in programs across the nation. The test
allows students to experience a facsimile of an actual mathematics placement
exam well before the first semester in college. Thus students, teachers, and
parents become more aware of expectations, and therefore more able to react
positively in a timely fashion. Students’ results letters are individualized, offer a
wealth of information about mathematical readiness, and provide a “reality
check” of a student’s current mastery of mathematics skills.
Some EMPT programs in the United States target high school juniors, in the hope
that reinforcement of mathematics skills or corrective action can be taken in the
senior year. The North Carolina program offers “practice” placement testing to
students close to completing Algebra II, Mathematics III, and to students in
upper-level math courses. This may include sophomores, juniors, or seniors. A
new version of the NC EMPT test is created each year, and teachers are
encouraged to test students near the end of their Algebra II and Math III, and
during each subsequent math course. Reinforcement and retention of algebra
skills is critical because university mathematics placement tests consist primarily
5
of algebra questions. For a closer look at the North Carolina EMPT Program,
please read the documents found in Appendix A.
Historically, a variety of EMPT programs have been offered, or are currently
being considered, in at least twenty-nine states across the nation since the 1980s.
Unfortunately, many of these have ceased to exist due to several factors including
competition from existing mandated testing and funding problems. Currently,
strong programs exist in North Carolina, Kentucky, Wisconsin, and California.
Organization of the NC EMPT Program
East Carolina University (ECU) operated a four-year pilot early math placement
testing program from fall 1992 to spring 1996. Sixteen area high schools were
involved, and ECU sponsored the pilot. As chair of the ECU Mathematics
Department, Dr. Robert Bernhardt directed the program with the help of Dr.
Sunday Ajose, and secretarial help was provided by the mathematics department
staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996
and was permanently transferred to ECU in spring 1997. A full-time program
manager and office assistant were added to the staff. The program reached out to
all public and non-pubic high schools statewide in 1997-1998. Participation
numbers increased to a high of 47,925 high school students in 2005-2006. The
NC EMPT state headquarters has been located at ECU since the program’s
inception.
NC EMPT has also been very fortunate to be overseen by a diverse and talented
advisory board. Representatives from the UNC General Administration, UNC
institutions, NC Community College System, NC community colleges, and the NC
Department of Public Instruction are included.
The following list includes the members of the 2015-2016 Advisory Board:
Appalachian State University William Bauldry Dept. of Mathematical Sciences
College of the Albemarle Lisa Meads Dept. of Mathematics
NC Dept. of Public
Instruction Jennifer Curtis Chief, K-12 Mathematics Educ. Division
NC Dept. of Public
Instruction Lisa Ashe Secondary Mathematics Consultant
NC Dept. of Public
Instruction Joseph Reaper Secondary Mathematics Consultant
East Carolina University Johannes Hattingh Director, NC EMPT, and Chair, Dept. of
Mathematics
East Carolina University Ellen Hilgoe Associate Director, NC EMPT
Elizabeth City State
University Farrah Jackson Chair, Dept. of Mathematics & Computer
Science
Fayetteville State University Radoslav Nickolov Chair, Dept. of Mathematics & Computer
Science
NC A&T State University Guoqing Tang Chair, Dept. of Mathematics
NC Community College
System Wanda White Director, Student Services
NC Community College
System Wesley Beddard Associate Vice President for Programs
6
NC Central University Solomon Abraham Dept. of Mathematics & Physics
NC State University Leslie Kurtz Dept. of Mathematics
UNC Asheville Rudy Beharrysingh Director, Parsons Math Lab, Dept. of
Mathematics
UNC-Chapel Hill David
Adalsteinsson Dept. of Mathematics
UNC Charlotte Mohammad Kazemi Associate Chair, Department of
Mathematics & Statistics
UNC General Administration Karrie Dixon Vice President for Academic and Student
Success
UNC Greensboro Ratnasingham
Shivaji Chair, Dept. of Mathematics & Statistics
UNC Pembroke Jay Wilkins Dept. of Mathematics & Computer
Science
UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics
Western Carolina University Ben Kearns
Director, Mathematics Tutoring Center,
Dept. of Mathematics & Computer
Science
Winston-Salem State Univ. Frank Ingram Chair, Department of Mathematics
The NC EMPT Advisory Board communicates often via email, postal mail, and
subcommittee work throughout the year. Members represent all regions of North
Carolina and all levels of K-16 mathematics. The board met as a whole on
October 23, 2015 on the campus of UNC-Chapel Hill.
Outreach Efforts of the NC EMPT Program
Sharing the news about the free and valuable services provided by NC EMPT
consumes a great deal of time and effort by the NC EMPT staff. These efforts
continued throughout the school year and summer months. The following
groups were contacted via e-mail or postal mail, and many were greeted face-to-face
in presentations by the associate director at workshops and conferences:
  North Carolina public and non-public high school mathematics
department chairs, mathematics teachers, school counseling department
chairs, and principals
  North Carolina public school system superintendents and secondary math
coordinators
  NC community college presidents
  University of North Carolina General Administration; institution
chancellors and mathematics department chairs
  North Carolina Department of Public Instruction
7
  North Carolina Council of Teachers of Mathematics
  North Carolina STEM Education (Science, Technology, Engineering, and
Mathematics) Center directors
  NC Parent Teacher Association
  East Carolina University High School Mathematics Contest
  NC GEAR UP (Gaining Early Awareness of Readiness for Undergraduate
Programs)
  Southern Regional Education Board
  National early mathematics placement testing programs and individuals
interested in such programs in the following states: Kentucky, Maryland,
California, Nevada, Ohio, Tennessee, Wisconsin
Also see Appendix B: Promotion of the NC EMPT Program, for a listing of the
locations visited by the associate director during the 2015-16 year. Also included
are photos from some of the workshops and conferences.
A variety of media are used throughout the school year to encourage all public
and non-public high school mathematics teachers, counselors, and
administrators to take advantage of the free services the NC EMPT Program has
to offer:
Helpful supplementary materials that can be used in the classroom by teachers to
reinforce mathematics skills found on college mathematics placement tests are
created yearly by the associate director. The materials are disseminated via
postal and State Courier Mail and email, and are also posted on the program’s
website, www.ncempt.org. Free downloads are available. These materials
include a listing of the most recent “Top Ten Missed Questions, 2015-16” (see pp.
89-92 in Appendix C) and the new weekly resource “Math Placement Test
Question of the Week” (see information and sample on pp. 87-88). In addition,
past math puzzles, such as the “Top Thirty Missed Questions” are still
conveniently available for teachers to use as resources.
As a token of appreciation to teachers for their time and energy, the associate
director tries each year to provide a helpful gift for the classroom and includes
this with each batch of testing results for every participating teacher. The 2015-
2016 gift was a popular white board eraser with the program’s logo:
8
NC EMPT Continues to Make Waves
Nationally…
The ACT college assessment test is administered statewide in NC during each
school year to public high school juniors to help measure readiness for career and
college. Nationwide, states often use the ACT or some other measure to address
this same situation. The Southern Regional Education Board (SREB) has worked
tirelessly to create a new high school fourth math course specifically designed to
aid college-bound students whose mathematics skills are just below the readiness
measure. Ellen Hilgoe, associate director of NC EMPT, was chosen to become
part of the NC team of writers for this new curriculum and worked with writers
from four other states during 2012 and 2013. The teams wrote a series of eight
units that specifically highlighted the mathematics skills stated as necessary for
success in college-level mathematics by a large group of higher-education faculty
from across the nation. Hilgoe was a trainer during summer 2014 at seven
locations in NC for high school teachers preparing to teach the SREB Math Ready
course for the first time. Hilgoe also participated in six helpful SREB webinars
for Math Ready teachers throughout 2014-15. These webinars offered great
teaching tips and allowed teachers from several states to share their experiences
teaching the course. Due to her involvement with this SREB project and NC
EMPT and her desire to help better prepare high school students mathematically,
Hilgoe was chosen by SREB to attend a “Master Trainers Meeting for SREB
Readiness Courses” in April 2015 in Atlanta, GA. Other trainers invited to attend
included math educators from Arkansas, North Carolina, New York, Kentucky,
and West Virginia. The group prepared to train teachers during the summers of
2015 and 2016. Primary states implementing the SREB Math Ready course in
public high schools statewide during 2015-16 include North Carolina,
Mississippi, West Virginia, and Arkansas. The course is an option for high
schools in Kentucky. Local school systems employing the Math Ready course
include those located in Georgia, New York, Indiana, Ohio, Washington, Oregon,
and Hawaii. During summers 2015 and 2016, Hilgoe attended North Carolina
training sessions hosted by SREB and by the NC Department of Public
Instruction and presented the NC EMPT Program at these regional workshops.
Hilgoe emphasized to teachers that the two NC EMPT test versions offered each
year by NC EMPT provide yet another insightful measure of students’ readiness
for college-level mathematics.
9
A Quick Look at NC EMPT Participation Numbers
1997-2016
Pilot - Spring 1997:
Total Number of NC High Schools Solicited 80
Total Number of NC High Schools That Signed-Up for Testing 72
Total Number of NC High Schools That Actually Tested 66
Total Number of Students Tested 8,195
1997-1998:
Total Number of NC High Schools Solicited 376
Total Number of NC High Schools That Signed-Up for Testing 226
Total Number of NC High Schools That Actually Tested 205
Total Number of Students Tested 27,456
1998-1999:
Total Number of NC High Schools Solicited 357
Total Number of NC High Schools That Signed-Up for Testing 202
Total Number of NC High Schools That Actually Tested 189
Total Number of Students Tested 27,030
1999-2000:
Total Number of NC High Schools Solicited 637
Pretesting (with the 1998-1999 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 9
Total Number of NC High Schools that Actually Tested 4
Total Number of Students Pretested 364
Placement Testing (with the new 1999-2000 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 273
Total Number of NC High Schools That Actually Tested 251
Total Number of Students Tested 33,469
Grand Total of Students Tested in 1999-2000 33,833
2000-2001:
Total Number of NC High Schools Solicited 658
Pretesting (with the 1999-2000 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 58
Total Number of NC High Schools that Actually Tested 37
Total Number of Students Pretested 3,259
Placement Testing (with the new 2000-2001 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 307
Total Number of NC High Schools That Actually Tested 280
Total Number of Students Tested 35,002
10
Grand Total of Participating High Schools (nonoverlapping) 288
Grand Total of Students Tested in 2000-2001 38,261
2001-2002:
Total Number of NC High Schools Solicited 650
Pretesting (with the 2000-2001 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 67
Total Number of NC High Schools that Actually Tested 52
Total Number of Students Pretested 3,716
Placement Testing (with the new 2001-2002 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 299
Total Number of NC High Schools That Actually Tested 279
Total Number of Students Tested 37,804
Grand Total of Participating High Schools (nonoverlapping) 287
Grand Total of Students Tested in 2001-2002 41,520
2002-2003:
Total Number of NC High Schools Solicited 648
(this includes 358 public and 290 non-public schools)
Pretesting (with the 2001-2002 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 65
Total Number of NC High Schools that Actually Tested 50
Total Number of Students Pretested 4,422
Placement Testing (with the new 2002-2003 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 311
Total Number of NC High Schools That Actually Tested 278
Total Number of Students Tested 34,399
Grand Total of Participating High Schools (nonoverlapping) 285
Grand Total of Students Tested in 2002-2003 38,821
2003-2004:
Total Number of NC High Schools Solicited 643
(this includes 370 public and 273 non-public schools)
Pretesting (with the 2002-2003 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 51
Total Number of NC High Schools that Actually Tested 34
Total Number of Students Pretested 4,084
Placement Testing (with the new 2003-2004 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 266
