Final report ... to the UNC General Administration from the NC EMPT Program Advisory Committee |
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NC EMPT
Project Summary
2016-2017
Celebrating Twenty Years of Service!
Early awareness of mathematics readiness for future careers and college plans
benefits not only students, but teachers and parents alike. By offering a risk-free
assessment that is a facsimile of actual math placement tests administered by
colleges and universities statewide, NC EMPT strives to help reduce costly
mathematics remediation for incoming freshmen. Sponsored as an early
intervention initiative by the State of North Carolina and housed on the campus of
East Carolina University, NC EMPT has now served three-quarters of a
million high school students since 1996! It remains the largest EMPT program
in the nation. Eligible students include those enrolled in Algebra II, Math 3,
Essentials for College Math, Advanced Functions and Modeling, Precalculus,
Discrete Math, and any other fourth-level math course. Results are individualized
and confidential. NC EMPT offers an honest assessment and mathematical advice
about each student’s choice of major and post-secondary institution. Best of all, this
service and all of its rich resources continue to be offered free of charge to students,
teachers, high schools, and parents. Comments from participating teachers:
The NC EMPT pre- and post-test options helped open my students’ eyes! They saw
growth in their scores and this motivated them to pay more attention in class and
work towards avoiding costly math remediation at the college level.
This is a terrific resource! I am encouraging our Math 3 teachers to use this test to
help determine the correct level 4 math course for their students.
Our students learned a good deal about their own mathematics ability and we
learned where our program is strong and where it needs some attention. We will
definitely do this again next year!
Students loved the highly personalized text in their results letters, especially about
the college and major they had indicated an interest in.
Parents were thrilled to see the results of this assessment to see how their children
were doing mathematically before heading off to college.
The 2016-2017 year was a year of continued success. As loyal high school teachers of
the program begin to retire, great efforts were made to reach out to newer math
faculty members. The new Essentials for College Math course was implemented in
even more high schools statewide and gave college-bound students an extra
opportunity to strengthen skills needed for college-level mathematics. Leaders at the
helm of NC EMPT continued to stay abreast of changes in mathematics curriculum
and expectations at both the high school and college levels.
With the implementation of a new state-mandated curriculum in Math 3, some
teachers were working on unfamiliar ground and were hesitant to devote class time
for the NC EMPT assessment. In addition, with the devastation in many counties
from Hurricane Matthew in October 2016 and severe ice storms in January 2017,
hundreds of high schools lost multiple instructional days. Student participation
declined slightly from 42,078 in 2015-16 to 39,159 in 2016-17. However, support for
the NC EMPT Program remains very strong. With sustained leadership by the
director, Dr. Johannes Hattingh; the associate director, Ellen Hilgoe; our dedicated
database consultant, David Hodges; and a committed advisory board, 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 Fast Facts
What is NC EMPT? The NC Early Mathematics Placement Testing Program
provides high school students with a non-threatening, eye-opening, reality
check of their readiness for college-level mathematics. It is remarkably a
FREE service to high schools and students, and is sponsored by the State of
North Carolina.
Dr. Johannes Hattingh, Director
Ellen Hilgoe, Associate Director
Ph: 252-328-6418
Fax: 252-328-2166
E-mail: ncempt@ncempt.org
Web site: www.ncempt.org
For More Information:
High School Math
Teachers Participating
in NC EMPT during
2016-17:
638
NC EMPT
has now served more than
three-quarters of a million
students statewide
FAST FEEDBACK
Average turnaround time for
the return of test results to
39,159 students last year was
0.7 days
NC EMPT has been continuously directed by faculty and
staff at East Carolina University since the program’s inception.
August 2017
Celebrating 21
Years of Service!
Everyone benefits: high
school students, teachers,
administrators, and parents
REGISTER NOW at
http://www.ncempt.org
for the 2017-2018 year
for any or all of four
testing windows!
A Survey of 2016-2017 Participating Teachers Found…
• 95% strongly agreed or agreed that test administration took a total of 60 minutes or less.
• 96% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE
SERVICE to high school students, parents, and teachers.
• 97% 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.
Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared!
Comments From Participating
Teachers, Spring 2017 Survey
• Parents were thrilled to see the results of this
assessment to see how their children were doing
mathematically before heading off to college.
• The NC EMPT pre- and post-assessment helped
OPEN my students’ eyes! They saw growth in their
scores and this motivated them to pay more attention
in class so they don’t have to do remedial math in
college.
• Students loved the highly-personalized text in their
results letters about the college and major that they had
indicated an interest in….especially when it detailed a
college/univ math course that they would have been
placed in now based on their NC EMPT score. Also,
they were shocked to learn that some colleges do not
allow calculators on their actual math placement tests!
• One of my seniors had to take an online math
placement test for her college of choice during the time
we were reviewing intensely for the NC EMPT post-test
(Option #2). She reported back that the review was
immensely helpful and she was able to place into the
college math class she wanted.
• I LOVE this assessment and working with this
group! The professionalism of the NC EMPT staff is
outstanding. Thank you for promptly answering all my
questions.
Math Courses Participating
Students were Enrolled In,
2016-17
36% seniors
39% juniors
20% sophomores
3% freshmen
2% did not respond
Grade Level of Participating
Students, 2016-2017
39% Alg II or Math 3
22% Advanced Functions
& Modeling
15% Precalculus
12.4% Essentials for College
Math (SREB Math Ready)
3.9% Other 4th Math Courses
3% Discrete Math
2.4% Probability or Statistics
2.3% Calculus
Each pushpin on the state map represents a participating high
school during 2016-17.
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 2016-2017 Testing………………………………………….… 19-48
V. Trends in NC EMPT Data, 1996-2017……………………………………. 49-54
VI. Evaluation of the 2016-2017 Year...………………………………….…… 55-66
VII.
Appendix A – 2016-2017 Required Background Questions,
Suggested Levels and Answer Key, and Parent/Guardian
Brochure……………………………………………………………………………..
67-74
VIII. Appendix B – Promotion of NC EMPT Participation………………. 75-80
IX. Appendix C – Helpful Resources for High School Teachers and
Students....………………………………………………………………………….. 81-92
North Carolina Early Mathematics
Placement Testing -
A Treasure Chest of Mathematical
Advice for the College-Bound!
I. From the Director
Dr. Johannes Hattingh, September 2017
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 2016-17 school year, approximately 39,100 high school students
participated in NC EMPT testing. Voluntary participation among the public and
private high schools statewide was 32% 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 thank Dr. William Bauldry, who is retiring from ASU, for his
stellar service to NC EMPT for many, many years. Thanks also to Dr. Jennifer Curtis
1
for her years of work with NC EMPT while in her position as NC DPI K-12
Mathematics Section Chief. I want to welcome aboard John Sevier, Department of
Mathematical Sciences, ASU. Last, but 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 2017
It’s been an exciting challenge to help develop and grow the NC EMPT Program
over the past twenty years. There have been so many helping hands along the
way, as well as amazing support from East Carolina University and the State
Legislature of North Carolina. I am especially appreciative of my hard-working
staff. We work as a team. We are efficient and have positive attitudes. I believe
our small office is a microcosm of our statewide program.
Mathematics can often be a selective gatekeeper of success in career and college.
I’m proud of the program’s proactive efforts to motivate high school students to
become better prepared. Another successful mission is to improve mathematics
communication within high schools and among K-16 educators statewide. Our
outreach extends from the sunny coast to the magnificent mountains of the state.
We strive to offer our eye-opening assessment of math readiness to even more
students each year!
(l to r): 2016-17 NC
EMPT staff: Debby
Hodges, Administrative
Support Associate; West
Williams (ECU
sophomore, majoring in
Communications);
Megan Cadmus (ECU
freshman, Pre-med);
Ellen Hilgoe, Associate
Director; Nicole Allen
(ECU sophomore,
Engineering); and
Christa Capps (ECU
freshman, Sociology)
Each pushpin
in the state map
to the left
represents a
participating
North Carolina
high school
during 2016-
2017.
3
III. Introduction
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 2016-2017 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 and are updated each year.
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, Math 3, 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 0r Math 3 courses, and during each
subsequent math course. Reinforcement and retention of algebra skills is critical
because university mathematics placement tests consist primarily 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, most of these have ceased to exist due to several factors including
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.
5
competition from existing mandated testing and funding problems. Currently,
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 2016-2017 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 of NC EMPT and Chair of Dept.
of Mathematics
East Carolina University Ellen Hilgoe Associate Director, NC EMPT
Elizabeth City State
University Kenneth Jones Interim 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
NC Community College
System Susan Barbitta Associate Director of Special Projects
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
6
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 Greensboro Carol Seaman Dept. of Mathematics & Statistics
UNC Pembroke Katie Floyd Dept. of Mathematics & Computer
Science
UNC Wilmington Russ Herman
Asst. Chair and Undergraduate
Coordinator, 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 21, 2016 at the UNC General Administration Building in 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, coaches, and facilitators
NC community college presidents
University of North Carolina General Administration; institution chancellors and
mathematics department chairs
North Carolina Department of Public Instruction
North Carolina Council of Teachers of Mathematics
North Carolina STEM Education (Science, Technology, Engineering, and
Mathematics) Center directors
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, California, Ohio,
Wisconsin
7
Also see Appendix B: Promotion of the NC EMPT Program, for a listing of other
outreach efforts by the associate director during the 2016-17 year. Photos are
included from some of the workshops and conferences.
A variety of media is 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 mail
(postal and State Courier) and email, and are also posted on the program’s
website, www.ncempt.org. Free downloads are available. These resources were
developed to be instantly and conveniently accessed by teachers.
These materials include:
1. a listing of the most recent “Top Ten Missed Questions, 2016-17 (see pp.
83-86 in Appendix C)
2. the weekly online “Math Placement Test Question of the Week” and
solutions (see information and sample on pp. 87-88).
3. the “Top Thirty Missed Questions Puzzle,” version 3, and its answer key.
Copies were included in results packets for each participating teacher
throughout the spring semester (see pp. 89-92).
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 2016-
2017 gift was a popular white board eraser with the program’s logo:
8
NC EMPT Continues to Make Waves Nationally…
Ellen Hilgoe, associate director of NC EMPT, was invited in March 2016 by the National
Council of Teachers of Mathematics (NCTM) to present the successful and long-running
NC EMPT Program in a session at the Southeastern Regional NCTM Conference. This will
be held in Orlando, Florida in October 2017.
Updated news: 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 these readiness measures. Hilgoe 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 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
2016-17, the SREB Math Ready course was also implemented in Alabama, Missouri, New
Mexico, Oklahoma, South Carolina, and Texas. Throughout summers 2015, 2016 and
2017, 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 test versions offered each year by
NC EMPT provide yet another insightful measure of students’ readiness for college-level
mathematics. NC EMPT results also provide North Carolina students with individualized
information about the actual math placement procedure and required math courses for
each student’s major and college of choice.
9
A Quick Look at NC EMPT Participation Numbers
1997-2017
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
15
2016-2017:
Total Number of NC High Schools Solicited 798
(603 public including 46 charter and 2 federal, and 195 non-public schools)
Option #1: Pretesting (with the 2015-2016 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 166
Total Number of NC High Schools that Actually Tested 134
Total Number of Students Pretested 12,947
Option #2: Testing (with the new 2016-2017 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 263
Total Number of NC High Schools That Actually Tested 212
Total Number of Students Tested 26,212
Grand Total of Participating High Schools (nonoverlapping)* 249*
Grand Total of Students Tested in 2016-2017 39,159
* A list of the 249 participating schools in 2016-2017 follows.
16
North Carolina Early Mathematics
Placement Testing Program
2016-2017
Participating High Schools: 249
Participating Mathematics Teachers: 638
Participating Students: 39,159
A L BROWN HIGH
ALAMANCE CHRISTIAN
SCHOOL
APEX FRIENDSHIP HIGH
APEX HIGH
ARENDELL PARROTT
ACADEMY
ASHE COUNTY HIGH
ASHEVILLE SCHOOL
ATHENS DRIVE MAGNET HIGH
ATKINS ACADEMIC &
TECHNOLOGY HIGH
AYDEN-GRIFTON HIGH
BANDYS HIGH
BEN L SMITH HIGH
BETHEL CHRISTIAN ACADEMY,
KINSTON
BIBLE BAPTIST CHRISTIAN
SCHOOL
BREVARD HIGH
BRITISH INTERNATIONAL
SCHOOL OF CHARLOTTE
BUNCOMBE CO EARLY
COLLEGE HIGH
BUNKER HILL HIGH
BUNN HIGH
BURLINGTON SCHOOL
CALDWELL ACADEMY
CALVARY BAPTIST CHURCH
SCHOOL
CAPE FEAR CHRISTIAN
ACADEMY
CAPE HATTERAS SECONDARY
CARDINAL GIBBONS HIGH
CARMEL CHRISTIAN SCHOOL
CAROLINA INTERNATIONAL
SCHOOL
CARY HIGH
CENTRAL HAYWOOD HIGH
CHARLES B AYCOCK HIGH
CHARLOTTE CATHOLIC HIGH
CHARLOTTE ENGINEERING
EARLY COLLEGE HIGH
CHARLOTTE UNITED
CHRISTIAN ACADEMY
CHASE HIGH
CHERRYVILLE HIGH
CHRIST COVENANT SCHOOL
CLAYTON HIGH
CLOVER GARDEN SCHOOL
COASTAL CHRISTIAN HIGH
COCHRANE COLLEGIATE
ACADEMY
COLUMBIA HIGH
COMMUNITY BAPTIST SCHOOL
CORINTH HOLDERS HIGH
CORNERSTONE CHRISTIAN
SCHOOL
CRESSET CHRISTIAN ACAD
CROATAN HIGH
CROSSROADS CHRISTIAN
SCHOOL, HENDERSON
CURRITUCK COUNTY HIGH
CUTHBERTSON HIGH
D H CONLEY HIGH
DAVID W BUTLER HIGH
DAVIDSON DAY SCHOOL
DAVIE COUNTY HIGH
DOUGLAS BYRD HIGH
DUDLEY HIGH
DURHAM SCHOOL OF THE
ARTS
EARLY COLLEGE EAST HIGH
EAST CARTERET HIGH
EAST GASTON HIGH
EAST MECKLENBURG HIGH
EAST WAKE ACADEMY
EPIPHANY SCHOOL OF
GLOBAL STUDIES
EUGENE ASHLEY HIGH
FAYETTEVILLE STREET
CHRISTIAN SCHOOL
FIKE HIGH
FIRST FLIGHT HIGH
FORSYTH COUNTRY DAY
SCHOOL
FRANKLIN HIGH
FRANKLINTON HIGH
FRED T FOARD HIGH
GASTON CHRISTIAN SCHOOL
GOSPEL LIGHT CHRISTIAN
SCHOOL
GRACE CHRISTIAN SCHOOL,
SANFORD
GRAHAM HIGH
GREEN HOPE HIGH
GREENFIELD SCHOOL
GREENSBORO DAY SCHOOL
GTCC EARLY MIDDLE COLL
HIGH, GREENSBORO
HARDING UNIVERSITY HIGH
HAVELOCK HIGH
HENDERSON COUNTY EARLY
COLLEGE HIGH
HERITAGE HIGH
HICKORY CAREER & ARTS
MAGNET HIGH
HICKORY HIGH
HIGH POINT CHRISTIAN ACAD
HIGHLAND SCHOOL OF TECH
HIGHLANDS SCHOOL
HILLSIDE NEW TECH HIGH
HOKE COUNTY HIGH
HOPEWELL HIGH
HUGH M CUMMINGS HIGH
INDEPENDENCE HIGH,
CHARLOTTE
J D CLEMENT EARLY COLLEGE
HIGH
J F KENNEDY HIGH
J F WEBB HIGH
JAMES HUNT HIGH
JIMMY C DRAUGHN HIGH
JOHN A HOLMES HIGH
JOHN M MOREHEAD HIGH
JOHN T HOGGARD HIGH
KINSTON HIGH
KNIGHTDALE HIGH
LAKE NORMAN CHARTER
LEESVILLE ROAD HIGH
LEJEUNE HIGH
LENOIR COUNTY EARLY
COLLEGE HIGH
LEXINGTON SENIOR HIGH
LIFESPRING ACADEMY
LINCOLN CHARTER SCHOOL,
LINCOLNTON
LOUISBURG HIGH
MANTEO HIGH
MARVIN RIDGE HIGH
MASSEY HILL CLASSICAL HIGH
METROLINA CHRISTIAN ACAD
MIDDLE CREEK HIGH
MIDWAY HIGH
MILLBROOK HIGH
MINTZ CHRISTIAN ACADEMY
MOORESVILLE HIGH
MOUNT PLEASANT HIGH
MOUNT TABOR HIGH
MOUNTAIN HERITAGE HIGH
MOUNTAIN ISLAND CHARTER
SCHOOL
NASH CENTRAL HIGH
NASH-ROCKY MOUNT EARLY
COLLEGE HIGH
NEUSE CHRISTIAN ACADEMY
NEW BERN HIGH
NEW HANOVER HIGH
NEW LIFE CHRISTIAN ACAD
NORTH BUNCOMBE HIGH
NORTH EAST CAROLINA
PREPARATORY SCHOOL
NORTH LENOIR HIGH
NORTH LINCOLN HIGH
NORTH MECKLENBURG HIGH
17
NORTH MOORE HIGH
NORTH RALEIGH CHRISTIAN
ACADEMY
NORTH STOKES HIGH
NORTH WILKES HIGH
NORTHEAST REGIONAL SCH
OF BIOTECH & AGRISCIENCE
NORTHERN NASH HIGH
NORTHSIDE CHRISTIAN ACAD
NORTHSIDE HIGH, PINETOWN
NORTHWEST SCHOOL OF THE
ARTS
OAKWOOD SCHOOL
OCRACOKE SCHOOL
OLYMPIC SCH OF BIOTECH,
HLTH, & PUBLIC ADMIN
OLYMPIC SCH OF EXEC
LDRSHIP & ENTREP DEV
OLYMPIC SCH OF MATH, ENG,
TECH & SCI
OLYMPIC SCH OF
RENAISSANCE-ARTS & TECH
OXFORD PREPARATORY HIGH
PAGE HIGH
PAMLICO COUNTY HIGH
PANTHER CREEK HIGH
PARKLAND HIGH
PASQUOTANK COUNTY HIGH
PERSON HIGH
PHILLIP O BERRY ACADEMY
OF TECHNOLOGY
PIEDMONT CLASSICAL HIGH
PIEDMONT COMMUNITY
CHARTER
PIEDMONT HIGH
PISGAH HIGH
PLYMOUTH HIGH
PORTER RIDGE HIGH
PROVIDENCE GROVE HIGH
PROVIDENCE HIGH
PUNGO CHRISTIAN ACADEMY
R J REYNOLDS HIGH
RALEIGH CHARTER HIGH
RANDLEMAN HIGH
REAGAN HIGH
RED SPRINGS HIGH
RICHLANDS HIGH
RIVERSIDE HIGH, DURHAM
RIVERSIDE HIGH,
WILLIAMSTON
ROANOKE RAPIDS HIGH
ROBESON COUNTY EARLY
COLLEGE HIGH
ROCKINGHAM EARLY
COLLEGE HIGH
ROCKY MOUNT ACADEMY
ROCKY MOUNT HIGH
ROCKY RIVER HIGH
ROSMAN HIGH
RUTHERFORD EARLY
COLLEGE HIGH
SAINT STEPHENS HIGH
SAINT THOMAS MORE
ACADEMY
SALEM ACADEMY
SALISBURY HIGH
SANDHOKE EARLY COLLEGE
HIGH
SCHOOL FOR CREATIVE
STUDIES
SHEETS MEMORIAL
CHRISTIAN SCHOOL
SOUTH BRUNSWICK HIGH
SOUTH CALDWELL HIGH
SOUTH DAVIDSON HIGH
SOUTH LENOIR HIGH
SOUTH POINT HIGH
SOUTH STOKES HIGH
SOUTHEAST HALIFAX HIGH
SOUTHEAST RALEIGH
MAGNET HIGH
SOUTHERN ALAMANCE HIGH
SOUTHERN GUILFORD HIGH
SOUTHERN NASH HIGH
SOUTHERN SCH OF ENERGY &
SUSTAINABILITY
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
THALES ACADEMY OF APEX
THOMAS ACADEMY
THOMASVILLE HIGH
TRIAD BAPTIST CHRISTIAN
ACADEMY
TRINITY ACADEMY OF
RALEIGH
TRINITY CHRISTIAN
PREPREPATORY SCHOOL
TRINITY CHRISTIAN SCHOOL,
GREENVILLE
TRINITY HIGH
TRITON HIGH
UNCG EARLY/MIDDLE
COLLEGE HIGH
UNION ACADEMY, MONROE
UNION GROVE CHRISTIAN
SCHOOL
UNION PINES HIGH
UNIVERSITY CHRISTIAN HIGH
UWHARRIE CHARTER
ACADEMY
VANCE COUNTY EARLY
COLLEGE HIGH
VANDALIA CHRISTIAN SCHOOL
VERITAS CHRISTIAN ACADEMY
VICTORY CHRISTIAN CENTER
SCHOOL
VILLAGE CHRISTIAN ACADEMY
WAKE FOREST HIGH
WAKEFIELD HIGH
WALLACE-ROSE HILL HIGH
WALTER M WILLIAMS HIGH
WASHINGTON HIGH
WAYNE CHRISTIAN SCHOOL
WAYNE SCH OF ENGINEERING
@ GOLDSBORO HIGH
WEAVER 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
WOODLAWN SCHOOL
WOODS CHARTER
North Carolina Placement Testing
A Treasure Chest of Mathematical
Advice for the College-Bound!
http://www.ncempt.org
Ellen Hilgoe, Associate Director
Phone: 252-328-6418
E-mail: ncempt@ncempt.org
18
IV. Summary of 2016-2017 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 2015-2016 version was used.
Pretesting data for Option #1 can be found on page 16. Option #2, used by a
majority of the schools, involves administering the new 2016-2017 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 on the date(s) of their choice. A breakdown of
participation in the various options and administrative period is given in the
Venn diagrams below.