Total Number of NC High Schools That Actually Tested 232
Total Number of Students Tested 29,465
Grand Total of Participating High Schools (nonoverlapping) 243
Grand Total of Students Tested in 2003-2004 33,549
11
2004-2005:
Total Number of NC High Schools Solicited 629
(this includes 370 public and 259 non-public schools)
Pretesting (with the 2003-2004 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 69
Total Number of NC High Schools that Actually Tested 68
Total Number of Students Pretested 6,339
Placement Testing (with the new 2004-2005 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 308
Total Number of NC High Schools That Actually Tested 244
Total Number of Students Tested 37,375
Grand Total of Participating High Schools (nonoverlapping) 302
Grand Total of Students Tested in 2004-2005 43,714
2005-2006:
Total Number of NC High Schools Solicited 626
(this includes 378 public and 248 non-public schools)
Pretesting (with the 2004-2005 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 78
Total Number of NC High Schools that Actually Tested 65
Total Number of Students Pretested 5,919
Placement Testing (with the new 2005-2006 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 318
Total Number of NC High Schools That Actually Tested 285
Total Number of Students Tested 42,006
Grand Total of Participating High Schools (nonoverlapping)* 303
Grand Total of Students Tested in 2005-2006 47,925
2006-2007:
Total Number of NC High Schools Solicited 752
(this includes 502 public and 250 non-public schools)
Pretesting (with the 2005-2006 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 87
Total Number of NC High Schools that Actually Tested 73
Total Number of Students Pretested 7,016
Placement Testing (with the new 2006-2007 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 310
Total Number of NC High Schools That Actually Tested 274
Total Number of Students Tested 39,402
Grand Total of Participating High Schools (nonoverlapping)* 292
Grand Total of Students Tested in 2006-2007 46,418
12
2007-2008:
Total Number of NC High Schools Solicited 780
(this includes 534 public and 246 non-public schools)
Pretesting (with the 2006-2007 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 73
Total Number of NC High Schools that Actually Tested 52
Total Number of Students Pretested 5,763
Placement Testing (with the new 2007-2008 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 330
Total Number of NC High Schools That Actually Tested 280
Total Number of Students Tested 37,300
Grand Total of Participating High Schools (nonoverlapping)* 293
Grand Total of Students Tested in 2007-2008 43,063
2008-2009: (Note that testing in 2008-2009 occurred only during the second half of the school year.)
Total Number of NC High Schools Solicited 792
(this includes 542 public and 250 non-public schools)
Pretesting (with the 2007-2008 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 33
Total Number of NC High Schools that Actually Tested 20
Total Number of Students Pretested 1,794
Placement Testing (with the new 2008-2009 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 283
Total Number of NC High Schools That Actually Tested 233
Total Number of Students Tested 21,682
Grand Total of Participating High Schools (nonoverlapping)* 243
Grand Total of Students Tested in 2008-2009 23,476
2009-2010:
Total Number of NC High Schools Solicited 797
(this includes 548 public and 249 non-public schools)
Pretesting (with the 2008-2009 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 61
Total Number of NC High Schools that Actually Tested 45
Total Number of Students Pretested 4,119
Placement Testing (with the new 2009-2010 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 312
Total Number of NC High Schools That Actually Tested 266
Total Number of Students Tested 33,315
Grand Total of Participating High Schools (nonoverlapping)* 281
Grand Total of Students Tested in 2009-2010 37,434
13
2010-2011:
Total Number of NC High Schools Solicited 845
(602 public including 30 charter and 3 federal, and 243 non-public schools)
Option #1: Pretesting (with the 2009-2010 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 92
Total Number of NC High Schools that Actually Tested 70
Total Number of Students Pretested 5,955
Option #2: Testing (with the new 2010-2011 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 317
Total Number of NC High Schools That Actually Tested 281
Total Number of Students Tested 33,014
Grand Total of Participating High Schools (nonoverlapping)* 302
Grand Total of Students Tested in 2010-2011 38,969
2011-2012:
Total Number of NC High Schools Solicited 844
(601 public including 30 charter and 3 federal, and 243 non-public schools)
Option #1: Pretesting (with the 2010-2011 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 96
Total Number of NC High Schools that Actually Tested 72
Total Number of Students Pretested 6,701
Option #2: Testing (with the new 2011-2012 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 309
Total Number of NC High Schools That Actually Tested 269
Total Number of Students Tested 37,516
Grand Total of Participating High Schools (nonoverlapping)* 291
Grand Total of Students Tested in 2011-2012 44,217
2012-2013:
Total Number of NC High Schools Solicited 771
(547 public including 29 charter and 2 federal, and 190 non-public schools)
Option #1: Pretesting (with the 2011-2012 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 84
Total Number of NC High Schools that Actually Tested 87
Total Number of Students Pretested 8,252
Option #2: Testing (with the new 2012-2013 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 265
Total Number of NC High Schools That Actually Tested 227
Total Number of Students Tested 28,838
Grand Total of Participating High Schools (nonoverlapping)* 261
Grand Total of Students Tested in 2012-2013 37,090
14
2013-2014:
Total Number of NC High Schools Solicited 775
(584 public including 33 charter and 3 federal, and 191 non-public schools)
Option #1: Pretesting (with the 2012-2013 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 97
Total Number of NC High Schools that Actually Tested 72
Total Number of Students Pretested 7,192
Option #2: Testing (with the new 2013-2014 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 232
Total Number of NC High Schools That Actually Tested 189
Total Number of Students Tested 23,439
Grand Total of Participating High Schools (nonoverlapping)* 216
Grand Total of Students Tested in 2013-2014 30,631
2014-2015:
Total Number of NC High Schools Solicited 774
(585 public including 34 charter and 3 federal, and 189 non-public schools)
Option #1: Pretesting (with the 2013-2014 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 142
Total Number of NC High Schools that Actually Tested 118
Total Number of Students Pretested 12,439
Option #2: Testing (with the new 2014-2015 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 278
Total Number of NC High Schools That Actually Tested 209
Total Number of Students Tested 26,464
Grand Total of Participating High Schools (nonoverlapping)* 253
Grand Total of Students Tested in 2014-2015 38,903
2015-2016:
Total Number of NC High Schools Solicited 786
(556 public including 41 charter and 2 federal, and 187 non-public schools)
Option #1: Pretesting (with the 2014-2015 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 168
Total Number of NC High Schools that Actually Tested 134
Total Number of Students Pretested 13,033
Option #2: Testing (with the new 2015-2016 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 277
Total Number of NC High Schools That Actually Tested 226
Total Number of Students Tested 29,045
Grand Total of Participating High Schools (nonoverlapping)* 269*
Grand Total of Students Tested in 2015-2016 42,078
* A list of the 269 participating schools in 2015-2016 follows.
15
North Carolina Early Mathematics
Placement Testing Program
2015-2016
Participating High Schools: 269
Participating Mathematics Teachers: 698
Participating Students: 42,078
A L BROWN HIGH
ALAMANCE CHRISTIAN SCHOOL
ALEXANDER CENTRAL HIGH
APEX HIGH
ARENDELL PARROTT ACADEMY
ASHE COUNTY HIGH
ASHEVILLE SCHOOL
ATHENS DRIVE HIGH
BANDYS HIGH
BEN L SMITH HIGH
BIBLE BAPTIST CHRISTIAN SCH
BLUE RIDGE EARLY COLLEGE
BREVARD HIGH
BUNCOMBE CO EARLY COLLEGE
BUNKER HILL HIGH
BUNN HIGH
CALDWELL ACADEMY
CALVARY BAPTIST CHURCH SCH
CALVARY BAPTIST DAY SCHOOL
CAPE FEAR CHRISTIAN ACADEMY
CAPE HATTERAS SECONDARY
CARDINAL GIBBONS HIGH
CAREER READINESS @ MOSLEY
PERFORMANCE LEARNING CTR
CARMEL CHRISTIAN SCHOOL
CAROLINA INTERNATIONAL SCH
CARTER G WOODSON SCHOOL
CARVER HIGH
CENTRAL CABARRUS HIGH
CENTRAL DAVIDSON HIGH
CENTRAL HAYWOOD HIGH
CFA ACADEMY
CHARLES B AYCOCK HIGH
CHARLES D OWEN HIGH
CHARLOTTE CATHOLIC HIGH
CHARLOTTE UNITED CHRISTIAN
ACADEMY
CHASE HIGH
CHATHAM CHARTER SCHOOL
CHERRYVILLE HIGH
CHRIST COVENANT SCHOOL
CITY OF MEDICINE ACADEMY
CLAYTON HIGH
CLEVELAND EARLY COLLEGE
CLEVELAND HIGH
CLINTON HIGH
COASTAL CHRISTIAN HIGH
COMMONWEALTH HIGH
COMMUNITY BAPTIST SCHOOL
CORINTH HOLDERS HIGH
CORNERSTONE CHRISTIAN
ACADEMY, FAYETTEVILLE
CORNERSTONE CHRISTIAN
SCHOOL
CREST HIGH
CROSSROADS CHRISTIAN
SCHOOL, HENDERSON
D H CONLEY HIGH
DAVID W BUTLER HIGH
DAVIE COUNTY HIGH
DAVIE EARLY COLLEGE HIGH
DOUGLAS BYRD HIGH
DURHAM SCHOOL OF THE ARTS
E E SMITH HIGH
EARLY COLLEGE @ GUILFORD
EARLY COLLEGE EAST
EAST CARTERET HIGH
EAST FORSYTH HIGH
EAST GASTON HIGH
EAST MECKLENBURG HIGH
EAST RUTHERFORD HIGH
EAST SURRY HIGH
EASTERN ALAMANCE HIGH
EASTERN GUILFORD HIGH
EASTERN RANDOLPH HIGH
EASTERN WAYNE HIGH
ENKA HIGH
EPIPHANY SCHOOL OF GLOBAL
STUDIES
EUGENE ASHLEY HIGH
FIKE HIGH
FIRST FLIGHT HIGH
FLEMINGTON ACADEMY
FLETCHER ACADEMY, RALEIGH
FOREST HILLS HIGH
FORSYTH COUNTRY DAY SCH
FRANKLIN HIGH
FRANKLINTON HIGH
FRED T FOARD HIGH
FUQUAY-VARINA HIGH
GARINGER HIGH
GARNER MAGNET HIGH
GASTON CHRISTIAN SCHOOL
GATES COUNTY HIGH
GOSPEL LIGHT CHRISTIAN SCH
GRACE CHRISTIAN SCHOOL,
SANFORD
GRAMERCY CHRISTIAN SCHOOL
GRANVILLE CENTRAL HIGH
GREEN HOPE HIGH
GREENFIELD SCHOOL
GREENSBORO DAY SCHOOL
GRIMSLEY HIGH
HALIFAX ACADEMY
HARNETT CENTRAL HIGH
HAVELOCK HIGH
HAYWOOD CHRISTIAN ACADEMY
HAYWORTH CHRISTIAN SCHOOL
HEIDE TRASK SR HIGH
HICKORY HIGH
HIGH POINT CENTRAL HIGH
HIGH POINT CHRISTIAN ACADEMY
HILLSIDE HIGH
HOKE COUNTY HIGH
HOPEWELL HIGH
INDEPENDENCE HIGH,
CHARLOTTE
J D CLEMENT EARLY COLLEGE
J F KENNEDY HIGH
J F WEBB HIGH
J F WEBB SCHOOL OF HEALTH &
LIFE SCIENCES
JAMES HUNT HIGH
JAMES KENAN HIGH
JOHN A HOLMES HIGH
JOHN M MOREHEAD HIGH
JOHN T HOGGARD HIGH
JONES SENIOR HIGH
KINGSWOOD SCHOOL
LAKE NORMAN CHARTER
LEE CHRISTIAN SCHOOL
LEE COUNTY HIGH
LEESVILLE ROAD HIGH
LEJEUNE HIGH
LIFESPRING ACADEMY
LUCY RAGSDALE HIGH
MAIDEN HIGH
MALLARD CREEK HIGH
MARVIN RIDGE HIGH
MATTAMUSKEET EARLY COLLEGE
METROLINA CHRISTIAN ACADEMY
16
MIDDLE COLLEGE AT NC A&T
MIDDLE CREEK HIGH
MIDWAY HIGH
MILLBROOK HIGH
MOORESVILLE HIGH
MOUNT PLEASANT HIGH
MOUNT TABOR HIGH
MOUNTAIN HERITAGE HIGH
NASH CENTRAL HIGH
NEW BERN HIGH
NEW HANOVER HIGH
NORTH BRUNSWICK HIGH
NORTH BUNCOMBE HIGH
NORTH JOHNSTON HIGH
NORTH LENOIR HIGH
NORTH LINCOLN HIGH
NORTH MECKLENBURG HIGH
NORTH RALEIGH CHRISTIAN
ACADEMY
NORTH STOKES HIGH
NORTH WILKES HIGH
NORTHEAST REGIONAL SCH OF
BIOTECH & AGRISCIENCE
NORTHEASTERN HIGH
NORTHERN GUILFORD HIGH
NORTHERN NASH HIGH
NORTHERN VANCE HIGH
NORTHSIDE CHRISTIAN ACADEMY
NORTHWEST SCH OF THE ARTS
OAKWOOD SCHOOL
OLYMPIC SCH OF BIOTECH, HLTH,
& PUBLIC ADMIN
OLYMPIC SCH OF EXEC LDRSHIP
& ENTREPRENEURIAL DEVEL
OLYMPIC SCH OF MATH, ENG,
TECH & SCI
OLYMPIC SCH OF RENAISSANCE
– ARTS & TECH
OLYMPIC TEAM HIGH
OXFORD PREPARATORY HIGH
PAGE HIGH
PAMLICO COUNTY HIGH
PANTHER CREEK HIGH
PARKLAND HIGH
PASQUOTANK COUNTY HIGH
PENDER HIGH
PERQUIMANS COUNTY HIGH
PIEDMONT COMMUNITY
CHARTER
PIEDMONT HIGH
PINE FOREST HIGH
PISGAH HIGH
PORTER RIDGE HIGH
PROVIDENCE GROVE HIGH
PROVIDENCE HIGH
PUNGO CHRISTIAN ACADEMY
QUEEN'S GRANT HIGH
R J REYNOLDS HIGH
R S CENTRAL HIGH
RALEIGH CHARTER HIGH
RANDLEMAN HIGH
REAGAN HIGH
RED SPRINGS HIGH
REID ROSS CLASSICAL SCHOOL
RICHLANDS HIGH
RIVERSIDE HIGH, DURHAM
RIVERSIDE HIGH, WILLIAMSTON
ROANOKE RAPIDS HIGH
ROBBINSVILLE HIGH
ROBESON CO EARLY COLLEGE
ROCKINGHAM EARLY COLLEGE
ROCKY MOUNT ACADEMY
ROCKY MOUNT HIGH
ROCKY RIVER HIGH
ROSEWOOD HIGH
ROXBORO CHRISTIAN ACADEMY
SAINT STEPHENS HIGH
SALEM ACADEMY
SALISBURY HIGH
SCHOOL FOR CREATIVE STUDIES
SEVENTY-FIRST HIGH
SHEETS MEM CHRISTIAN SCH
SOUTH BRUNSWICK HIGH
SOUTH CALDWELL HIGH
SOUTH CENTRAL HIGH
SOUTH COLUMBUS HIGH
SOUTH CREEK HIGH
SOUTH LENOIR HIGH
SOUTH POINT HIGH
SOUTH STOKES HIGH
SOUTHEAST RALEIGH MAGNET
SOUTHERN LEE HIGH
SOUTHERN NASH HIGH
SOUTHERN SCH OF ENERGY &
SUSTAINABILITY
SOUTHERN VANCE HIGH
SOUTHERN WAYNE HIGH
SOUTHLAKE CHRISTIAN ACAD
SOUTHSIDE HIGH
SOUTHWEST EDGECOMBE HIGH
SOUTHWESTERN RANDOLPH
HIGH
SPRING CREEK HIGH
STUART W CRAMER HIGH
SWANSBORO HIGH
T C ROBERSON HIGH
TABERNACLE CHRISTIAN
SCHOOL, HICKORY
THOMASVILLE HIGH
TOPSAIL HIGH
TRI-COUNTY CHRISTIAN SCHOOL
TRINITY ACADEMY OF RALEIGH
TRINITY CHRISTIAN PREP SCH
TRINITY CHRISTIAN SCHOOL,
GREENVILLE
TRINITY HIGH
TRITON HIGH
UNION GROVE CHRISTIAN SCH
UNION HIGH
UNION PINES HIGH
UNITED FAITH CHRISTIAN ACAD
UWHARRIE CHARTER ACADEMY
VERITAS CHRISTIAN ACADEMY
VICTORY CHRISTIAN CENTER
SCHOOL
VILLAGE CHRISTIAN ACADEMY
WAKE FOREST HIGH
WAKE YOUNG WOMENS LDRSHIP
ACADEMY
WAKEFIELD HIGH
WALLACE-ROSE HILL HIGH
WASHINGTON HIGH
WAYNE EARLY MIDDLE COLLEGE
WEAVER ACADEMY
WESLEYAN CHRISTIAN ACADEMY
WEST BLADEN HIGH
WEST CARTERET HIGH
WEST COLUMBUS HIGH
WEST CRAVEN HIGH
WEST FORSYTH HIGH
WEST HENDERSON HIGH
WEST IREDELL HIGH
WEST LINCOLN HIGH
WESTERN HARNETT HIGH
WESTERN VANCE HIGH
WHEATMORE HIGH
WHITE OAK HIGH
WHITEVILLE HIGH
WOODLAWN SCHOOL
WOODS CHARTER
North Carolina Early Mathematics
Placement Testing-