Participants Using the 2016-2017 Version
of the NC EMPT Test (Option #2):
Time Period Number of Students
Fall 2016 10,781
Spring 2017 15,431
Total for Year 26,212
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 2016-2017 for the return of Option #1 and
Option #2 test results to 39,159 students was 0.7 days.
High Schools Participating in Testing
Options #1 or #2, 2016-2017
Option #1 Option #2
37 97 115
High Schools Participating in Option #2
2016-2017
Fall 2016 Spring 2017
40 83 89
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, 2016-
2017,” 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
21
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
NC EMPT • Building 123 • Mail Stop 145 • 1805 Charles Boulevard • East Carolina University • Greenville, NC 27858-4353
The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th3e State of North Carolina.
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. 219-220.
UNC Chapel Hill
Test results from the SAT Math subject test or the ACT math test can be
used to place out of Algebra and precalculus classes at UNC-CH. The AP
Calculus tests (AB and BC) can also be used to place out of these classes as
well as out of the first two calculus classes. Even if you have not taken the
AP calculus test, but score high enough of the SAT/ACT tests, you can take
a placement tests at UNC to place out of the first two calculus classes.
In many cases you will get class credit, but in some cases only placement credit so you can enroll in
classes that require the class as a prerequisite. Details are on the web site, but a summary is as follows.
Math 110 (College Algebra) is the starting level class, and is the requirement for a number of
other classes in the math department as well as other departments. If you get 520 or higher
on the SAT math level 1 or 2, or if you get 27 or higher on the ACT math test, or if you get a
two or higher on either of the AP Calculus tests you get placement credit for 110. Math 130
(Precalculus) is a prerequisite for Calculus I (Math 231). If you have 600 or higher on the SAT
math level 2 test or 29 or higher on the ACT test, or two or higher on either AP Calculus test
you get placement credit for Math 130. The calculus sequence is called 231, 232 and 233. If you
get three or higher on the AP Calculus AB test you will get course credit for Math 231. If you
get three or higher on the AP Calculus BC test you will get course credit for both 231 and 232.
If you have already gotten placement credit for 130 based on the previous rules (SAT at least
600 or ACT at least 29 or AP Calculus at least 2) but either didn’t take the AP test or didn’t get
a good enough score, the math department administers two placement exams on the last business
day before the start of the fall semester. The first is for a placement credit for 231, and if you
pass that one you can take the second one for placement credit for 232.
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: https://registrar.appstate.edu/resources/course-catalogs/undergraduate-bulletin
North Carolina Community Colleges
Students entering a community college in North Carolina typically take the North
Carolina Diagnostic Assessment and Placement (NCDAP) Test prior to their first
semester of college courses work. Placement scores to enter college-level math and
English courses are standardized across all 58 community colleges and test results are
transferable. Many students will benefit from brushing up on math skills prior to taking the NCDAP.
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 successfully in college.
North Carolina Community Colleges have implemented a new placement policy, Multiple Measures of
Placement (MMP), for incoming students that establishes a hierarchy of measures that colleges will use to
determine students' readiness for college-level coursework. Recent high school graduates, or last semester
seniors, who meet the GPA or ACT/SAT readiness benchmarks will be exempt from diagnostic placement
testing and will be considered "college-ready" for gateway math and English courses. All community
colleges are currently using Multiple Measures of Placement. 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.
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 18 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 18 and 20 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 21 and 23 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 24 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/divisions/academic-affairs/
bulletin/2016-2017/academic-info-and-regs/cost/dept-of-mathematics.html.
For NC A&T math course descriptions, visit: same pages as above.
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. The prerequisite for calculus is successful completion of precalculus
algebra including trigonometry.
Calculus course sections will administer pretests at the start of each semester. If unsuccessful
on the test, students will be advised to take precalculus. Students will be allowed entry into a
precalculus course if space is available.
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. 231-238 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 69 or
less on this test requires the student to enroll in a remedial math course. A score of 70 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=10&navoid=710. Click on "Go to information for
Department of Mathematics."
For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Prepare for the Math
Placement Test" and then "Review 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 AND Primarily for math, computer science and science majors
HS GPA >= 3.2 _________________________________________________________________________________________________________________________________________
SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry
College-Level Math Score >= 80 AND Primarily for math, computer science and science majors
HS GPA >= 3.2 __________________________________________________________________________________________________________________________________________
SATM Score = 500-599 OR MATH 129 – Precalculus Mathematics I
Algebra Profile Score >= 71 OR For math, computer science, biology, and chemistry majors.
HS GPA >= 3.2 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 OR Math, computer science, biology, and chemistry majors will not be placed
HS GPA >= 3.2 in this course. _________________________________________________________________________________________________________________________________________
SATM Score < 500 AND MATH 121 – Introduction to College Algebra
Algebra Profile Score < 71 AND HS GPA< 3.2 _________________________________________________________________________________________________________________________________________
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 Physics, visit: http://www.nccu.edu/academics/sc/
artsandsciences/mathematicsandphyscis/
For NCCU math course descriptions, visit: http://ecatalog.nccu.edu/content.php?catoid=8&navoid=1049. Under Prefix,
choose "MATH" and click on "Filter."
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
6%
0.40%
2%
0.30%
0.10%
6%
1%
1%
0.30%
0.04%
12%
3%
8%
1%
1%
6%
1%
1%
1%
0.10%
10%
4%
7%
0.50%
1%
2%
0.30%
0.20%
1%
0.04%
11%
5%
5%
0.40%
1%
1%
0.10%
0.10%
1%
0.10%
0
500
1000
1500
2000
2500
3000
3500
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
2016-2017
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
2016-2017
Frequ…
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct Question #
2016-2017 Item Analysis
33
Question Objective # Correct % Correct
9 solve word problem: percent 23631 90.15
1 convert decimal to fraction 22966 87.62
2 solve linear equation 22788 86.94
8 find difference of two binomials 22709 86.64
3 find GCF of algebraic terms 22660 86.45
7 solve word problem: distance and units of m 22259 84.92
11 evaluate absolute value function 21323 81.35
14 use arithmetic mean to find missing data po 20723 79.06
5 evaluate piecewise function 20499 78.2
13 factor trinomial 20009 76.34
17 solve logarithmic equation 19777 75.45
4 find zero of linear function 19686 75.1
10 find measure of angle of triangle 19584 74.71
29 solve word problem: quadratic function 19264 73.49
26 simplify using laws of exponents 19215 73.31
15 find axis of symmetry of parabola 19164 73.11
20 find area of triangle 19146 73.04
19 find slope of line 18712 71.39
6 solve linear inequality 18630 71.07
12 solve radical equation 18595 70.94
23 expand binomial 18531 70.7
22 subtract rational expressions 18490 70.54
21 solve word problem: % markdown 17581 67.07
18 solve word problem: right triangle trigonom 17362 66.24
24 find range of parabola given equation 16776 64.00
25 find shaded area between circle and square 16764 63.96
31 solve word problem: system of two linear e 16553 63.15
16 solve formula for indicated variable 16390 62.53
30 match graph to linear inequality 16292 62.15
28 solve quadratic equation 15961 60.89
27 find distance between two points 15120 57.68
32 divide rational expressions 14589 55.66
Item Analysis by Decreasing %, 2016-2017
34
NC EMPT Test Results, 2016-2017 Test Version
Total Students Tested: 26,212 Placement Levels (#1 lowest - #4 highest)
(paper and pencil test) Level 1: 25% Level 3: 33%
Mean Score: 16.7 out of 32, or 52% Level 2: 26% Level 4: 16%
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.
Which fraction represents two hundred seventy-five thousandths in simplest form?
Not answered
A. 11
40
B. 5
13
C. 29
52
D. 7
9
E. 8003
40
77.57% 5.41% 4.99% 2.72% 8.52% 0.80%
2.
If 2x 9 23, then 3x
A. 7 B. 14 C. 16 D. 21 E. 48
13.18% 4.81% 2.82% 76.84% 1.85% 0.49%
3.
Find the greatest common factor of the two terms in the expression: 24x5 18x2
A. 6 B. x2 C. 6x2 D. 3x2 E. 72x5
12.23% 2.48% 75.09% 7.66% 2.05% 0.47%
35
4.
The linear function ( ) 3 1
4
f x x has a zero when x has which value?
Not answered
A. 4
3
B. 1.333 C. 0 D. 1 E. 4
3
7.17% 6.20% 10.45% 19.27% 56.10% 0.81%
5.
Given the piecewise function: if 2
2 3 if 2
x x
g x
x x
Find g 3 .
A. 3 B. 0 C. 3 D. 6 E. 9
12.86% 10.04% 62.31% 9.71% 3.67% 1.40%
6.
Which of the following inequalities is equivalent to 2x 5 5x 9?
A. 14
3
x B. 14
3
x C. 14
3
x
14.73% 48.18% 23.00%
D. 3
14
x E. 3
14
x
6.75% 5.79% 1.53%
7.
How many minutes does it take to go 20 miles at a constant speed of 40 miles per hour?
A. 115 B. 45 C. 40 D. 35 E. 30
2.91% 5.89% 9.34% 7.55% 73.49% 0.78%
36
37
12.
Solve for x :
1
(5x 2)3 2 Not answered
A. 2 B. 8
5
C. 6
5
D. 1 E. 4
5
49.45% 21.51% 10.98% 5.17% 11.27% 1.60%
13.
One factor of x2 5x 6 is:
A. x 6 B. x 3 C. x 2 D. x 3 E. x 6
9.14% 9.17% 10.36% 13.23% 57.07% 1.00%
14.
The average (arithmetic mean) of 5, 10, 15, and z is 20. What is the value of z ?
A. 10 B. 20 C. 25 D. 50 E. 55
8.32% 18.81% 8.88% 61.59% 1.48% 0.91%
15.
A parabola has this equation: y 2(x 4)2 1. What is the equation of its axis of symmetry?
A. x 4 B. x 4 C. y 1 D. y 4 E. x 1
10.84% 53.67% 9.72% 13.53% 10.91% 1.31%
16.
Solve this equation for h : 3
2 4
r
h
A. 3 8
4
r
B. 3 2
4
r
C. 4 6
3
r
D. 4 6
3
r
E. 4r 2
9.29% 26.55% 21.61% 33.70% 6.67% 2.18%
38
39
40
41
27.
Find the distance between the points C and D
illustrated on the graph to the right.
A. 2 B. 2 2 C. 19
13.56% 26.70% 15.87%
D. 26 E. 34
13.38% 26.71%
Not answered
3.75%
28.
Solve this quadratic equation by using the quadratic formula: x2 4x 1
A. 4
5 B. 2
3 C. 2
5
15.91% 19.07% 32.22%
D. 2
20 E. 2
2 5
13.99% 15.09% 3.71%
29.
The amount of medicine, M, in Juan’s blood stream is modeled by the function
M(t) t2 8t, where t is the number of hours after he takes the medicine. After
how many hours is the medicine no longer in his blood stream?
A. 0 B. 2 C. 4 D. 8 E. 16
12.88% 8.50% 16.48% 52.78% 5.83% 3.51%
42
30.
The graph to the right is best represented by which
inequality?
A. y 2x 2 B. 1 2
2
y x
33.71% 13.70%
C. y 2x 2 D. 1 2
2
y x
21.70% 11.64%
E. y 2x 2 Not answered
15.89% 3.35%
31.
A group of 3 children and 2 grandparents pays $120 to attend the zoo for the day. A second
group of 5 children and 1 grandparent pays $95 to visit the same zoo for the day. What is the
total cost for 1 child and 1 grandparent?
A. $45 B. $48 C. $51 D. $55 E. $60
20.90% 21.46% 13.72% 35.07% 4.76% 4.07%
32.
Divide these rational expressions and simplify: 2 2
12 2 2
1
x
x x x
Note that x 0, 1, 1.
A. 6
x
B. 6( 1)
( 1)
x
x x
C. 3
x
D. 2
24
x(x 1)
E. 2
3
x
23.53% 35.08% 13.23% 15.57% 7.92% 4.65%
43
44
3244
2876
2427
2278
2012
1933
1923
1391
1248
644
608
559
526
498
492
458
447
387
324
303
284
149
96
78
75
2274
1631
1364
1850
1877
1708
2015
1458
1226
862
708
1066
761
619
755
675
773
595
463
568
517
352
365
229
150
0%
2%
4%
6%
8%
10%
12%
14%
Business, Management and Marketing
Engineering
Nursing
Visual and Performing Arts
Social and Behavioral Sciences
Pre-Medicine, Pre-Veterinary Medicine or Pharmacy
Medical Technologies and Allied Health Fields
Biology and Biological Sciences
Security and Protective Services
Computer Science in a Business Area
Computer Science in a Mathematics, Engineering or
Science Area
Engineering Technologies
Automotive Technology
Pre-K and Elementary Education
Humanities
Agriculture
Parks, Recreation, Leisure and Fitness Studies
Mathematical and Physical Sciences
Secondary Education in a Non-Science or Non-
Mathematics Area
Family and Consumer Sciences
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
2016-2017
First Choice
Second Choice
45
46
170
330
217
6
14
29
24
1146
44
262
82
20
210
1414
75
17
1013
822
840
32
68
242
116
1509
104
772
325
134
612
1251
270
120
1516
499
754
44
115
326
181
701
87
598
297
192
385
495
270
201
1764
312
625
70
191
404
244
504
82
513
249
162
213
379
159
276
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)
2016-2017
Level 4
(highest)
Level 3
Level 2
Level 1
47
0
200
400
600
800
1000
1200
1400
1600
1800
2000
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)
2016-2017
Level 4 (highest)
Level 3
Level 2
Level 1
48
V. Trends in NC EMPT Data, 1996-2017
The NC EMPT Program has compiled data from a pilot semester (spring 1997) and
twenty full years of testing. Informative trends are appearing and they are presented in
the following charts and graphs:
NC EMPT Cost Per Student
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
2007-2008 $4.07 2016-2017 $5.57
Top Anticipated College Majors
Year Major Students Choosing
Major as First Choice
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%
2016-2017 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
39,159
0
10,000
20,000
30,000
40,000
50,000
60,000
Number of Students
Students Participating in NC EMPT
1996-2017
66
205
189
251
288
287
285
243
302
303
292
293
243
282
302
291
261
216
253
269
249
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
2016-17
Number of Schools
High Schools Participating
in NC EMPT, 1996-2017
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
16-17
Year
Grade Level of Participating Students
1996-2017
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
16-17 Year
EMPT Level of Participating Students
1996-2017
Level 4 (highest) Level 3 Level 2 Level 1
52
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
16-
17
Year
Students Planning to Go to College After
High School Graduation, 1996-2017
4-year
College
2-year
College
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
16-
17
Year
Average Score Out of 32 Questions
for Participants Each Year
1996-2017
Series1
53
VI. Evaluation of the 2016-2017 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 throughout the month of June 2017 to the contact persons of
the high schools involved in Option #1 and/or Option #2 testing during the spring of
2017. 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 92 of 196 surveys completed, 47% of those polled responded. The
response rate for the previous year, 2015-2016, was 51%. The associate director emailed
three batches of surveys to school contact persons throughout June 2017 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 2016-2017 Participating Teachers Found…
♥ 95% strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative
tool for college math placement testing in NC.
♥ 95% strongly agreed or agreed that test administration took a total of 60 minutes or less.
♥ 96% strongly agreed or agreed that OVERALL the NC EMPT Program provides a
VALUABLE SERVICE to high school students, parents, and teachers.
♥ 97% 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.
♥ 98% 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 the NC EMPT office promptly returned hard copies of test
score summaries for teachers and individualized results letters for students.
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 96% 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 91% 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. Here is a quote from a counselor in the
Charlotte area: This brochure is a valuable tool for all high school counselors. It is a
one-stop reference guide that clarifies college math placement at all UNC Constituent
Institutions as well as all the NC Community Colleges.
Ten of the fifteen survey questions (67%) had equally positive responses or responses
within two percentage points above or below the responses to the same questions in
2015-16. Two important areas experienced significant improvement. Responses to
Question #5 saw an increase, from 91% to 95%, for those teachers who strongly agreed
or agreed. These positive responses were related to the statement, “Test Administration
took a total of 60 minutes or less.” NC EMPT competes with many other requests for
valuable class time, so the fact that NC EMPT testing is so streamlined and takes an
hour or less is important to a math teacher’s willingness to administer the test. The
second area of improvement was recorded in the results for Question #6, “Students were
attentive and tested with a serious attitude.” Responses to this question showed an
increase, from 89% to 93%, for those teachers who strongly agreed or agreed. Credit is
deserved by math teachers who took the time to “set the stage” and explain the
importance of college math placement to their students before administering the NC
EMPT test. Perhaps “word of mouth” among students and teachers who had already
experienced the NC EMPT assessment also helped with this increase.
The declines in ratings for Questions #11 and #12 were perplexing: “Students found
their individualized student results letters valuable” and “Students found their NC
EMPT experience useful for future college planning.” Each of the two questions had the
percentage of teachers who strongly agreed or agreed decrease by six points. Perhaps
the shift in the age of participants had an effect here. The number of seniors decreased
from 43% in 2015-16 to 36% in 2016-17. The number of juniors increased from 36% in
56
2015-16 to 39% in 2016-17. Seniors are mere months away from college entrance and
thus tend to be more focused on their math preparation.
The ratings decline to Questions #11 and #12 above may also be tied to responses to
Question #15, “Overall, the NC EMPT Program provides a valuable service to high
school students and teachers.” The number of teachers who strongly agreed or agreed
decreased from 100% in 2015-16 to 96% in 2016-17. However, a 96% overall confidence
rating is still excellent and satisfying to the NC EMPT staff.
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 2017
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! Please note that the survey includes a
Part A and a Part B.
The deadline for your response is June 30, 2017.
57
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
1. Informational paper mailings were sent to
high school math chairs and last year's contact
persons in early September 2016 and then in late
February 2017. NC EMPT e-newsletters were
emailed every 5-6 weeks beginning in August
2016. These mailings were helpful reminders of
news and services available from the NC EMPT
Program.
71 17 0 1 5 94
2. An online registration form for NC EMPT
testing is available on the NC EMPT website. If
you registered to test during 2016-17 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.)
80 8 0 0 6 94
3. The NC EMPT website, www.ncempt.org , is
an informative tool for college mathematics
placement testing in NC.
74 15 1 0 4 94
4. The testing instructions provided for each
teacher were included with testing materials.
These instructions were clear and easy to follow.
83 10 1 0 0 94
5. Test administration took 60 minutes. 76 13 4 0 1 94
6. Students were attentive and tested with a
serious attitude.
41 45 2 3 2 93
7. The NC EMPT office promptly returned hard
copies of test score summaries to teachers and
individualized results letters to students.
88 5 0 0 0 93
8. The test score summary received by each
teacher for each class period was helpful.
83 9 1 0 1 94
9. The yellow brochure titled "Mathematics
Placement Procedures at NC Community Colleges
and UNC Constituent Institutions, 2016-2017"
was included in each teacher's results package.
This brochure was useful to teachers in advising
college-bound students.
72 14 1 1 6 94
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
10. Participating teachers took time to review
test errors with students.
32 35 13 7 7 94
11. Students found their individualized student
results letters valuable.
48 31 6 3 5 93
12. Students found their NC EMPT experience
useful for future college plans.
43 38 5 4 4 94
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.
71 20 1 1 1 94
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 2017).
46 35 6 1 5 93
15. Overall, the NC EMPT Program provides a
valuable service to high school students and
teachers.
73 16 2 1 1 93
Part B: Please type your thoughts about the three questions below:
16. Student and parent feedback is important to the NC EMPT Program.
Teachers, please give some examples of the reactions you’ve received from
your students or their parents about their NC EMPT experience.
Number Parents’ Feedback
Students’ Feedback
14
Students were eager to see their results and read the interpretation. Results were very
informative and eye-opening. My students asked questions concerning missed problems
that were concepts they should have learned in a previous course. This allowed me to fill in
the gaps in their learning. I think this program is invaluable for high school students. It
definitely gives them a reality check and gives them a concrete idea of what is in their
59
future. This gives them something to work towards. I think it was a wake-up call for a lot of
my students. They finally saw something in writing that honestly stated how they were
doing and it was from someone official other than high school. My students were very
appreciative of the information that was given back to them. It gave them an idea of where
they stand as they prepare for college. It also made some of my younger students
(sophomores in advanced math classes) think more about where they want to go to school
and that not every college is the best choice for every major. Students were appreciative
of the NC EMPT opportunity. I even had a handful of students volunteer to take the test
who weren’t even in my class! The more advanced student are very appreciative of this
test because for many of them it has been two years since they did the more “basic” math
skills. When they move on to calculus and statistics, they will very often will struggle with
the basic algebra and geometry skills. NC EMPT reminds them and shows them what
areas they need to review before taking the actual math placement test for college.
5
Students were shown their weak areas in math. Students were reminded of just how much
they had forgotten and/or never learned properly. They seemed to identify where they
were with regard to Math 1, 2, and 3. One student was glad to know what she needed to
work on to improve her entrance exam score.
5
Students commented excitedly on improvements made between the pre-test (Option #1)
and the post-test (Option #2). It helped my students see growth in their scores and
motivate them to pay attentions more so they don’t have to do remedial math. Students
enjoyed comparing their results from the last couple of years. I have that information and
it helped students see their progress. I think Advanced Functions and Modeling and
Essentials for College Math are great courses to administer both the pre- and post- NC
EMPT assessment.
4
Seniors really liked the information about which math courses they will need for their
course of study in college. Most were not aware. Students loved the highly personalized
text in their results letters about the college and major(s) that they had indicated an interest
in…especially when it detailed a math course that they would have been placed in with this
score, and a sequence of math courses for some particular majors chosen by students.
Also, they were shocked to learn that some colleges and universities do not allow
calculators on their math placement tests!
4
My students were pleased with their ability to take a practice “College Entrance Test.”
They loved seeing which college math course they would currently place in. It put some
students’ minds at rest because they did better on the NC EMPT test than they thought
they would. Also, it also made other students pay more attention because they didn’t do as
well as they thought they would. Students commented: “I thought I was more prepared
than I am” and “I guess I need to do better in math class next year.”
3
Juniors really found the data helpful – it helps them know what math course to take during
their senior year. Students were interested in knowing their readiness (or lack of) in
preparing for high school math classes next year.