A Treasure Chest of Mathematical
Advice for the College-Bound!
www.ncempt.org
Ellen Hilgoe, Associate Director
Phone: 252-328-6418
E-mail: ncempt@ncempt.org
17
IV. Summary of 2015-2016 Testing
Two versions of the NC EMPT test were administered during the year. For those
schools interested in pretesting early in a new term for diagnostic and
motivational purposes, Option #1, the previous 2014-2015 version was used.
Pretesting data for Option #1 can be found on page 15. Option #2, used by the
vast majority of schools, involves administering the new 2015-2016 version of the
NC EMPT test later in the term. High schools have the choice to participate in
Option #1 or Option #2, or both. Teachers administered the traditional paper-and-
pencil test in their classrooms. Interesting data is given below:
Participants Using the 2015-2016 Version
of the NC EMPT Test (Option #2):
Time Period Number of Students
Fall 2015 10,832
Spring 2016 18,213
Total for Year 29,045
NC EMPT Scores and Levels
Student opscan forms were graded at the NC EMPT office at East Carolina
University. Feedback was returned to the school’s contact person immediately.
Turnaround time is defined to be the amount of time it takes to return testing
results from the day a batch of opscans arrives at the NC EMPT office to the day
the results are mailed back to the high school from the office. The average
turnaround time during 2015-2016 for the return of Option #1 and
Option #2 test results to 42,078 students was 0.5 days, our fastest
time ever!!
High Schools Participating in Testing
Options #1 or #2, 2015-2016
Option #1 Option #2
43 91 135
High Schools Participating in Option #2
2015-2016
Fall 2015 Spring 2016
38 87 101
19
There are 32 questions on each test version. Test scores are grouped into four
levels. Level 1 is the lowest level and Level 4 is the highest. A student placing
into Levels 3 or 4 is considered college-ready in mathematics:
EMPT Level Number of Correct Answers
1 0-11
2 12-16
3 17-24
4 25-32
These scores were then used to advise each student in a personalized letter. Each
letter contained a test score, the test score converted to a percent, a
corresponding EMPT level, a listing of the mathematical objective for each test
question, a listing of each answer given by the student, a listing of each correct
answer, and an interpretation of each student’s readiness to take college-level
mathematics courses. The suggested levels were interpreted as:
Level 1: A Level 1 score indicates the student is not ready for college-level
math courses and must take remedial mathematics.
Level 2: A Level 2 score indicates the student must take remedial
mathematics in some choices of majors.
Level 3: A Level 3 score indicates the student is ready for a beginning-level
college mathematics course. However, a Level 3 score may be
considered borderline at some universities for students planning
to major in math, science, or engineering.
Level 4: A Level 4 score indicates a solid high school preparation for
college-level mathematics. Some universities may allow a student
scoring at Level 4 on their math placement test to skip the first
college math course, depending on that student’s choice of major.
Each student’s results letter also included valuable advice about the beginning
required mathematics courses for their chosen major and the actual mathematics
placement procedure at the NC community college or UNC institution of their
choice. In addition, helpful website addresses were provided for the mathematics
department and math course descriptions for the college or university of choice.
Samples of student results letters follow.
The contact person of each participating high school also received a summary, in
various formats, of the test results of all students who participated at the school.
Individual teachers received helpful results by class and period. Each teacher
was provided with a copy of a brochure titled “Mathematics Placement
Procedures at NC Community Colleges and UNC Constituent Institutions, 2015-
2016,” a handy reference tool for their college-bound students. The brochure is
updated each year by the associate director upon the advice of the NC EMPT
Advisory Board members who represent the fifteen UNC campuses and fifty-eight
NC community colleges. A sample of this brochure follows as well.
20
e phone 252-328-6418 • fax 252-328-2166
e-mail ncempt@ncempt.org
http://www.ncempt.org
Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director • Mary Guidry, Secretary
NC EMPT • Building 123 • 1805 Charles Boulevard • Mail Stop 145 • East Carolina University • Greenville, NC 27858-4353
The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th1e State of North Carolina.
You indicated that you wish to attend Elizabeth City State University, and that you expect to
major in Medical Technologies and Allied Health Fields. The beginning math course(s) required
for this major is(are) No Such Major Offered. If your NC EMPT Level is a 4 or 3, you are
probably ready to begin with this(these) course(s). However, if your NC EMPT Level is a 2 or
1, you probably will need to take a remedial math course prior to beginning the math
requirements for this major.
Undergraduate and transfer students admitted to Elizabeth City State University who wish to will
be placed according to their SAT/ACT as described below:
Students with a SAT Math score of 430 or below OR an ACT Math score of 14 or below will be
placed into Developmental Mathematics. Students with a SAT Math score from 440 to 470 OR
an ACT Math score from 15 to 17 will be placed into College Algebra OR Mathematics for
Liberal Arts. Students with a SAT Math score from 480 to 520 OR an ACT Math score from 18
to 20 will be placed into Precalculus. Students with a SAT Math score of 530 or higher OR an
ACT Math score of 21 or higher will be placed into Calculus I.
For more information about the ECSU Department of Mathematics and Computer Science, visit:
http://www.ecsu.edu/mcs
For ECSU math courses descriptions, visit: http://www.ecsu.edu/academics/catalogs. Open the
undergraduate catalog and see pp. 241,242.
We wish you the best in your continued studies.
Note: Please recall that your NC EMPT score is a “mathematical snapshot” only of your present
readiness for college mathematics. In particular, you must still take the mathematics placement
test at the university or community college you choose to attend.
The NC EMPT test score does NOT substitute for the mathematics placement test you will
take at a university or college.
22
e phone 252-328-6418 • fax 252-328-2166
e-mail ncempt@ncempt.org
http://www.ncempt.org
Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director • Mary Guidry, Secretary
NC EMPT • Building 123 • 1805 Charles Boulevard • Mail Stop 145 • East Carolina University • Greenville, NC 27858-4353
The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th3e State of North Carolina.
You indicated that you wish to attend UNC Greensboro, and that you expect to major in
Computer Science in a Business Area. The beginning math course(s) required for this major
is(are) Calculus for Business and the Social Sciences. If your NC EMPT Level is a 4 or 3, you
are probably ready to begin with this(these) course(s). However, if your NC EMPT Level is a 2
or 1, you probably will need to take a remedial math course prior to beginning the math
requirements for this major.
The Math Placement Tests will determine your eligibility to enroll in MAT 120 (Calculus with
Business Applications), 190 (single semester Precalculus), or 191 (Calculus I). Certain entry
level courses have no prerequisites; students who wish to enroll in MAT 112 (Contemporary
Topics in Mathematics), 115 (College Algebra), 150 (Precalculus I), or STA 108 (Elementary
Introduction to Probability and Statistics) may do so without a placement test. Students with a
sufficiently strong mathematics background who wish to enroll in MAT 120, 190, or 191 must
take the placement test(s) or score 2 or higher on the AP Calculus Exam. The department has a
series of placement tests, which students take online via their Canvas account. Additional
information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html
For more information about the UNCG Mathematics and Statistics Department, visit:
http://www.uncg.edu/mat/
For UNCG math course descriptions, visit: http://www.uncg.edu/mat/links/undergrad-bulletin,
then click on Courses in the left column. Scroll down to and click on Mathematics Courses
(MAT).
We wish you the best in your continued studies.
Note: Please recall that your NC EMPT score is a “mathematical snapshot” only of your present
readiness for college mathematics. In particular, you must still take the mathematics placement
test at the university or community college you choose to attend.
The NC EMPT test score does NOT substitute for the mathematics placement test you will
take at a university or college.
24
25
Elizabeth City State University
Undergraduate and transfer students admitted to Elizabeth City State University who
wish to are placed according to their SAT/ACT as outlined in the table below.
For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs
For ECSU math courses descriptions, visit: http://www.ecsu.edu/academics/catalogs/. Open the undergraduate catalog and see pp. 241, 242.
UNC Chapel Hill
Most entering students are required to have results from the SAT Math Level
2 subject test or the ACT math test prior to placement in a math course at
UNC-CH.* This calculator based exam is NOT given on campus and should
be taken as soon after a prospective student’s precalculus course as possible,
and certainly before arriving at UNC-CH. A score greater than or equal to
520 on the SAT Math Level 2 subject test or 27 on the ACT math test exempts the student from
Math 110 (College Algebra). Math 110 counts as elective hours towards graduation, but does
not fulfill the mathematics requirement. SAT Math Level 2 scores ranging from 520 through
590 allow the student to enroll in a number of mathematical science courses, including Math
117 (Finite Mathematics), 118 (Selected Topics in Mathematics), 152 (Calculus for Business
and Social Sciences), 130 (Trigonometry and Analytic Geometry), Stor 151 (Statistics/Data
Analysis), Comp 110 (Introduction to Programming), and a few others, all of which satisfy the
general education requirement. A score greater than or equal to 600 on the SAT Math Level 2
subject test or 29 on the ACT math test is needed to place into Math 231 (Calculus I).
For more information about the UNC-CH Mathematics Department, visit: http://www.math.unc.edu/
For UNC-CH math course descriptions, visit: http://www.math.unc.edu/for-undergrads/course-descriptions
* SAT MATH Level 1 scores are also accepted: scores of 200-510 allow placement into Math 110. Scores of 520 and
above give placement credit for Math 110P and allow placement into Math 130 or 152.
For those students who have never had trigonometry, the SAT MATH Subject Test – Level I is acceptable;
however, the student cannot place into Math 231 with this version of the SAT.
Appalachian State University
Entering students' SAT math score will be used for placement into college-level
mathematics at ASU. A student wishing to place into a calculus course takes the online
"Calculus Readiness Test" before coming to orientation. A student not placing into
college-level mathematics must successfully complete MAT 0010, a 4-day-a-week course
that does not count towards graduation. Not placing into college-level mathematics delays a student since
MAT 0010 must be successfully completed before a student can take any course with an ND designator.
For example, a student must place into college-level mathematics or successfully complete MAT 0010 to
take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology,
Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be
required to take an online placement test. Keeping your math skills current is critical.
For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu
For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/15_16_undergrad/11_artsandsciences.pdf. (See
pages 197-205.)
North Carolina Community Colleges
Most students entering a community college in North Carolina take the North Carolina
Diagnostic Assessment and Placement (NC DAP) Test during their summer orientation
or prior to their first semester of college courses. Cut scores to enter college-level math
courses are standarized across all 58 community colleges and test results are transferable.
Many students will benefit from brushing up on math skills prior to taking the NC DAP. The NC EMPT
practice placement test helps students understand what skills must be improved so the appropriate degree-counting
math course(s) can be taken succesfully in college.
North Carolina community colleges are implenting a new placement policy, Multiple Measures of
Placement, for incoming students that establishes a hierachy of measures that colleges will use to determine
students' readiness for college-level courses. High school students who meet the GPA or ACT/SAT
benchmarks will be exempt from diagnostic placement testing and will be considered "college-ready" for
gateway math and English courses. Some community colleges are currently using Multiple Measures of
Placement (MMP). All North Carolina community colleges will implement MMP by the fall of 2016.
Students should check with their local college for more details.
Fayetteville State University
Prior to enrollment in a math class, first-time freshmen and certain transfer students
at Fayetteville State University (FSU) take a computer adaptive mathematics profile
exam during their orientation session. University College makes every effort to place
students in courses that correspond to their level of academic preparation. Advisors use
high school Grade Point Average (HS GPA), SAT scores, and scores on the Profile placement examination
(administered during First Steps) as criteria.
NC Central University
Undergraduates admitted to North Carolina Central University take non-calculator based
mathematics placement tests before registering for classes (unless they are transferring in
appropriate credits). Students with a 480 or higher on the SAT-Math section or a 20 or higher
on the ACT are exempt from placement testing. Students with less than 480 on the SAT-Math
section or less than 20 on the ACT take an ACCUPLACER assessment (untimed) on elementary algebra and on
intermediate algebra. Placement is then made to Introductory College Algebra or to College Algebra. Placement
testing is available at the beginning of each semester, during the Early Orientation Programs, and by appointment.
NC State University
Entering freshmen at NC State are strongly encouraged to have taken the
calculator based SAT Subject Test – Mathematics Level 2 placement test
before their summer ori entation session prior to their first fall semester. A
score of less than 430 on this test requires that the student enroll in MA
101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better
allows the student to enroll in MA 141 (Calculus I), which is the first course of the three-semester
calculus sequence. In addition, upon admission and prior to registration each entering freshman
must take the NC State University online skills test. Students who have not taken the SAT Subject
Test must use their online skills test score. The SAT Subject Test is preferred.
Between one-fourth and one-third of the students entering NCSU have taken the AP Calculus
AB exam or the AP Calculus BC exam and have received placement based on their scores.
For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu
For NCSU prerequisites and math course descriptions, visit: http://catalog.ncsu.edu/undergraduate/coursedescriptions/ma/
*MA 101 can only be taken at NCSU during the first and second summer sessions.
MAT 121 or DMA 10-80 are alternatives offered at NC Community Colleges.
NC A&T State University
Since the fall semester of 2011, all incoming freshmen or transfer students will be initially
placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT
Subject Test – Math Level 2 scores. A student with an SAT Math score of less than 440, or
SAT Subject Math Level 2 score of less than 430, or ACT Math Score of less than 16 will
be placed on MATH 099-Intermediate Mathematics, a remedial mathematics course offered by the Center for
Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level 2 score between 430
and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101-Fundamental Algebra
and Trigonometry I (for non-STEM majors) or MATH 103-College Algebra and Trigonometry for Scientists and
Engineers (for STEM majors) offered by the Mathematics Department. An SAT Math score between 490 and
540, or SAT Subject Math Level 2 score between 470 and 530, or ACT Math score between 19 and 21 requires
that the student enroll in MATH 110-Precalculus for Engineering Sciences, or MATH 111-College Algebra and
Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher,
or SAT Subject Math Level 2 score of 540 or higher, or ACT Math score of 22 or higher allows the student to
enroll in MATH 131-Calculus I also offered by the Mathematics Department.
If a student is not satified with his/her initial math course placement, s/he can take the Mathematics
Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement
of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while
the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50
minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement
test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra
placement test allows the student to enroll in MATH 101 if the student is a non-STEM major or MATH 103
if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the
student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the
student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131.
For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schools-colleges1/cas/
academic-departments/math/index.html
For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schools-colleges1/cas/academic-departments/math/courses.html.
UNC Asheville
Each incoming UNC-Asheville student will be advised about which math
math class is best to enroll in. This will be based on previous math classes
taken. Calculus course sections will administer pretests at the start of each
semester to check that students are enrolled in the most appropriate course.
For more information about the UNCA Department of Mathematics, visit: https://math.unca.edu/
For UNCA math course descriptions, visit: https://registrar.unca.edu/course-catalogs. Click on the current courses catalog
(at the top of the list) and go to pp. 222-228 within the catalog.
East Carolina University
Many entering freshmen at East Carolina University take a mathematics placement exam
prior to their first college courses. Since Fall 2013, ECU has been using ACCUPLACER,
a computer adaptive test, to place students into mathematics courses. A drop-down
calculator window is provided by ACCUPLACER during the test. A score of 74 or
less on this test requires the student to enroll in a remedial math course. A score of 75 or more allows a
student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making),
or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics
requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores.
For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT
Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It
is very important that students take a mathematics course during their senior year of high school so that
skills are retained.
For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/
For ECU math course descriptions, visit: http://catalog.ecu.edu/content.php?catoid=8&navoid=524. Under Course Filter, choose the prefix
"MATH" from the drop down menu and then click on Filter.
For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test.")
FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT
Placement Criteria Course Placement
SAT-Math (SATM) Score >= 600 AND MATH 142 – Calculus and Analytical Geometry I
College-Level Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________
SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry
College-Level Math Score >= 80-99 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________
SATM Score = 500-599 OR MATH 129 – Precalculus Mathematics I
Algebra Profile Score >= 71 For math, computer science, biology, and chemistry majors.
MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________________________
SATM Score = 500-599 OR MATH 123 – College Algebra, or MATH 126 - Quantitative Reasoning
Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed
in this course. _______________________________________________________________________________________________________________________________________________
SATM Score < 500 AND MATH 121 – Introduction to College Algebra
Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________
For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/
For FSU math course descriptions, visit: http://catalog.uncfsu.edu/undergraduate/course-descriptions.htm (Scroll down to courses beginning
with MATH.)
NC Central University, continued
continued . . .
To prepare for the mathematics placement tests, you should review materials and work problems
relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions
involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations;
systems of equations; and computation of areas, perimeters, surface areas and volume. It is desirable
that students take a mathematics course in their senior year in high school. Requirements for a college
major may be delayed if mathematics skills are below the expected level.
For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/
math_cs/index.php
For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math
ECSU Mathematics Placement Criteria
SAT MATH ACT MATH Placement
Below 430 Below 14 Development Mathematics
440-470 15-17 College Algebra OR
Mathematics for Liberal Arts
480-520 18-20 Precalculus
530 or Higher 21 or Higher Calculus I
26
27
28
29
30
31
4%
0.50%
1%
0.20%
0.30%
6%
1%
1%
1%
0.01%
9%
3%
7%
0.60%
2%
6%
1%
1%
1%
0.04%
8%
5%
8%
1%
2%
2%
0.20%
0.10%
1%
0.04%
11%
6%
8%
1%
2%
1%
0.10%
0.10%
1%
0
500
1000
1500
2000
2500
3000
Algebra II or Math 3
Essentials for College Math
(SREB Math Ready)
Advanced Functions and
Modeling
Advanced Math or Algebra III or
Advanced Algebra or
Trigonometry
Discrete Math
Precalculus
Probability or Statistics
Calculus
Other
I am not currently enrolled in a
math course
Number of Students
Placement Level by Current Math Course
2015-2016
Level 4 (highest) Level 3 Level 2 Level 1
32
0
200
400
600
800
1000
1200
1400
1600
1 2 3 4 5 6
7 8 9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Number of Students
Score
NC EMPT Score Frequency
2015-2016
Freq…
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132
Percent Correct Question #
2015-2016 Item Analysis
33
Question Objective # Correct % Correct
2 solve equation using distributive property 26537 91.37
3 simplify using laws of exponents 25054 86.26
9 solve word problem: units of measure 24881 85.66
16 solve formula given values 24879 85.66
1 order fractions from least to greatest 24437 84.13
14 find median given data set 24326 83.75
11 evaluate function 23668 81.49
29 solve word problem: rate, time, distance 23380 80.5
26 simplify using laws of exponents 22239 76.57
10 find measure of angle of triangle 21811 75.09
7 solve word problem: proportion 21667 74.6
19 identify equation of line given two points 21352 73.51
23 square a binomial 20676 71.19
15 identify equation of translated function 20340 70.03
32 solve word problem: quadratic function 20151 69.38
4 find slope of line given equation 19840 68.31
5 find volume of cube 19627 67.57
27 solve quadratic equation 19569 67.37
30 find domain of function given graph 18947 65.23
31 solve system of linear equations 18469 63.59
28 solve word problem: right triangle trig 18400 63.35
18 simplify a complex fraction 18351 63.18
13 factor a polynomial 18042 62.12
17 recognize function given data 17898 61.62
8 simplify radical and find reciprocal 17885 61.58
6 solve linear inequality 17381 59.84
22 subtract rational expressions 17380 59.84
24 find inverse of relation 17357 59.76
25 compare areas of two circles 17082 58.81
20 find side of special right triangle 15925 54.83
12 solve absolute value equation 15537 53.49
21 solve word problem: percent increase 15003 51.65
Item Analysis by Decreasing %, 2015-2016
34
1
NC Early Mathematics Placement Testing 2015-2016
NC EMPT Test Results, 2015-2016 Test Version
Total Students Tested: 29,045 Placement Levels (#1 lowest - #4 highest)
(paper and pencil test) Level 1: 30% Level 3: 29%
Mean Score: 16.1 out of 32, or 50% Level 2: 26% Level 4: 15%
This test is calculator optional. The current calculator usage policy on the actual math placement
test for each UNC institution and NC community college is shared with high school math teachers
prior to testing.
Correct answers are circled below. The percent of students choosing each answer is found in an
italicized font below each answer. The last percentage listed for each question represents the
number of students who did not answer the question.
_____________________________________________________________________________________
Select the one best answer to each question. Place each answer on your bubble sheet.
1.
Write these numbers in order from least to greatest: 0.65, 2 , 3, 0.5
3 5
Not answered
A. 0.5, 0.65, 3, 2
5 3
B. 2 , 0.65, 3, 0.5
3 5
C. 3, 2 , 0.5, 0.65
5 3
7.84% 7.67% 3.99%
D. 0.5, 3, 0.65, 2
5 3
E. 0.5, 3, 2 , 0.65
5 3
74.55% 5.76% 0.18%
2.
If 5x   (x   2)  18, then x  
A. 2 B. 3 C. 4 D. 5 E. 6
1.60% 3.06% 86.46% 7.13% 1.48% 0.28%
3.
If 3n   27, what is the value of 4n 1?
A. 64 B. 16 C. 9 D. 8 E. 4
9.86% 76.99% 5.42% 3.63% 3.44% 0.66%
35
36
37
4
NC Early Mathematics Placement Testing 2015-2016
13.
Which is a factor of the polynomial b3  10b2   24b ? Not answered
A. b   4 B. b2 C. b   2 D. b   6 E. b  12
37.84% 13.38% 28.10% 11.35% 7.14% 2.19%
14.
A data set includes these numbers: 10, 2, 3, 5, 1, 7, 5, 2. If the smallest and largest numbers are
removed from this set, what is the median of the remaining data?
A. 3.5 B. 4 C. 5 D. 6 E. 7
7.40% 74.51% 11.75% 3.94% 1.86% 0.56%
15.
If the graph of the parabola y   x2 is translated 4 units up and 2 units to the left in the coordinate
plane, then the translated graph has which of the following equations?
A. y   (x   2)2   4 B. y   (x   4)2   2 C. y   (x   2)2   4
29.21% 7.07% 4.65%
D. y   (x   4)2   2 E. y   (x   2)2   4
7.43% 50.72% 0.91%
16.
If C is the temperature in degrees Celsius and F is the temperature in degrees Fahrenheit, then
5( 32) .
9
C F  
  If the temperature is 20 degrees Celsius, then which of the following is the
temperature in degrees Fahrenheit?
A. 78 B. 68 C. 44 D. 36 E. 4
4.47% 76.72% 7.78% 5.87% 4.04% 1.12%
38
39
6
NC Early Mathematics Placement Testing 2015-2016
21.
On the first day of the semester, Shay scored a 60 on a math pre-test. On the last day of the same
semester, Shay scored a 75 on the post-test. By what percent did Shay’s score improve?
A. 12% B. 15% C. 18% D. 20% E. 25% Not answered
5.96% 60.07% 4.39% 6.00% 22.17% 1.41%
22.
Which of the following is an equivalent form of 2 3
x 5
  ?
A. 1
5x
  B. 1
x 5
 