1
My students felt good when they performed well on the NC EMPT test. It was a
reinforcement that their hard work in class paid off.
60
Number Students’ Feedback
1
One of my math students had to take an online math placement test for her college of
choice during the time we were reviewing intensely for the second (Option #2) NC EMPT
test. She reported that the review was immensely helpful and she was able to place into
the college math class she wanted!
1
I found that students were very happy to take the test and found the feedback helpful. The
parents were thankful for the feedback as well. The only students that complained were
seniors who said they already knew where they were going to college and were already
accepted, etc. This was our first year doing the NC EMPT test. I think that the students
who will take it again next year are looking forward to how much they can improve.
1
My students thought the NC EMPT test was easy, even without a calculator, which makes
them overly confident in some areas. However, overall they liked the idea behind the test.
1 Learners this spring semester did not have a great deal to say about the test.
1 Test timing and level of difficulty for juniors and seniors were not appropriate.
1
Unfortunately the students I taught this year didn’t really care about anything or see the
value in anything they did at school. :o(
1
I really don’t have good examples of either students’ or parents’ comments, so I will have
to make a point of asking them next year.
Number Parents’ Feedback
6
Results were very informative and eye-opening to the parents of my students. The test
allowed both students and parents to get a “real” look at where the student stands
mathematically. These results helped some parents determine if their student needed
summer tutoring or a summer math class, and could help decide their college major. This
test helps parents see their children’s weaknesses in math.
3
Test results confirmed the progress their child was making in their high school math class.
This is important information for parents to know. Some students did better than expected,
some worse.
3
Parents thought the test was a good tool to use for planning their child’s future. Parents
were thrilled to have this test to see how their students were doing mathematically before
heading off to college. Parents were grateful that students had the opportunity to see what
an actual math placement test might look like when they get to college orientation.
3 No comments from parents this year.
2
Parents were pleased to see improvements in their child’s NC EMPT score from fall to
spring semester. Parents and students are particularly interested in growth.
61
Number Parents’ Feedback
1
Several parents of students not in my class learned about the NC EMPT opportunity and
actually encouraged their children to take the test!
1
We just mailed the student results letters with report cards to parents this week. So no
feedback yet.
1
Our kids are done with school when we get the results back. Our goal is to give the results
to parents in August of the following year. This rarely happens because the students are in
a variety of different classes. We will make a better effort to do this on Parents’ Night next
September.
1 I ran out of time so I was not able to get feedback from parents.
17. We’d like to convince even more high school math teachers to offer the
NC EMPT golden opportunity to their students! Do you have any
suggestions for ways to do this?
Number Suggestions to Increase Teacher Participation
11
Your current promotional efforts work well. All is great as is and I love the practice math
placement test questions found on your website each week. Thank you! I am not sure what
you could do to improve upon what you already do. I think you do a great job of marketing this
awesome service. I know it was the NC EMPT information mailed to our school office that
resulted in my school’s participation. So the mailings are definitely something to continue.
4
I like using the NC EMPT score as extra credit or a quiz grade. The students take it more
seriously. I also plan to use some EMPT questions on each test/quiz I give next year so the
kids are exposed to good multiple choice questions that require you to think and remember
information from prior math classes. Also, FYI, I used lots of these questions on my Essentials
of College Math final exam. This was very helpful to me and the students. This test is great to
use right before or after a break. Remind teachers what a great substitute lesson plan the NC
EMPT test is! I always plan the test for a day when I have to be gone. Subs love it because
it’s easy to administer, and I love it because it is a simple thing for a sub to do without wasting
a day. I use a generous scale, but I actually count the Option #2 score as a test grade. The
students take it seriously and having already experienced the Option #1 test earlier in the term.
So students know what to study and results are good.
3
It always helps to be sure you have one influential teacher on board with the program who
encourages colleagues. I heard you, Ellen, speak about EMPT at a SREB training and that
further convinced me of the value of the program. Ask teachers to “spread the word” to their
teacher friends. I started using EMPT because someone told me about it. Unfortunately, I
think a lot of it has to be “word of mouth.” We are bombarded with so many things in our
classrooms, it takes a teacher who has used the program testifying to how great it is for others
to take the time to use it.
62
Number Suggestions to Increase Teacher Participation
3
Contact each high school’s math department (you probably already do this) and stress the
importance of the test. I think if more teachers were aware that NC EMPT is available, they
would want to participate.
1
Tell teachers that the NC EMPT test does not take much time to give. We tested in one 50-
minute period, with an introduction the day before. This gives students and parents really good
and useful information. The students look forward to getting their results. Going over the
missed questions as a class has also been very useful.
1
My school has 100% teacher participation! Suggest using it as a strategy on a school’s
improvement plan. We use it that way.
1
I would honestly contact their high school county math representative. This is a great
assessment to give to all levels of students. Usually if you can get the math coach involved,
teachers will participate more.
1 Meet with guidance counselors and math department heads. Meet in person.
1
If you contact the superintendents of the different school districts and show them how it could
benefit their schools, they may pass the information to their principals.
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 would start with the principals and math coaches and go into detail about the feedback
students and teacher receive.
1 Talk to our district heads.
1
We have a college advisor come in and work with our students. This person could help
promote NC EMPT for college math readiness and/or include NC EMPT as part of our
Advisor/Advisee program for underclassmen.
1
You should focus your efforts on AVID (Advancement Via Individual Determination) programs,
AP (Advanced Placement) teachers, and principals.
1
Perhaps show examples of the students’ personalized feedback in your mailings. For
example, a sample results letter with red annotations that point out all of the features available
to participating students.
1
Advertise. Make a video of real students from a real high school that thinks this assessment is
an excellent tool.
1
Maybe a poster-size infographic of data sent to schools. If you aren’t already, you should host
booths at many of the math conferences held throughout NC, particularly the State Math
Conference.
1 Present information at the beginning of the school year at opening training for teachers.
63
Number Suggestions to Increase Teacher Participation
1
For schools that do not participate, send a class set of tests for one teacher to try. Maybe if
they had everything provided, they would use it and send the opscan forms for grading. Once
they do it, they’ll come back! :o)
1
Give some real life examples of students who had to take extra remedial math classes when
they began college and the money they had to spend on it.
1
Schools with the highest scores in the district get some type of incentive. You must have at
least a certain amount of schools in a district to get it so it would be based on the size of the
county or district.
1
Show stats between the NC EMPT test scores and different college placement tests. Hopefully
there would be a strong correlation between scoring well or poorly.
1
Data collection is a valuable tool to help teachers evaluate their impact on student learning. I
found the pre-test and post-test comparison an excellent tool to show growth.
1
Store school information electronically. When I begin to register online and type in my school
name, all information should come up. Teachers would use this more if results were not just
on paper, but also in an Excel file. I have one teacher that takes the time to type in every
participating student’s score each time the NC EMPT assessment is taken. We now have a
record for every year that a student takes the test.
1
Help eliminate EOC and NC Finals testing to allow more time to give the NC EMPT
assessment without feeling like you are sacrificing EOC study time.
1 Not sure.
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
9
THANK YOU for offering this wonderful program…for providing this for us…for the opportunity
to use the assessment…for giving our students the exposure to this type of college math
placement test along with the extremely valuable results. This really helps my students
prepare for their futures. Keep up the good work!
4
This information is very valuable to us. It helps us with any “sticky” placement issues for
students in math classes next year. Internally it has identified topics that the math department
faculty thought were being covered, but somehow were not. It was extremely helpful to identify
the gaps so we could restructure our curriculum. This service has also become embedded in
our school as we prepare for the Accuplacer during Math 3 and Essentials for College Math
courses (I am located at an Early College High).
64
65
Appendix A
The 2016-2017
Required Background Questions,
Suggested Levels and Answer Key, and
Parent/Guardian Brochure
67
The North Carolina Early Mathematics Placement Testing Program
Required Background Questions
2016-2017, 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…
69
ASC-005649 (Rev. 5/16)
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
70
Suggested Levels of the NC EMPT Program, 2016-2017
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 science, technology, engineering, or mathematics.
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, 2016-2017, Option #2
Question # Correct
Answer
Question # Correct
Answer
1 A 17 B
2 D 18 C
3 C 19 E
4 E 20 A
5 C 21 C
6 B 22 D
7 E 23 B
8 A 24 B
9 D 25 A
10 C 26 B
11 C 27 E
12 A 28 C
13 E 29 D
14 D 30 A
15 B 31 D
16 D 32 A
71
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
2016 - 2017
. . . a reality check
of your child’s
readiness
for college-level
mathematics
Printed on recycled paper. ASC-009456 (Rev. 5/16) 50,000 copies of this public document were printed at a cost of $1,959.22 or $.039 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
73
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 / 2016 - 2017
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
74
Appendix B
Promotion of NC EMPT Participation
2016-2017
75
Many emails and phone calls arrive daily from high school contact persons and
educators 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. A year-end survey response from a
participating teacher stated:
I love this assessment and working with this group! The professionalism of the NC
EMPT staff is outstanding. Thank you for promptly answering all of my questions.
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 current
assessments of college-level math readiness: the NC DAP (NC Diagnostic
Assessment and Placement) test used statewide by 58 public community
colleges), the College Board’s Accuplacer, McGraw-Hill Education’s ALEKS, the
SAT and ACT, as well as a variety of other measures used on UNC campuses.
EFFORTS TO PROMOTE THE
NC EMPT PROGRAM STATEWIDE
77
The following photos highlight the breadth of NC EMPT outreach efforts made
throughout the 2016-2017 year:
A master trainer for the Southern
Regional Education Board’s “Math
Ready” course, Hilgoe continues to stay
involved as this 4th year course begins to
thrive in NC and in many other states
across the nation. In NC, the course is
titled “Essentials for College Math”
(ECM). Annual trainings offered by the
NC State Dept. of Public Instruction and
SREB enable teachers new to the course
to learn important lessons of their own
about the structure and philosophy of
the course. NC EMPT and ECM work
hand in hand. In this photo, Hilgoe
works with Janelle Johnson, a dedicated
math teacher from North Stokes High
who has used NC EMPT in her math
classroom since she arrived at this
school in 2000.
(l to r): Lisa Ashe, NC DPI Secondary
Math Consultant; Martha Kelly, math
teacher at Swansboro High; and Tracey
Weigold, math teacher at North
Brunswick High (and a master trainer
for SREB Math Ready), collaborate in
matching a variety of representations of
algebraic concepts through a card sort.
Hilgoe presented the NC EMPT
Program to participants of this SREB
Math Ready training. It was held in
Raleigh, NC, on July 17-20, 2017 and
expertly led by Lisa Ashe.
These teachers attended a week-long
“Math 4” MELT Institute at
Appalachian State University. Students
enrolled in fourth math courses in high
school (Alg 2, Math 3, Essentials for
College Math, Advanced Functions and
Modeling, Precalculus, Discrete Math,
and Statistics) are prime audiences for
NC EMPT. Many of these students plan
to attend a community college or UNC
institution. Therefore, experiencing a
“practice” college math placement
exam before attending a post-secondary
institution is enlightening and
motivating. At left is Hilgoe, and second
from left is Dr. Michael Bosse, Director
of MELT (Mathematics Education
Leadership Training) Program. Hilgoe
presented the NC EMPT Program here
on July 20, 2017 at ASU in Boone, NC.
The leader for this Math 4 Institute is at
the far right, Christina Pennington, an
exceptional curriculum facilitator and
teacher at Ashe County High.
78
Promotional efforts made by the associate director throughout
2016-2017:
Aug 31,2016: participated in NC DPI webinar titled “Using Math Resources for
Instruction” at the secondary level, Greenville, NC
Sept 29, 2016: participated in a second NC DPI webinar, “Leaders Helping
Leaders,” recent DPI revisions of secondary math standards of Math 1, 2, and 3,
Greenville, NC
Oct 21, 2016: organized and led annual NC EMPT Advisory Board meeting, UNC
General Administration Bldg., Chapel Hill, NC
Oct 26, 2107: attended the State Leadership Seminar in Mathematics sponsored
by the NC Dept. of Public Instruction and NC Council of Teachers of Mathematics
(NCCTM), Greensboro, NC
Oct 27-28, 2016: attended several sessions and workshops; presented a session,
“NC EMPT: A looking Glass Into College Math Readiness,” at the NCCTM State
Mathematics Conference; Greensboro, NC
Nov 1, 2017: participated in NC DPI webinar, “Leaders Helping Leaders,” sharing
math resources using Weebly and Google drives, Greenville, NC
Nov 29, 2016: participated in NC DPI webinar, “Leaders Helping Leaders,” an
introduction to Canvas, Greenville, NC
Jan 20, 2017: organized and attended a UNC GA meeting of the Committee to
Study the Effectiveness of the Essentials for College Math Course
Jan 31, 2017: participated in NC DPI Spring Mathematics Summit, Greensboro,
NC
Mar 4, 2017: attended FIRST Robotics STEAMWORKS district championship,
South Central High School, Winterville, NC
Mar 8, 2017: participated in a webinar with representatives of
WebAssign/Cengage from Raleigh, NC, to discuss Web-based NC EMPT testing
(l o r): Teachers are on high alert and
very excited during the workdays just
preceding the first day of classes for the
new year – just like their students!
Teachers are very interested in ways to
help strengthen their students’
mathematical skills. Hilgoe was invited
to present NC EMPT in several school
systems across the state during summer
and fall 2017. This photo includes a
subset of the high school math teachers
from Randolph County Schools. Kim
Johnson, Director of Secondary
Education, was instrumental in pairing
Hilgoe with all of this county’s high
school math teachers. The meeting was
held at Wheatmore High in Trinity, NC,
on August 21, 2017.
79
and WebAssign’s national efforts to enter the college math placement testing
market.
Mar 9-10, 2017: attended conference of NC Mathematics Association of Two-Year
Colleges (NCMATYC) to learn more about the NC Community College System’s
new Multiple Measures Policy for math placement, gateway math courses, and to
bring awareness to community college math faculty of the efforts of the NC EMPT
Program, Durham, NC
Mar 28, 2017: introduced speakers and welcomed h
Object Description
Description
| Title | Final report... to the UNC General Administration from the NC EMPT Program Advisory Committee |
| Other Title | North Carolina Early Mathematics Testing Program; North Carolina Early Mathematics Placement Testing Program; Final report... to the UNC Office of the President from the NC EMPT Program Advisory Committee |
| Date | 2017 |
| Description | 2016/2017 |
| Digital Characteristics-A | 7.29 MB; 91 p. |
| Digital Format | application/pdf |
| Pres File Name-M | pubs_serial_40549609_final20162017 |
| Full Text | NC EMPT Project Summary 2016-2017 Celebrating Twenty Years of Service! Early awareness of mathematics readiness for future careers and college plans benefits not only students, but teachers and parents alike. By offering a risk-free assessment that is a facsimile of actual math placement tests administered by colleges and universities statewide, NC EMPT strives to help reduce costly mathematics remediation for incoming freshmen. Sponsored as an early intervention initiative by the State of North Carolina and housed on the campus of East Carolina University, NC EMPT has now served three-quarters of a million high school students since 1996! It remains the largest EMPT program in the nation. Eligible students include those enrolled in Algebra II, Math 3, Essentials for College Math, Advanced Functions and Modeling, Precalculus, Discrete Math, and any other fourth-level math course. Results are individualized and confidential. NC EMPT offers an honest assessment and mathematical advice about each student’s choice of major and post-secondary institution. Best of all, this service and all of its rich resources continue to be offered free of charge to students, teachers, high schools, and parents. Comments from participating teachers: The NC EMPT pre- and post-test options helped open my students’ eyes! They saw growth in their scores and this motivated them to pay more attention in class and work towards avoiding costly math remediation at the college level. This is a terrific resource! I am encouraging our Math 3 teachers to use this test to help determine the correct level 4 math course for their students. Our students learned a good deal about their own mathematics ability and we learned where our program is strong and where it needs some attention. We will definitely do this again next year! Students loved the highly personalized text in their results letters, especially about the college and major they had indicated an interest in. Parents were thrilled to see the results of this assessment to see how their children were doing mathematically before heading off to college. The 2016-2017 year was a year of continued success. As loyal high school teachers of the program begin to retire, great efforts were made to reach out to newer math faculty members. The new Essentials for College Math course was implemented in even more high schools statewide and gave college-bound students an extra opportunity to strengthen skills needed for college-level mathematics. Leaders at the helm of NC EMPT continued to stay abreast of changes in mathematics curriculum and expectations at both the high school and college levels. With the implementation of a new state-mandated curriculum in Math 3, some teachers were working on unfamiliar ground and were hesitant to devote class time for the NC EMPT assessment. In addition, with the devastation in many counties from Hurricane Matthew in October 2016 and severe ice storms in January 2017, hundreds of high schools lost multiple instructional days. Student participation declined slightly from 42,078 in 2015-16 to 39,159 in 2016-17. However, support for the NC EMPT Program remains very strong. With sustained leadership by the director, Dr. Johannes Hattingh; the associate director, Ellen Hilgoe; our dedicated database consultant, David Hodges; and a committed advisory board, 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 Fast Facts What is NC EMPT? The NC Early Mathematics Placement Testing Program provides high school students with a non-threatening, eye-opening, reality check of their readiness for college-level mathematics. It is remarkably a FREE service to high schools and students, and is sponsored by the State of North Carolina. Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director Ph: 252-328-6418 Fax: 252-328-2166 E-mail: ncempt@ncempt.org Web site: www.ncempt.org For More Information: High School Math Teachers Participating in NC EMPT during 2016-17: 638 NC EMPT has now served more than three-quarters of a million students statewide FAST FEEDBACK Average turnaround time for the return of test results to 39,159 students last year was 0.7 days NC EMPT has been continuously directed by faculty and staff at East Carolina University since the program’s inception. August 2017 Celebrating 21 Years of Service! Everyone benefits: high school students, teachers, administrators, and parents REGISTER NOW at http://www.ncempt.org for the 2017-2018 year for any or all of four testing windows! A Survey of 2016-2017 Participating Teachers Found… • 95% strongly agreed or agreed that test administration took a total of 60 minutes or less. • 96% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students, parents, and teachers. • 97% 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. Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared! Comments From Participating Teachers, Spring 2017 Survey • Parents were thrilled to see the results of this assessment to see how their children were doing mathematically before heading off to college. • The NC EMPT pre- and post-assessment helped OPEN my students’ eyes! They saw growth in their scores and this motivated them to pay more attention in class so they don’t have to do remedial math in college. • Students loved the highly-personalized text in their results letters about the college and major that they had indicated an interest in….especially when it detailed a college/univ math course that they would have been placed in now based on their NC EMPT score. Also, they were shocked to learn that some colleges do not allow calculators on their actual math placement tests! • One of my seniors had to take an online math placement test for her college of choice during the time we were reviewing intensely for the NC EMPT post-test (Option #2). She reported back that the review was immensely helpful and she was able to place into the college math class she wanted. • I LOVE this assessment and working with this group! The professionalism of the NC EMPT staff is outstanding. Thank you for promptly answering all my questions. Math Courses Participating Students were Enrolled In, 2016-17 36% seniors 39% juniors 20% sophomores 3% freshmen 2% did not respond Grade Level of Participating Students, 2016-2017 39% Alg II or Math 3 22% Advanced Functions & Modeling 15% Precalculus 12.4% Essentials for College Math (SREB Math Ready) 3.9% Other 4th Math Courses 3% Discrete Math 2.4% Probability or Statistics 2.3% Calculus Each pushpin on the state map represents a participating high school during 2016-17. 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 2016-2017 Testing………………………………………….… 19-48 V. Trends in NC EMPT Data, 1996-2017……………………………………. 49-54 VI. Evaluation of the 2016-2017 Year...………………………………….…… 55-66 VII. Appendix A – 2016-2017 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure…………………………………………………………………………….. 67-74 VIII. Appendix B – Promotion of NC EMPT Participation………………. 75-80 IX. Appendix C – Helpful Resources for High School Teachers and Students....………………………………………………………………………….. 81-92 North Carolina Early Mathematics Placement Testing - A Treasure Chest of Mathematical Advice for the College-Bound! I. From the Director Dr. Johannes Hattingh, September 2017 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 2016-17 school year, approximately 39,100 high school students participated in NC EMPT testing. Voluntary participation among the public and private high schools statewide was 32% 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 thank Dr. William Bauldry, who is retiring from ASU, for his stellar service to NC EMPT for many, many years. Thanks also to Dr. Jennifer Curtis 1 for her years of work with NC EMPT while in her position as NC DPI K-12 Mathematics Section Chief. I want to welcome aboard John Sevier, Department of Mathematical Sciences, ASU. Last, but 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 2017 It’s been an exciting challenge to help develop and grow the NC EMPT Program over the past twenty years. There have been so many helping hands along the way, as well as amazing support from East Carolina University and the State Legislature of North Carolina. I am especially appreciative of my hard-working staff. We work as a team. We are efficient and have positive attitudes. I believe our small office is a microcosm of our statewide program. Mathematics can often be a selective gatekeeper of success in career and college. I’m proud of the program’s proactive efforts to motivate high school students to become better prepared. Another successful mission is to improve mathematics communication within high schools and among K-16 educators statewide. Our outreach extends from the sunny coast to the magnificent mountains of the state. We strive to offer our eye-opening assessment of math readiness to even more students each year! (l to r): 2016-17 NC EMPT staff: Debby Hodges, Administrative Support Associate; West Williams (ECU sophomore, majoring in Communications); Megan Cadmus (ECU freshman, Pre-med); Ellen Hilgoe, Associate Director; Nicole Allen (ECU sophomore, Engineering); and Christa Capps (ECU freshman, Sociology) Each pushpin in the state map to the left represents a participating North Carolina high school during 2016- 2017. 