 
C. 10 3
5
x
x
 
 
11.22% 26.17% 18.65%
D.
10 3
5
x
x
 
E.
10 3
5
x
x
 
7.64% 34.11% 2.21%
23.
In expanded form, (3x   2y)2   ?
A. 9x2  12xy   4y2 B. 9x2   4y2 C. 6x2   4y2
51.46% 14.99% 6.11%
D. 9x2   4y2 E. 3x2   6xy   2y2
21.35% 4.61% 1.48%
40
7
NC Early Mathematics Placement Testing 2015-2016
24.
Given the relation   1,2 , 2,3 , 3,4 	, what is the inverse of this relation?
Not answered
A.
1, 1 , 2, 1 , 3, 1
2 3 4

  
   
   
 
             
             
B.    1, 2 ,  2, 3 ,  3, 4 	
6.09% 34.65%
C.   3,4 , 2,3 , 1,2 	 D.
1, 1 , 1 , 1 , 1 , 1
2 2 3 3 4

  
   
   
 
             
             
10.18% 12.73%
E.   2,1 , 3,2 , 4,3 	
34.11% 2.24%
25.
Circle A has a radius of 2. Circle B has a radius of 4. What is the difference between the areas of
the two circles?
A. 2  B. 4  C. 8  D. 12  E. 16 
38.26% 17.53% 7.76% 32.64% 1.94% 1.88%
26.
Simplify:   7x3y 4   2xy3  
A.
3
12
14x
y
  B.
x4
y
C.
14x4
y
 