3 III. Introduction 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 2016-2017 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 and are updated each year. 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, Math 3, 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 0r Math 3 courses, and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university mathematics placement tests consist primarily 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, most of these have ceased to exist due to several factors including 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. 5 competition from existing mandated testing and funding problems. Currently, 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 2016-2017 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 of NC EMPT and Chair of Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Kenneth Jones Interim 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 NC Community College System Susan Barbitta Associate Director of Special Projects 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 6 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 Greensboro Carol Seaman Dept. of Mathematics & Statistics UNC Pembroke Katie Floyd Dept. of Mathematics & Computer Science UNC Wilmington Russ Herman Asst. Chair and Undergraduate Coordinator, 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 21, 2016 at the UNC General Administration Building in 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, coaches, and facilitators NC community college presidents University of North Carolina General Administration; institution chancellors and mathematics department chairs North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina STEM Education (Science, Technology, Engineering, and Mathematics) Center directors 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, California, Ohio, Wisconsin 7 Also see Appendix B: Promotion of the NC EMPT Program, for a listing of other outreach efforts by the associate director during the 2016-17 year. Photos are included from some of the workshops and conferences. A variety of media is 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 mail (postal and State Courier) and email, and are also posted on the program’s website, www.ncempt.org. Free downloads are available. These resources were developed to be instantly and conveniently accessed by teachers. These materials include: 1. a listing of the most recent “Top Ten Missed Questions, 2016-17 (see pp. 83-86 in Appendix C) 2. the weekly online “Math Placement Test Question of the Week” and solutions (see information and sample on pp. 87-88). 3. the “Top Thirty Missed Questions Puzzle,” version 3, and its answer key. Copies were included in results packets for each participating teacher throughout the spring semester (see pp. 89-92). 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 2016- 2017 gift was a popular white board eraser with the program’s logo: 8 NC EMPT Continues to Make Waves Nationally… Ellen Hilgoe, associate director of NC EMPT, was invited in March 2016 by the National Council of Teachers of Mathematics (NCTM) to present the successful and long-running NC EMPT Program in a session at the Southeastern Regional NCTM Conference. This will be held in Orlando, Florida in October 2017. Updated news: 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 these readiness measures. Hilgoe 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 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 2016-17, the SREB Math Ready course was also implemented in Alabama, Missouri, New Mexico, Oklahoma, South Carolina, and Texas. Throughout summers 2015, 2016 and 2017, 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 test versions offered each year by NC EMPT provide yet another insightful measure of students’ readiness for college-level mathematics. NC EMPT results also provide North Carolina students with individualized information about the actual math placement procedure and required math courses for each student’s major and college of choice. 9 A Quick Look at NC EMPT Participation Numbers 1997-2017 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 15 2016-2017: Total Number of NC High Schools Solicited 798 (603 public including 46 charter and 2 federal, and 195 non-public schools) Option #1: Pretesting (with the 2015-2016 version of the NC EMPT test): Total Number of NC High Schools that Signed-Up 166 Total Number of NC High Schools that Actually Tested 134 Total Number of Students Pretested 12,947 Option #2: Testing (with the new 2016-2017 version of the NC EMPT test): Total Number of NC High Schools That Signed-Up for Testing 263 Total Number of NC High Schools That Actually Tested 212 Total Number of Students Tested 26,212 Grand Total of Participating High Schools (nonoverlapping)* 249* Grand Total of Students Tested in 2016-2017 39,159 * A list of the 249 participating schools in 2016-2017 follows. 16 North Carolina Early Mathematics Placement Testing Program 2016-2017 Participating High Schools: 249 Participating Mathematics Teachers: 638 Participating Students: 39,159 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL APEX FRIENDSHIP HIGH APEX HIGH ARENDELL PARROTT ACADEMY ASHE COUNTY HIGH ASHEVILLE SCHOOL ATHENS DRIVE MAGNET HIGH ATKINS ACADEMIC & TECHNOLOGY HIGH AYDEN-GRIFTON HIGH BANDYS HIGH BEN L SMITH HIGH BETHEL CHRISTIAN ACADEMY, KINSTON BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BRITISH INTERNATIONAL SCHOOL OF CHARLOTTE BUNCOMBE CO EARLY COLLEGE HIGH BUNKER HILL HIGH BUNN HIGH BURLINGTON SCHOOL CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCHOOL CAPE FEAR CHRISTIAN ACADEMY CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CARMEL CHRISTIAN SCHOOL CAROLINA INTERNATIONAL SCHOOL CARY HIGH CENTRAL HAYWOOD HIGH CHARLES B AYCOCK HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE ENGINEERING EARLY COLLEGE HIGH CHARLOTTE UNITED CHRISTIAN ACADEMY CHASE HIGH CHERRYVILLE HIGH CHRIST COVENANT SCHOOL CLAYTON HIGH CLOVER GARDEN SCHOOL COASTAL CHRISTIAN HIGH COCHRANE COLLEGIATE ACADEMY COLUMBIA HIGH COMMUNITY BAPTIST SCHOOL CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN SCHOOL CRESSET CHRISTIAN ACAD CROATAN HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON CURRITUCK COUNTY HIGH CUTHBERTSON HIGH D H CONLEY HIGH DAVID W BUTLER HIGH DAVIDSON DAY SCHOOL DAVIE COUNTY HIGH DOUGLAS BYRD HIGH DUDLEY HIGH DURHAM SCHOOL OF THE ARTS EARLY COLLEGE EAST HIGH EAST CARTERET HIGH EAST GASTON HIGH EAST MECKLENBURG HIGH EAST WAKE ACADEMY EPIPHANY SCHOOL OF GLOBAL STUDIES EUGENE ASHLEY HIGH FAYETTEVILLE STREET CHRISTIAN SCHOOL FIKE HIGH FIRST FLIGHT HIGH FORSYTH COUNTRY DAY SCHOOL FRANKLIN HIGH FRANKLINTON HIGH FRED T FOARD HIGH GASTON CHRISTIAN SCHOOL GOSPEL LIGHT CHRISTIAN SCHOOL GRACE CHRISTIAN SCHOOL, SANFORD GRAHAM HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GTCC EARLY MIDDLE COLL HIGH, GREENSBORO HARDING UNIVERSITY HIGH HAVELOCK HIGH HENDERSON COUNTY EARLY COLLEGE HIGH HERITAGE HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HIGH POINT CHRISTIAN ACAD HIGHLAND SCHOOL OF TECH HIGHLANDS SCHOOL HILLSIDE NEW TECH HIGH HOKE COUNTY HIGH HOPEWELL HIGH HUGH M CUMMINGS HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLLEGE HIGH J F KENNEDY HIGH J F WEBB HIGH JAMES HUNT HIGH JIMMY C DRAUGHN HIGH JOHN A HOLMES HIGH JOHN M MOREHEAD HIGH JOHN T HOGGARD HIGH KINSTON HIGH KNIGHTDALE HIGH LAKE NORMAN CHARTER LEESVILLE ROAD HIGH LEJEUNE HIGH LENOIR COUNTY EARLY COLLEGE HIGH LEXINGTON SENIOR HIGH LIFESPRING ACADEMY LINCOLN CHARTER SCHOOL, LINCOLNTON LOUISBURG HIGH MANTEO HIGH MARVIN RIDGE HIGH MASSEY HILL CLASSICAL HIGH METROLINA CHRISTIAN ACAD MIDDLE CREEK HIGH MIDWAY HIGH MILLBROOK HIGH MINTZ CHRISTIAN ACADEMY MOORESVILLE HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN HERITAGE HIGH MOUNTAIN ISLAND CHARTER SCHOOL NASH CENTRAL HIGH NASH-ROCKY MOUNT EARLY COLLEGE HIGH NEUSE CHRISTIAN ACADEMY NEW BERN HIGH NEW HANOVER HIGH NEW LIFE CHRISTIAN ACAD NORTH BUNCOMBE HIGH NORTH EAST CAROLINA PREPARATORY SCHOOL NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH 17 NORTH MOORE HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHEAST REGIONAL SCH OF BIOTECH & AGRISCIENCE NORTHERN NASH HIGH NORTHSIDE CHRISTIAN ACAD NORTHSIDE HIGH, PINETOWN NORTHWEST SCHOOL OF THE ARTS OAKWOOD SCHOOL OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF EXEC LDRSHIP & ENTREP DEV OLYMPIC SCH OF MATH, ENG, TECH & SCI OLYMPIC SCH OF RENAISSANCE-ARTS & TECH OXFORD PREPARATORY HIGH PAGE HIGH PAMLICO COUNTY HIGH PANTHER CREEK HIGH PARKLAND HIGH PASQUOTANK COUNTY HIGH PERSON HIGH PHILLIP O BERRY ACADEMY OF TECHNOLOGY PIEDMONT CLASSICAL HIGH PIEDMONT COMMUNITY CHARTER PIEDMONT HIGH PISGAH HIGH PLYMOUTH HIGH PORTER RIDGE HIGH PROVIDENCE GROVE HIGH PROVIDENCE HIGH PUNGO CHRISTIAN ACADEMY R J REYNOLDS HIGH RALEIGH CHARTER HIGH RANDLEMAN HIGH REAGAN HIGH RED SPRINGS HIGH RICHLANDS HIGH RIVERSIDE HIGH, DURHAM RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROBESON COUNTY EARLY COLLEGE HIGH ROCKINGHAM EARLY COLLEGE HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSMAN HIGH RUTHERFORD EARLY COLLEGE HIGH SAINT STEPHENS HIGH SAINT THOMAS MORE ACADEMY SALEM ACADEMY SALISBURY HIGH SANDHOKE EARLY COLLEGE HIGH SCHOOL FOR CREATIVE STUDIES SHEETS MEMORIAL CHRISTIAN SCHOOL SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH DAVIDSON HIGH SOUTH LENOIR HIGH SOUTH POINT HIGH SOUTH STOKES HIGH SOUTHEAST HALIFAX HIGH SOUTHEAST RALEIGH MAGNET HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN NASH HIGH SOUTHERN SCH OF ENERGY & SUSTAINABILITY 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 THALES ACADEMY OF APEX THOMAS ACADEMY THOMASVILLE HIGH TRIAD BAPTIST CHRISTIAN ACADEMY TRINITY ACADEMY OF RALEIGH TRINITY CHRISTIAN PREPREPATORY SCHOOL TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY HIGH TRITON HIGH UNCG EARLY/MIDDLE COLLEGE HIGH UNION ACADEMY, MONROE UNION GROVE CHRISTIAN SCHOOL UNION PINES HIGH UNIVERSITY CHRISTIAN HIGH UWHARRIE CHARTER ACADEMY VANCE COUNTY EARLY COLLEGE HIGH VANDALIA CHRISTIAN SCHOOL VERITAS CHRISTIAN ACADEMY VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE FOREST HIGH WAKEFIELD HIGH WALLACE-ROSE HILL HIGH WALTER M WILLIAMS HIGH WASHINGTON HIGH WAYNE CHRISTIAN SCHOOL WAYNE SCH OF ENGINEERING @ GOLDSBORO HIGH WEAVER 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 WOODLAWN SCHOOL WOODS CHARTER North Carolina Placement Testing A Treasure Chest of Mathematical Advice for the College-Bound! http://www.ncempt.org Ellen Hilgoe, Associate Director Phone: 252-328-6418 E-mail: ncempt@ncempt.org 18 IV. Summary of 2016-2017 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 2015-2016 version was used. Pretesting data for Option #1 can be found on page 16. Option #2, used by a majority of the schools, involves administering the new 2016-2017 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 on the date(s) of their choice. A breakdown of participation in the various options and administrative period is given in the Venn diagrams below. Participants Using the 2016-2017 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2016 10,781 Spring 2017 15,431 Total for Year 26,212 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 2016-2017 for the return of Option #1 and Option #2 test results to 39,159 students was 0.7 days. High Schools Participating in Testing Options #1 or #2, 2016-2017 Option #1 Option #2 37 97 115 High Schools Participating in Option #2 2016-2017 Fall 2016 Spring 2017 40 83 89 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, 2016- 2017,” 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 21 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 NC EMPT • Building 123 • Mail Stop 145 • 1805 Charles Boulevard • East Carolina University • Greenville, NC 27858-4353 The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th3e State of North Carolina. 