22.27% 4.92% 60.98%
D.
5x4
y
  E.
3
12
5x
y
 
5.88% 3.52% 2.43%
27.
Solve the quadratic equation 3x2  5x   2   0. Name the larger of the two solutions.
A. x    1 B.
1
3
x     C.
2
3
x   D. x  1 E. x   2
6.50% 9.01% 19.86% 46.82% 14.93% 2.89%
41
42
9
NC Early Mathematics Placement Testing 2015-2016
32.
Not answered
The function P(x)    750x2  15,000x models the profit, P, in dollars for a company that
manufactures large computers, where x is the number of computers produced. For which value
of x will the company make a maximum profit?
A. 2 B. 5 C. 10 D. 12 E. 20
9.34% 9.48% 50.63% 12.79% 14.34% 3.42 %
43
44
3512
3080
2650
2522
2266
2203
2202
1590
1492
731
664
606
601
599
542
542
471
417
380
371
275
157
95
93
65
2568
1795
1527
1966
2303
1988
2063
1552
1363
961
733
698
948
1106
739
705
908
745
618
564
501
439
364
297
193
0%
2%
4%
6%
8%
10%
12%
14%
Business, Management and Marketing
Engineering
Nursing
Visual and Performing Arts
Medical Technologies and Allied Health Fields
Pre-Medicine, Pre-Veterinary Medicine or Pharmacy
Social and Behavioral Sciences
Biology and Biological Sciences
Security and Protective Services
Computer Science in a Business Area
Computer Science in a Mathematics, Engineering or
Science Area
Pre-K and Elementary Education
Automotive Technology
Engineering Technologies
Humanities
Agriculture
Parks, Recreation, Leisure and Fitness Studies
Mathematical and Physical Sciences
Family and Consumer Sciences
Secondary Education in a Non-Science or Non-
Mathematics Area
Architecture and Related Services
Natural Resources and Conservation
Ethnic, Cultural and Gender Studies
Middle Grades Education
Secondary Education in a Science and Mathematics
Area
Percentage of Students
Anticipated College Major
2015-2016
First Choice
Second Choice
45
46
182
311
275
5
6
29
22
1233
57
1345
279
90
19
247
92
11
1097
760
920
40
50
167
113
1482
136
1264
776
295
113
658
306
114
1861
525
902
57
94
318
169
744
91
537
596
321
151
453
290
181
2629
428
858
96
202
492
296
655
119
472
539
320
211
338
250
304
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
A Community College
Appalachian State University
East Carolina University
Elizabeth City State University
Fayetteville State University
NC A&T State University
NC Central University
NC State University
UNC Asheville
UNC Chapel Hill
UNC Charlotte
UNC Greensboro
UNC Pembroke
UNC Wilmington
Western Carolina University
Winston-Salem State…
Placement Level by School Planning to Attend (1)
2015-2016
Level 4
(highest)
Level 3
Level 2
Level 1
47
0
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
2400
2600
2800
A Community College
Appalachian State University
East Carolina University
Elizabeth City State University
Fayetteville State University
NC A&T State University
NC Central University
NC State University
UNC Asheville
UNC Chapel Hill
UNC Charlotte
UNC Greensboro
UNC Pembroke
UNC Wilmington
Western Carolina University
Winston-Salem State University
Placement Level by Schools Planning to Attend (2)
2015-2016
Level 4 (highest)
Level 3
Level 2
Level 1
48
V. Trends in NC EMPT Data, 1996-2016
The NC EMPT Program has compiled data from a pilot semester (spring 1997) and
nineteen full years of testing. Informative trends are appearing and they are presented in
the following charts and graphs:
NC EMPT Cost Per Student
1998-1999 $5.46 2007-2008 $4.07
1999-2000 $4.55 2008-2009 $7.27
2000-2001 $4.24 2009-2010 $4.78
2001-2002 $3.62 2010-2011 $5.25
2002-2003 $4.02 2011-2012 $4.47
2003-2004 $4.96 2012-2013 $5.26
2004-2005 $3.79 2013-2014 $6.52
2005-2006 $3.59 2014-2015 $5.26
2006-2007 $3.86 2015-2016 $5.00
Top Anticipated College Majors
Year Major Students Choosing
Major as First Choice
2009-2010 Business, Management, and Marketing 12%
Pre-Med/ Pre-Vet/ Pharmacy 10%
Engineering 9%
Nursing 9%
2010-2011 Business, Management, and Marketing 11%
Pre-Med/ Pre-Vet/ Pharmacy 10%
Engineering 10%
Nursing 9%
2011-2012 Business, Management, and Marketing 12%
Engineering 11%
Nursing 11%
Pre-Med/ Pre-Vet/ Pharmacy 11%
2012-2013 Business, Management, and Marketing 12%
Engineering 10%
Nursing 9%
Visual and Performing Arts 9%
2013-2014 Business, Management, and Marketing 12%
Engineering 10%
Nursing 9%
Visual and Performing Arts 9%
2014-2015 Business, Management, and Marketing 12%
Engineering 10%
Nursing 10%
Visual and Performing Arts 9%
2015-2016 Business, Management, and Marketing 12%
Engineering 11%
Nursing 9%
Visual and Performing Arts 9%
Note that testing during 2008-2009 occurred only during the second half of the school year.
49
* Note that testing during 2008-2009 occurred only during the second half of the school year.
* Note that testing during 2008-2009 occurred only during the second half of the school year.
8,195
27,456
27,030
33,833
38,261
41,520
38,821
33,549
43,714
47,925
46,418
43,063
23,476
37,434
38,969
44,217
37,090
30,631
38,903
42,078
0
10,000
20,000
30,000
40,000
50,000
60,000
Number of Students
Students Participating in NC EMPT
1996-2016
66
205
189
251
288
287
285
243
302
303
292
293
243
282
302
291
261
216
253
269
0 100 200 300 400 500
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
Number of Schools
High Schools Participating
in NC EMPT, 1996-2016
50
0%
10%
20%
30%
40%
50%
96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16
Year
Grade Level of Participating Students
1996-2016
Sophomore
Junior
Senior
51
0%
10%
20%
30%
40%
50%
96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16
Year
EMPT Level of Participating Students
1996-2016
Level 4 (highest) Level 3 Level 2 Level 1
52
0
5
10
15
20
25
97-
98
98-
99
99-
00
00-
01
01-
02
02-
03
03-
04
04-
05
05-
06
06-
07
07-
08
08-
09
09-
10
10-
11
11-
12
12-
13
13-
14
14-
15
15-
16
Average Score Out of 32 Questions
for Participants Each Year, 1996-2016
Ave. Score
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
96-
97
97-
98
98-
99
99-
00
00-
01
01-
02
02-
03
03-
04
04-
05
05-
06
06-
07
07-
08
08-
09
09-
10
10-
11
11-
12
12-
13
13-
14
14-
15
15-
16
Students Planning to Go to College
After High School Graduation, 1996-2016
4-year
College
2-year
College
53
VI. Evaluation of the 2015-2016 Year
Feedback from participating teachers is essential to the success of the program and
responses are carefully reviewed and considered. The surveys in this section of the
report were disseminated in May and June 2016 to the contact persons of the high
schools involved in Option #1 and/or Option #2 testing during the spring of 2016.
Spring Option #2 is our largest and last testing window of the school year. Included
below is feedback from teachers following a block schedule or a traditional ten-month
school calendar, and from public (including charter and federal) and non-public
schools. The surveys were created and distributed via email using Qualtrics software.
This software was made available to the associate director by the Information
Technology and Computing Services (ITCS) Department of East Carolina University.
The teacher contacts were asked to discuss the survey statements and questions with
other participating mathematics teachers in their departments before completing the
survey. With 100 of 197 surveys completed, 51% of those polled responded. This
response rate was the same as the previous year, 2014-2015. The associate director
emailed four batches of surveys to school contact persons throughout May and June
2016 as schools completed their last rounds of EMPT testing. An email reminder to
complete the survey was sent to contact persons in each batch one week later. Survey
results were anonymous.
This Survey of 2015-2016 Participating Teachers Found…
♥ 96% strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool
for college math placement testing in NC.
♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test
score summaries for teachers and individualized results letters for students.
♥ 99% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing
their participating high school students with a "reality check" of their readiness for college-level
mathematics.
♥ 99% strongly agreed or agreed that the test score summary received by each teacher for each
class period was helpful.
♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were
clear and easy to follow.
♥ 100% strongly agreed or agreed that OVERALL the NC EMPT Program provides a
VALUABLE SERVICE to high school students, parents, and teachers.
55
The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by
teachers, continue to make improvements, and maintain consistency in service. It is
especially inspiring to receive a 100% vote of confidence with regard to the
overall value of the service to high school students, parents, and teachers.
The NC EMPT test is not mandatory and the fact that so many teachers
voluntarily find room in their busy math curriculums to employ this early
mathematics placement assessment is a testament to its value.
Each year, NC EMPT Advisory Board members that represent NC community colleges
and UNC institutions are asked to update information about their particular schools.
This information is unique to each school and includes calculator usage on actual
mathematics placement tests, beginning required mathematics courses for majors, and
descriptions of mathematics placement procedures. The associate director gathers this
information and updates a brochure titled “Mathematics Placement Procedures at NC
Community Colleges and UNC Constituent Institutions.” See pp. 25-26 for a sample of
this document. This important brochure is disseminated annually to each participating
teacher and all public and non-public high school principals, math chairs, and
counseling departments. According to question #9 in the survey, a healthy 93% of the
contact persons responding found this brochure helpful in advising students. This same
valuable information has another important use. Appropriate paragraphs from the
brochure are imbedded in individual student results letters based on the student’s
choice of major and college/university.
An uplifting thirteen of the fifteen survey questions (87%) had equally positive
responses or responses within two percentage points above or below the responses to
the same questions in 2014-15. The NC EMPT website was redesigned in the fall of 2013
and this included using Qualtrics software to recreate and improve our online
registration form for testing. Improvements have continued in response to teacher
requests and additional links and pages have been added. Replies to question #3
indicate that our redesign efforts have paid off handsomely: 96% of the respondents
strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an
informative tool for college math placement testing in NC (up from 89% in 2014-15).
An important three-year trend was noted in the responses to question #12, from 89% to
92% to 93%, for those teachers who strongly agreed or agreed. These positive responses
were related to the statement, “Students found their NC EMPT experience useful for
future college plans.”
Question #11, “Students found their individualized student results letters valuable,” was
the only question out of fifteen that showed a decline of more than two percentage
points. The three-year response trend since 2013-2014 showed that 94%, 95%, and 91%
of the respondents indicated a strong agreement or agreement with this statement.
Question #10, “Participating teachers took time to review test errors with students,” had
a three-year response change from 73% to 71% to 72% in the last three surveys. NC
EMPT feedback would be more valuable to students if these percentages were higher.
However, NC EMPT is competing for valuable instructional time along with many other
tests, schedule changes, and missed class days due to severe weather. The best case
scenario would be for teachers to return a test copy along with each student’s
56
individualized results letter and then take time to review the missed questions. Then
students should be strongly encouraged to have their parent(s)/guardian(s) review the
brochure which explains the test and the beneficial results letter personalized for their
child. The NC EMPT website offers many supplementary worksheets, lists of top missed
questions, and a math placement test question of the week that could then be assigned
to students to reinforce mastery of the indicated weaknesses.
The NC EMPT Program again enjoyed the services of webmaster Laurie Godwin, ECU
tech support specialist. We also appreciated the patience and great help of Qualtrics
expert Monica Moore from the ECU ITCS Academic Computing Department.
A sample of the most recent Qualtrics year-end survey and the results follow:
NC EMPT Teacher Survey, Spring 2016
As our high school contact person, you play a pivotal role in the success of NC Early
Mathematics Placement Testing. THANK YOU for your time and many efforts! We
need, read, and react to your valuable feedback!
The deadline for your response is June 30, 2016.
57
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
1. Informational mailings were
sent to high school math chairs
statewide and to last year's
contact persons in October
2015 and then in March 2016.
NC EMPT e-newsletters were
emailed monthly. These
mailings were helpful
reminders of news and services
available from the NC EMPT
Program.
72 22 2 0 3 99
2. An online registration form
for NC EMPT testing is available
on the NC EMPT website. If
you registered to test during
2015-16 using this online form,
please rate this statement: The
online registration form was
user-friendly and reliable. (If
you mailed or faxed a paper
form, choose N/A.)
72 14 1 0 12 99
3. The NC EMPT website,
www.ncempt.org , is an
informative tool for college
mathematics placement testing
in NC.
75 19 1 0 3 98
4. The testing instructions
provided for each teacher were
included with testing materials.
These instructions were clear
and easy to follow.
90 9 0 0 0 99
5. Test administration took a
total of 60 minutes or less.
65 25 7 2 1 100
Part A: Carefully read each statement below and respond by checking one box to the right of each.
58
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
6. Students were attentive and
tested with a serious attitude.
29 60 8 0 3 100
7. The NC EMPT office
promptly returned hard copies
of test score summaries to
teachers and individualized
results letters to students.
92 6 1 0 1 100
8. The test score summary
received by each teacher for
each class period was helpful.
87 12 0 0 1 100
9. The blue brochure titled
"Mathematics Placement
Procedures at NC Community
Colleges and UNC Constituent
Institutions, 2015-2016" was
included in each teacher's
results package. This brochure
was useful to teachers in
advising college-bound
students.
67 26 3 1 3 100
10. Participating teachers took
time to review test errors with
students.
26 46 10 4 14 100
11. Students found their
individualized student results
letters valuable.
48 43 4 1 4 100
12. Students found their NC
EMPT experience useful for
future college plans.
37 55 2 1 4 99
13. The NC EMPT Program
accomplished its goal of
providing your participating
high school students with a
"reality check" of their
readiness for college-level
mathematics.
78 21 0 0 1 100
59
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
14. The NC EMPT Program will
accomplish its goal of helping
to reduce the percentage of
incoming college freshmen that
require mathematics
remediation at the college level
(consider the seniors from your
high school that participated in
the program and plan to attend
college in fall 2016).
49 41 6 0 4 100
15. Overall, the NC EMPT
Program provides a valuable
service to high school students
and teachers.
84 16 0 0 0 100
Part B: Please type your thoughts about the three questions below:
16. A new resource continued to be provided for students and teachers during the 2015-
2016 school year on the NC EMPT website. It was a weekly posting of a practice college
math placement "Test Question of the Week." Each new question also included the
answer and solution to the previous week's question. A second website link compiled
the "Past Test Questions of the Week." There are now 105 practice questions and
solutions available. Did you and/or your students use this NC EMPT resource? Please
explain why or why not. Please suggest any changes you would like to see in this
resource.
Number
Comments: YES, we used these NC EMPT website resources: “Test Question of
the Week” and “Past Test Questions of the Week”!
13
Awesome resource; good information; useful tool for great review. I love that it is available
when needed. I appreciated having it available. I got lots of extra questions from this
website.
7
Used these questions as class starters/bell ringers/warm-up exercises. We worked two of
these problems a day to practice. I used these questions to introduce upcoming topics. I
group the questions by topic and give my student five questions a day to review.
60
3
We used this resource often and found the questions very helpful; very valuable and hope
it continues.
3
A few of our math teachers used this resource. Teachers of appropriate classes used this
resource sometimes.
2
These questions provided a glimpse of what to expect and kept my students focused on
college; I believe this resource gave students a realistic view of what questions would look
like on college math placement tests.
1
These are great questions that cause the students to process what they have learned
during the course of the year.
1
There were many instances in which the solutions to the questions provided on the NC
EMPT website were helpful in presenting answers using alternate strategies.
1
We used the questions often, 2 to 3 times a month. The students now look forward to
doing them. Keep up the good work!
1
We used these questions and the “Top Ten Missed Questions.” They provided a nice
review and I used one of these assignments along with some ACT prep work on a virtual
snow day.
1
My students use the “Question of the Week” throughout the entire year! They are assigned
the week’s question along with six additional questions that help them practice the same
concept or skill. Over time, I saw growth in my students’ ability to recall information
knowing that they would see old concepts reappear in the “Question of the Week.”
1 These questions helped to increase math literacy and fluency.
1
We discovered NC EMPT late in the spring, but loved the valuable website and resources.
We will definitely use the practice questions during 2016-17!
1
I used these questions with my students after they received results from the NC EMPT
test.
1 I used these questions in my lectures.
1
Yes, in fact, I made it a weekly requirement and students made a notebook of these
questions.
1
Excellent resource and excellent NC EMPT staff! Our scores went up 80%. These
questions and the NC EMPT tests are tools to help us see if our math curriculum is
efficient. Thank you so much!
1
My students were given the Web location of these questions to use on their own outside of
class. I am planning on changing that for next year, especially with my Precalculus
students so that they are sure they have the algebra skills and extra practice needed.
1 I used the link to the questions, but I do not know if my students used the link.
61
1 A few eager students used the questions.
1
I did use this resource, but never accomplished an effective implementation. I tried giving
students a problem once per week to work on an index card. Then they practiced more of
these types of problems. The issue was that the level of my students was SOOO low that
this activity ended up taking up a full class. I do think I will try this again in this manner and
just “schedule” this time. I found these practice questions particularly useful for the topics
that are not covered in the Essentials for College Math class, which is where I used the NC
EMPT materials. I did not use these as often as I would have liked, but will try to
implement them across all of my math classes next school year.
1
I used them a few times in my SREB Math Ready class. It was my first time teaching the
course, so I was a little overwhelmed at times with planning all the activities of the class. I
will use more of the questions next semester.
Number Comments: NO, we did not use these NC EMPT website resources: “Test Question
of the Week” or “Past Test Questions of the Week.”
15 Did not use the questions on the website this year, but definitely plan to next year!
8 I just did not have time to incorporate these. I did not take the time to investigate these.
8
I didn’t know the resource was there. I forgot they were posted. I didn’t notice them in
time.
3
My students did not use these this year, but I think it is a very good idea and I plan to use it
next year with all my students.
2
I did not use them, but know I really should. I need to be more vigilant about trying to
implement them into my daily routine.
1
I did not mainly because I teach classes that have a NC Final Exam and I am already
super crunched for time trying to fit in my required curriculum. I think it would be an
amazingly helpful tool if there weren’t so many standardized tests.
1
I did not because I start my class with our most missed questions from past tests or
homework.
1
Sometimes the current practice test question of the week was not related to the lessons for
the week and was therefore not used.
1 We only used the “Top Thirty Missed Questions” due to time limitations in class.
1
Although I think these could be valuable resource, I was already utilizing ACT problems of
the day and NC Final Exams practice questions and did not have time for another
resource. I may be able to use them next year because the ACT website I used is no
62
longer available.
1
I did not use this resource, but if I taught a higher level of math again, I would. I will remind
the teachers in my department about this next year.
1
I had great intentions…my bell-ringers generally refer to the previous day’s lesson or are
prerequisite skills for the new lesson. The practice NC EMPT questions are good
questions! I want to do a better job incorporating them next year.
1
A teacher new to our school was teaching the Algebra II and Algebra III courses and I
completely forgot to inform her about this great resource. I will try to remember to have her
access all of these materials next year.
1
I did not and probably should use the 105 practice questions…I have focused more on the
SAT and ACT Prep questions. In my courses, I focus more on those preps than the early
college prep. However, the new Math Ready course – Essentials for College Math – may
be a better student base to utilize the 105 questions.
1
Didn’t use. NC EMPT was valuable as a reality check. However, the NC EMPT test is
computation based and my course is experience based. So I didn’t spend extra time going
over the practice questions.
1
We renewed our NC EMPT participation after a long respite. Only 1 in 3 teachers
participating was familiar with NC EMPT plus all of us were teaching unfamiliar curriculum.
SO this became a baseline year in many respects. We do, however, recognize this
resource as potentially valuable and intend to use it next year.
1 I was out a lot due to illness. Will try to use next year.
1
I was not able to access the website at school due to time/lab constraints, although the
resource and its link were shared with students.
Number Suggestions for Changes to “Test Question of the Week” or “Past Test Questions of
the Week.”
2
This is a great resource. You could also have people sign-up for a weekly email of the
question.
1
I suggest that teachers of Math I, II, and III be familiar with these questions and possibly
implement some of the questions or prerequisite skills needed in order to prepare students
vs waiting until their senior year when they are preparing for the NC EMPT test.
1 I would be nice if the questions could be compiled into one document to print out.
1 Reminders to teachers would be helpful.
1 Share the resource with teachers early in the school year as a reminder. This may help
63
with more students and teachers using this resource.
17. Summaries of testing results are returned in various formats. Currently the contact
person receives results for ALL students who tested: 1) Student Scores by EMPT Levels,
2) Correct Answers (# and % correct for each test question objective), 3) Student
Summary – By Score (listing of all student scores and their EMPT levels from high to
low), and 4) Student Answers (listing of questions answered correctly and incorrectly by
each student). Each participating teacher receives: 5) Student Summary – By
Teacher/Period (results for each class period including each of their students’ scores as
a raw score and %, as well as the EMPT level earned). In your opinion, are all five
reports useful? Would you omit any? Do you wish to change the format of any of the
reports? Would you like to include a new report? If so, please describe.
Number Comments About the Five NC EMPT Test Summary Reports Received by High Schools
61
I felt all five summary reports were useful. I am pleased with the current format of reports. I
wouldn’t change anything. All reports provide great comprehensive information. We
appreciate and are thankful for all the information. I looked at each report for different
reasons…I liked them all. All reports are beneficial to me.
8
No suggestions for change at this time. I cannot think of any necessary changes at this time.
Do not omit any of the reports!
4
The reports help the contact person know what is going on in every classroom and for each
teacher to know what he/she needs to work on more in the future with their students. Reports
are helpful for both teacher and students.
3
Please continue to provide all reports. This will be very helpful when we do yearly
comparisons. I use all the data in the annual reports that I make to our upper-school director.
None should be omitted unless it is a function of time or cost.
3
I would like the raw data available in an editable spreadsheet that I can edit and evaluate in
whatever way we need. I would like to receive a copy of all the data in a digital format. This
would make breaking the data down by sub-groups a lot more efficient when using the results
for remediation and presenting reports for administration. I make pdf copies of all the
documents that are sent.
2
As math department chair, I liked getting all results to compare. That way, during our
department meetings, we could see as a whole where our students stood algebraically. It also
helps with placement for the next level course. The reports help me see how each student is
progressing.
1
This is by far the best data I received from any testing! The data is AWESOME! It is broken
down to pieces and is easily understandable. It is all very useful in preparing students for the
NC EMPT test or just to see where their math level is.
64
1
I utilize all the reports. What I found particularly helpful was comparing the NC EMPT pre-assessment
(Option #1 test) to the post-assessment (Option #2 test) scores. The students
appreciated the improvement (if there was any).
1
The first time (years ago) that I received the summary reports for multiple teachers, I have to
admit it was a little overwhelming. That’s not a bad thing though. ALL of the information is so
valuable. It only took a couple of tests to decipher the system.
1
Any report indicating the specific objectives missed by the students at our school – not just the
most commonly missed questions – in general would be helpful to us.
1
I like all of the reports and just need more time to make better use of this feedback as we try as
a school to help students reach their greatest potential. Lots of valuable NC EMPT data to
process! Thanks, I appreciate the materials.
1
I like all the reports that are already included. I think it would be useful that if the students take
the test twice (pre- and post-test), then on the second time have their old scores with their new
scores so they could see the results side-by-side. I think that would impact the students more.
Also, in the one pamphlet that describes which universities allow a calculator and what type of
calculator, it would be nice if some community colleges were listed and some more non-public
universities.
1
Among all teachers using the NC EMPT, all reports are used by someone. Not all reports are
used by everyone. One of my teachers tallied the results of 2014, 2015, and 2016 so we could
see growth. That took a lot of time. You probably have a button to push that would do the
same thing instantly. That would be useful to us. It would also be useful to know what math
standard each question was addressing so we could see what areas are most in need of
remediation.
1
I would be happy with just a digital report for all students that I could sort by either EMPT level
or alphabetically. I really like the reports given to each teacher by class period, so that
teachers can easily see what their classes did. Now that you offer a digital report (upon
request – an Excel sheet of students’ names and their scores), I will be more likely to use that
than the paper reports, and you could save time printing.
1
Summaries and formatting for all students were helpful. If possible, I would request that the
report given to the contact person summarizing results for all students include 1 additional
column: teacher class code. With this information, I could summarize the feedback according
to math subject when taught by more than one teacher. I still was able to do this with the
information provided now, but I had to go to each teacher and retrieve the information from
each of their class summaries since I did not know which of their students was in a particular
class. From re-formatting, we created box and whisker plots per class subject for both Option
1 and 2 and determined we can do a better job working with guidance to place students in
classes: Essentials for College Math, Advanced Functions and Modeling (AFM), and Honors
Precalculus. A tragedy is to have a student who is capable of taking AFM or Precalculus, but
is sitting in the Essentials class or vice versa.
1 It might be nice to see what percentile each student is amongst ALL students tested.
1 I do not know if report #4 (Student Answers - listing of questions answered correctly and
incorrectly by each student) is necessary since the students all receive the results with their
65
test results letters.
1 I haven’t used report #4 – no time to disaggregate the information for each student.
1
As the contact person, I believe report #4 could be omitted if it is necessary to omit one. The
teachers usually deal with commonly missed questions in the classroom. We collaborate as a
team to determine commonalities in errors.
1
As the contact person, I do not use report #4. Instead I think it would be beneficial for each
teacher to have the data from report #4 for each student (# and % correct) in each of their
classes. This way the teachers could assess themselves and see what they may need to
focus more on.
1
I would eliminate report #1 (Student Scores by EMPT Levels) and report #4 (Student Answers).
The remaining reports should suffice for students, teachers, and administrators.
1
I do not know that we really need report #3 (Student Summary by Score) which includes each
student’s EMPT level. This same information is also included in report #5 (Student Summary
by Teacher/Period).
1
As the contact person, the report that I look at the most is report #1 (Student Scores by EMPT
Levels) and I use it to monitor how the students at my school are performing as a whole. I also
look at report #2 (Correct Answers) to see the area where we are the strongest and where we
need to improve our instruction. I find the report that each teacher received (report #5) is
helpful, but teachers could benefit more from a broken down student answers report like report
#4 (Student Answers). This way each teacher could see which questions their individual
students are having trouble with, without having to wade through all the students (in report #4).
18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have
any other comments you'd like us to hear, please write them below.
Number Additional Comments
29
THANK YOU for your amazing service to high school mathematics departments! Thanks for
being available and so helpful! Keep up the good work. We appreciate all you do for our
students. This is a very beneficial tool. Thank you for administering this free program so well.
NC EMPT is a valuable outside resource that encourages students to work hard.
8
I love NC EMPT and Ellen! :o) Everything is always so organized. Your hard work does not
go unnoticed! Thanks for your communication and help throughout the year!! You were highly
responsive to any email questions I had.
3
You were even quicker this year in getting results back! WOW! Your timely delivery of
information and testing materials made all this very useful.
3 This is a great program and I plan on continuing to use it as long as you make it available.
66
67
Appendix A
The 2015-2016
Required Background Questions,
Suggested Levels and Answer Key, and
Parent/Guardian Brochure
69
The North Carolina Early Mathematics Placement Testing Program
Required Background Questions
2015-2016, Both Options, #1 and #2
Mark ONLY one answer for each question. Your answers should be placed on the NC EMPT bubble sheet
(opscan form) in the section labeled “Background Questions.”
A) The one school I am most likely to attend is:
(Please answer this question even if you are planning to attend a private or an out-of-state college by marking a choice most
representative of where you plan to enroll.)
001. Appalachian State University
002. East Carolina University
003. Elizabeth City State University
004. Fayetteville State University
005. NC A&T State University
006. NC Central University
007. NC State University
008. UNC Asheville
009. UNC Chapel Hill
010. UNC Charlotte
011. UNC Greensboro
012. UNC Pembroke
013. UNC Wilmington
014. Western Carolina University
015. Winston-Salem State University
016. One of the NC Community Colleges
B) My most-likely college major will be in the following category:
(Please mark only one of the twenty-five choices. Not all universities and colleges offer all of these majors.)
001. Engineering (e.g. aerospace, architectural, biological, chemical, civil, electrical, environmental, industrial,
mechanical, nuclear,…)
002. Social and Behavior Sciences: Public Administration and Social Service Professions (e.g. public administration,
social work, …); Social Sciences (e.g. anthropology, economics, geography, political science and government,
sociology, …); Psychology (general psychology); Communication and Journalism (e.g. advertising, broadcast
journalism, communication studies, mass communications/media studies, radio and television,…)
003. Humanities: English Language and Literature (e.g. English literature, speech studies); Philosophy and Religious
Studies (e.g. philosophy, religion studies); Foreign Languages and Linguistics (e.g. classics and languages, French
language and literature, German language and literature, Spanish language and literature, …); History
004. Engineering Technologies: (preparation of technicians in the various engineering fields) (e.g. electrical technician,
engineering technician, industrial technician, …)
005. Mathematical and Physical Sciences: Mathematics and Statistics (e.g. applied mathematics, mathematics,
statistics,…); Physical Sciences (e.g. chemistry, geology, meteorology, oceanography, physics,…)
006. Biology and Biomedical Sciences (e.g. biochemistry, biology, biotechnology, botany, ecology, exercise physiology,
marine biology, microbiology,…)
007. Visual and Performing Arts (e.g. art history, art studies, dance, drama and theatre arts, fine/studio arts, graphic
design, interior design, music performance,…)
008. Business, Management, and Marketing (e.g. accounting, business administration, business economics,
construction management, finance, hospitality management, international business, management information
systems, marketing,…)
009. Agriculture (e.g. agricultural business, animal sciences, food science, horticulture,…)
010. Family and Consumer Sciences (e.g. apparel and textiles, child development, family and consumer sciences,
foods/nutrition/wellness, human development,…)
011. Pre-K and Elementary Education (e.g. elementary education and teaching, kindergarten/preschool education,
childhood education,…)
012. Middle Grades Education (e.g. junior high/intermediate/middle school teaching)
013. Secondary Education in a Non-Science or Non-Mathematics Area (e.g. teacher of art, business, drama/dance,
English/language arts, family/consumer science, foreign language, health, history, music, physical education,
social studies, special education, industrial arts,…)
014. Secondary Education in a Science or Mathematics Area (e.g. teacher of biology, chemistry, math, general science,…)
015. Computer Science in a Mathematics, Engineering, or Science Area (software development, networking, database,…)
016. Computer Science in a Business Area (e.g. animation, simulation and game development, information science,
information technology, quality assurance analysis, webpage/digital/multimedia design,…)
017. Nursing
College majors continued on back…
71
ASC-005649 (Rev. 8/15)
018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietician,
emergency medical science, environmental health, health care administrator, occupational therapy, public health,
recreational therapy, vocational rehabilitation counseling,…)
019. Pre-Medicine, Pre-Veterinary Medicine, or Pharmacy
020. Architecture and Related Services (e.g. city and community planning, transportation, environmental design
architecture, landscape architecture,…)
021. Ethnic, Cultural, and Gender Studies (e.g. African-American studies, Native American studies, Latin American
Studies, Women’s studies, Religious studies…)
022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest
management,…)
023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise
science, parks recreation and leisure facilities management, sports and fitness management,…)
024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…)
025. Automotive Technology
C) My second choice of a college major is: (Use the list in question B for your selection.)
D) I am presently enrolled in the following math course:
(Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.)
1. Algebra II or Math III
2. Essentials for College Math
(SREB Math Ready)
3. Advanced Functions and Modeling
4. Advanced Math or Algebra III or
Advanced Algebra or
Trigonometry
5. Discrete Math
6. Precalculus
7. Probability or Statistics
8. Calculus
9. Other
10. I am not currently enrolled in a
math course.
E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you).
F) Enter the period your math class meets.
G) My plans initially after graduation are:
1. to attend a 4-year college or university 5. to enter military service
2. to attend a 2-year college or community/technical college 6. undecided
3. to first attend a 2-year college and then attend a 4-year college
4. to attend a trade school or apprenticeship program
H) How many college-level math courses will be required for your first choice of college major?
1. None 4. I don’t know.
2. One course 5. Not applicable to me
3. Two or more courses
I) Please indicate your race/ethnicity. (This question is optional.)
1. American Indian or Alaskan Native 5. Hispanic or Latino
2. Asian or Asian American or Pacific Islander 6. Middle Eastern or Arab
3. African American or Black 7. Multiracial
4. White 8. Other
J) Which calculator will you use on this test?
1. None 3. A scientific calculator
2. A four-function calculator 4. A graphing calculator
72
Suggested Levels of the NC EMPT Program, 2015-2016
NC EMPT Predicted First
Student Score Level College Course
0-11 1 Remedial Mathematics
12-16 2 Borderline-depends on indicated major
17-24 3 First Course in College Math
25-32 4 Second Course in College Math in some
majors
Explanations:
Level 1: A Level 1 score indicates the student is not ready for college-level math courses and must take
remedial mathematics.
Level 2: A Level 2 score indicates the student must take remedial mathematics in some choices of major.
Level 3: A Level 3 score indicates the student is ready for a beginning-level college mathematics course.
However, a Level 3 score may be considered borderline at some universities for students planning
to major in math, science, or engineering.
Level 4: A Level 4 score indicates a solid high school preparation for college-level mathematics. Some
universities may allow a student scoring at Level 4 on their math placement test to skip the first
college math course, depending on that student’s choice of major.
NC EMPT Placement Exam Answer Key, 2015-2016, Option #2
Question # Correct
Answer
Question # Correct
Answer
1 D 17 C
2 C 18 A
3 B 19 B
4 E 20 D
5 C 21 E
6 A 22 E
7 D 23 A
8 C 24 E
9 D 25 D
10 B 26 C
11 B 27 D
12 A 28 A
13 A 29 C
14 B 30 E
15 E 31 D
16 B 32 C
73
inequalities 􀂂􈈠 function 􀂂􈉡 a bsolute value
(x,y)
f(x)
| x |
y <2
n __
n+2
2x__
3
b f(x) 4
bo
log d
􀂦􊘓–c
rational expressions 􀂂􈈠 graphing lines and curves
quadratic equations 􀂂􈈠 parabolic functions 􀂂􈈠 factoring
Actual college mathematics placement tests are often given during
summer orientation sessions, just before college enrollment. Students
should be warned not to let their mathematical skills “get rusty” and
be reminded to study their arithmetic, algebra, and geometry skills just
prior to the date of their actual college mathematics placement test.
A Guide for Parents and Guardians
2015 - 2016
. . . a reality check
of your child’s
readiness
for college-level
mathematics
Printed on recycled paper. ASC-009456 (Rev. 8/15) 48,000 copies of this public document were printed at a cost of $1,610.69 or $.033 per copy.
Visit our web site for a wealth of information
about mathematics placement testing at
NC community colleges and UNC institutions.
For more information about NC EMPT, please contact your child’s
mathematics teacher or:
Ellen Hilgoe, Associate Director
NC EMPT Program
Building 123, Mail Stop 145
1805 Charles Blvd.
East Carolina University
Greenville, NC 27858-4353
Phone: 252-328-6418
Fax: 252-328-2166
E-mail: ncempt@ncempt.org
North Carolina
Early Mathematics
Placement Testing
The retention of mathematical skills is critical to
the correct placement of a student during
his or her first semester of college coursework.
“
”
NC EMPT has been continuously directed by the faculty and staff at East Carolina University since the
program’s inception in 1996.
A program sponsored by
the State of North Carolina
75
What is an early mathematics placement test?
Many high school graduates, upon entering The University of North
Carolina (UNC) at one of the fifteen universities or the fifty-eight North
Carolina community colleges, will be given a mathematics placement
test. Many non-public universities and colleges also require that a math
placement test be taken.This test will determine the student’s entry level for
enrollment in collegiate mathematics. The North Carolina Early Mathematics
Placement Testing (NC EMPT) Program hopes to better prepare high school
students for collegiate
mathematics placement.
By having high school
students experience a test
that is similar in content to
the actual math placement
test, the NC EMPT Program
provides each student
with a realistic early
warning of their current
mathematical level.
The thirty-two NC EMPT
test questions are based
on arithmetic operations,
algebra, and geometry.
Participation by NC high
schools, public and non-public,
is voluntary.
Does this test
􀁓􅌀􀁖􅘀􀁟􀁖􅘀􀀌􀰀􀁥􆔀􀀃􀌀􀁞􅸀􀁪􆨀􀀃􀌀􀁔􅐀􀁙􅤀􀁚􅨀􀁝􅴀􀁕􅔀􀀰􃁙
Yes! One of the major
goals of the program is to
reduce the percentage of entering freshmen that
require mathematics remediation at the college
level. By offering students a “snapshot” of their
mathematical standing while still in high school,
the NC EMPT Program hopes to give students the
motivation to retain skills, or take corrective action,
while there is still time and help available.
What is the cost?
There is no cost to participating high schools or students for NC EMPT
testing! The State of North Carolina sponsors the NC EMPT Program.
However, the need to take remedial mathematics at the college level is very
costly in both time and money! Parents and students need to realize that
tuition for remedial mathematics courses at the college level has to be paid,
but that credit hours for these courses towards a major or towards gradua-tion
are often not received. Students spending time in remedial mathemat-ics
courses lose valuable
time and are delayed in
the completion of other
coursework with math-ematics
prerequisites. The
student is often unable to
complete degree require-ments
within four years of
college.
When will
my child take the
NC EMPT test?
The early placement test
is a one-hour test that
is usually given during a
high school class period.
Students close to complet-ing
Algebra II or Math III, as
well as students enrolled
in higher-level mathemat-ics
courses, are eligible to
be tested. The tests are
graded at the NC EMPT testing center at East Carolina University and results
are returned within two weeks. Each participating student will receive an
individualized letter that states their score, current placement level, and a list
of which test questions were answered correctly or incorrectly. In addition,
each student will be provided information about required math courses for
their chosen major and placement procedures at their chosen UNC institu-tion
or NC community college.
 
 
 
 
Student Score
(32 questions)
NC EMPT
Level
Predicted First
College Course
Explanation
Remedial
Mathematics
Borderline - depends
on indicated major
First Course in
College Math
Second Course in
College Math
in some majors
Score indicates the student is not ready for
college level math courses and must take
remedial mathematics.
Score indicates the student must take remedial
mathematics in some choices of major.
Score indicates the student is ready for a
beginning-level college mathematics course.
However, a Level 3 score may be considered
borderline at some universities for students plan-ning
to major in math, science or engineering.
Score indicates a solid high school preparation
for college-level mathematics. Some universities
may allow a student scoring at Level 4 on their
Math Placement test to skip the first college
math course, depending on the student’s choice
of major.
0 - 11
12 - 16
17 - 24
25 - 32
1
2
3
4
Suggested Levels of the NC EMPT Program / 2015 - 2016
mathematics courses during each year of high school and to be sure that these skills
are increased and maintained.
We strongly
advise ALL
students
to continue
to take
76
Appendix B
Promotion of NC EMPT Participation
2015-2016
77
Many emails and phone calls arrive daily from high school contact persons and
personnel across the state. Teachers have questions about the testing process
and timeline. These answers, along with the swift delivery of testing materials
and results, require clear communication and organization. An immediate
response from the associate director and/or the administrative support associate
is a very effective asset of our small office. An informative and user-friendly
website, an e-mail distribution list that has grown to include more than two
thousand educators, and monthly e-newsletters help spread the news about NC
EMPT’s free services. However, meeting teachers face-to-face is also a powerful
tool in answering questions and in spreading the word about the amazing early
intervention services offered by the NC EMPT Program. By staying abreast of
workshop and staff development offerings, the associate director tries to reach
out to math teachers on their home turfs. By conferring with the mathematics
staff at the NC Department of Public Instruction, public school secondary math
coordinators, and the Mathematics and Science Education Centers at UNC
campuses, the associate director searches for opportunities to present the NC
EMPT Program and to provide a platform for teachers to learn, question, and
make suggestions. Outreach efforts occur throughout the year, but increase a
great deal during the summer months when groups of secondary mathematics
teachers gather statewide for workshops and professional development. In
addition, the associate director stays abreast of actual mathematics placement
procedures currently used at UNC institutions and NC community colleges. The
associate director carefully studied assessments of readiness for college algebra
provided by the College Board’s Accuplacer (used by several UNC institutions),
NC DAP (NC Diagnostic Assessment and Placement) test used statewide by 58
public community colleges), and ALEKS (McGraw-Hill Education’s Assessment
and Learning in Knowledge Spaces). The process of preparing for a pilot of
ALEKS at East Carolina University was an excellent experience for the director
and associate director, and one that can be shared with the NC EMPT Advisory
Board members.
The following list includes many of the outreach efforts made by the associate
director during the 2015-2016 year:
  Sept 8, 2015: met with Stephanie Woodley, Chair, Dept. of Mathematics and
Physics, Pitt Community College, to discuss recent changes in NC community
college mathematics placement procedures and developmental course
curriculums, Greenville, NC
EFFORTS TO PROMOTE THE
NC EMPT PROGRAM STATEWIDE
79
  Oct 23, 2015: organized and met with eighteen NC EMPT Advisory Board
Members on the UNC-Chapel Hill campus for an annual face-to-face meeting,
Chapel Hill, NC
  Nov 3, 2015: met with advisory board member Dr. William Bauldry, Appalachian
State Univ, for advice about the psychometrics of writing answers to test
questions, Boone, NC
  Nov 4, 2015: attended the State Leadership Seminar in Mathematics sponsored
by the NC Dept. of Public Instruction and NC Council of Teachers of Mathematics
(NCCTM