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. 219-220. UNC Chapel Hill Test results from the SAT Math subject test or the ACT math test can be used to place out of Algebra and precalculus classes at UNC-CH. The AP Calculus tests (AB and BC) can also be used to place out of these classes as well as out of the first two calculus classes. Even if you have not taken the AP calculus test, but score high enough of the SAT/ACT tests, you can take a placement tests at UNC to place out of the first two calculus classes. In many cases you will get class credit, but in some cases only placement credit so you can enroll in classes that require the class as a prerequisite. Details are on the web site, but a summary is as follows. Math 110 (College Algebra) is the starting level class, and is the requirement for a number of other classes in the math department as well as other departments. If you get 520 or higher on the SAT math level 1 or 2, or if you get 27 or higher on the ACT math test, or if you get a two or higher on either of the AP Calculus tests you get placement credit for 110. Math 130 (Precalculus) is a prerequisite for Calculus I (Math 231). If you have 600 or higher on the SAT math level 2 test or 29 or higher on the ACT test, or two or higher on either AP Calculus test you get placement credit for Math 130. The calculus sequence is called 231, 232 and 233. If you get three or higher on the AP Calculus AB test you will get course credit for Math 231. If you get three or higher on the AP Calculus BC test you will get course credit for both 231 and 232. If you have already gotten placement credit for 130 based on the previous rules (SAT at least 600 or ACT at least 29 or AP Calculus at least 2) but either didn’t take the AP test or didn’t get a good enough score, the math department administers two placement exams on the last business day before the start of the fall semester. The first is for a placement credit for 231, and if you pass that one you can take the second one for placement credit for 232. 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: https://registrar.appstate.edu/resources/course-catalogs/undergraduate-bulletin North Carolina Community Colleges Students entering a community college in North Carolina typically take the North Carolina Diagnostic Assessment and Placement (NCDAP) Test prior to their first semester of college courses work. Placement scores to enter college-level math and English courses are standardized across all 58 community colleges and test results are transferable. Many students will benefit from brushing up on math skills prior to taking the NCDAP. 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 successfully in college. North Carolina Community Colleges have implemented a new placement policy, Multiple Measures of Placement (MMP), for incoming students that establishes a hierarchy of measures that colleges will use to determine students' readiness for college-level coursework. Recent high school graduates, or last semester seniors, who meet the GPA or ACT/SAT readiness benchmarks will be exempt from diagnostic placement testing and will be considered "college-ready" for gateway math and English courses. All community colleges are currently using Multiple Measures of Placement. 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. 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 18 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 18 and 20 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 21 and 23 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 24 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/divisions/academic-affairs/ bulletin/2016-2017/academic-info-and-regs/cost/dept-of-mathematics.html. For NC A&T math course descriptions, visit: same pages as above. 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. The prerequisite for calculus is successful completion of precalculus algebra including trigonometry. Calculus course sections will administer pretests at the start of each semester. If unsuccessful on the test, students will be advised to take precalculus. Students will be allowed entry into a precalculus course if space is available. 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. 231-238 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 69 or less on this test requires the student to enroll in a remedial math course. A score of 70 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=10&navoid=710. Click on "Go to information for Department of Mathematics." For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Prepare for the Math Placement Test" and then "Review 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 AND Primarily for math, computer science and science majors HS GPA >= 3.2 _________________________________________________________________________________________________________________________________________ SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry College-Level Math Score >= 80 AND Primarily for math, computer science and science majors HS GPA >= 3.2 __________________________________________________________________________________________________________________________________________ SATM Score = 500-599 OR MATH 129 – Precalculus Mathematics I Algebra Profile Score >= 71 OR For math, computer science, biology, and chemistry majors. HS GPA >= 3.2 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 OR Math, computer science, biology, and chemistry majors will not be placed HS GPA >= 3.2 in this course. _________________________________________________________________________________________________________________________________________ SATM Score < 500 AND MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 AND HS GPA< 3.2 _________________________________________________________________________________________________________________________________________ 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 Physics, visit: http://www.nccu.edu/academics/sc/ artsandsciences/mathematicsandphyscis/ For NCCU math course descriptions, visit: http://ecatalog.nccu.edu/content.php?catoid=8&navoid=1049. Under Prefix, choose "MATH" and click on "Filter." 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 6% 0.40% 2% 0.30% 0.10% 6% 1% 1% 0.30% 0.04% 12% 3% 8% 1% 1% 6% 1% 1% 1% 0.10% 10% 4% 7% 0.50% 1% 2% 0.30% 0.20% 1% 0.04% 11% 5% 5% 0.40% 1% 1% 0.10% 0.10% 1% 0.10% 0 500 1000 1500 2000 2500 3000 3500 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 2016-2017 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 2016-2017 Frequ… 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct Question # 2016-2017 Item Analysis 33 Question Objective # Correct % Correct 9 solve word problem: percent 23631 90.15 1 convert decimal to fraction 22966 87.62 2 solve linear equation 22788 86.94 8 find difference of two binomials 22709 86.64 3 find GCF of algebraic terms 22660 86.45 7 solve word problem: distance and units of m 22259 84.92 11 evaluate absolute value function 21323 81.35 14 use arithmetic mean to find missing data po 20723 79.06 5 evaluate piecewise function 20499 78.2 13 factor trinomial 20009 76.34 17 solve logarithmic equation 19777 75.45 4 find zero of linear function 19686 75.1 10 find measure of angle of triangle 19584 74.71 29 solve word problem: quadratic function 19264 73.49 26 simplify using laws of exponents 19215 73.31 15 find axis of symmetry of parabola 19164 73.11 20 find area of triangle 19146 73.04 19 find slope of line 18712 71.39 6 solve linear inequality 18630 71.07 12 solve radical equation 18595 70.94 23 expand binomial 18531 70.7 22 subtract rational expressions 18490 70.54 21 solve word problem: % markdown 17581 67.07 18 solve word problem: right triangle trigonom 17362 66.24 24 find range of parabola given equation 16776 64.00 25 find shaded area between circle and square 16764 63.96 31 solve word problem: system of two linear e 16553 63.15 16 solve formula for indicated variable 16390 62.53 30 match graph to linear inequality 16292 62.15 28 solve quadratic equation 15961 60.89 27 find distance between two points 15120 57.68 32 divide rational expressions 14589 55.66 Item Analysis by Decreasing %, 2016-2017 34 NC EMPT Test Results, 2016-2017 Test Version Total Students Tested: 26,212 Placement Levels (#1 lowest - #4 highest) (paper and pencil test) Level 1: 25% Level 3: 33% Mean Score: 16.7 out of 32, or 52% Level 2: 26% Level 4: 16% 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. Which fraction represents two hundred seventy-five thousandths in simplest form? Not answered A. 11 40 B. 5 13 C. 29 52 D. 7 9 E. 8003 40 77.57% 5.41% 4.99% 2.72% 8.52% 0.80% 2. If 2x 9 23, then 3x A. 7 B. 14 C. 16 D. 21 E. 48 13.18% 4.81% 2.82% 76.84% 1.85% 0.49% 3. Find the greatest common factor of the two terms in the expression: 24x5 18x2 A. 6 B. x2 C. 6x2 D. 3x2 E. 72x5 12.23% 2.48% 75.09% 7.66% 2.05% 0.47% 35 4. The linear function ( ) 3 1 4 f x x has a zero when x has which value? Not answered A. 4 3 B. 1.333 C. 0 D. 1 E. 4 3 7.17% 6.20% 10.45% 19.27% 56.10% 0.81% 5. Given the piecewise function: if 2 2 3 if 2 x x g x x x Find g 3 . A. 3 B. 0 C. 3 D. 6 E. 9 12.86% 10.04% 62.31% 9.71% 3.67% 1.40% 6. Which of the following inequalities is equivalent to 2x 5 5x 9? A. 14 3 x B. 14 3 x C. 14 3 x 14.73% 48.18% 23.00% D. 3 14 x E. 3 14 x 6.75% 5.79% 1.53% 7. How many minutes does it take to go 20 miles at a constant speed of 40 miles per hour? A. 115 B. 45 C. 40 D. 35 E. 30 2.91% 5.89% 9.34% 7.55% 73.49% 0.78% 36 37 12. Solve for x : 1 (5x 2)3 2 Not answered A. 2 B. 8 5 C. 6 5 D. 1 E. 4 5 49.45% 21.51% 10.98% 5.17% 11.27% 1.60% 13. One factor of x2 5x 6 is: A. x 6 B. x 3 C. x 2 D. x 3 E. x 6 9.14% 9.17% 10.36% 13.23% 57.07% 1.00% 14. The average (arithmetic mean) of 5, 10, 15, and z is 20. What is the value of z ? A. 10 B. 20 C. 25 D. 50 E. 55 8.32% 18.81% 8.88% 61.59% 1.48% 0.91% 15. A parabola has this equation: y 2(x 4)2 1. What is the equation of its axis of symmetry? A. x 4 B. x 4 C. y 1 D. y 4 E. x 1 10.84% 53.67% 9.72% 13.53% 10.91% 1.31% 16. Solve this equation for h : 3 2 4 r h A. 3 8 4 r B. 3 2 4 r C. 4 6 3 r D. 4 6 3 r E. 4r 2 9.29% 26.55% 21.61% 33.70% 6.67% 2.18% 38 39 40 41 27. Find the distance between the points C and D illustrated on the graph to the right. A. 2 B. 2 2 C. 19 13.56% 26.70% 15.87% D. 26 E. 34 13.38% 26.71% Not answered 3.75% 28. Solve this quadratic equation by using the quadratic formula: x2 4x 1 A. 4 5 B. 2 3 C. 2 5 15.91% 19.07% 32.22% D. 2 20 E. 2 2 5 13.99% 15.09% 3.71% 29. The amount of medicine, M, in Juan’s blood stream is modeled by the function M(t) t2 8t, where t is the number of hours after he takes the medicine. After how many hours is the medicine no longer in his blood stream? A. 0 B. 2 C. 4 D. 8 E. 16 12.88% 8.50% 16.48% 52.78% 5.83% 3.51% 42 30. The graph to the right is best represented by which inequality? A. y 2x 2 B. 1 2 2 y x 33.71% 13.70% C. y 2x 2 D. 1 2 2 y x 21.70% 11.64% E. y 2x 2 Not answered 15.89% 3.35% 31. A group of 3 children and 2 grandparents pays $120 to attend the zoo for the day. A second group of 5 children and 1 grandparent pays $95 to visit the same zoo for the day. What is the total cost for 1 child and 1 grandparent? A. $45 B. $48 C. $51 D. $55 E. $60 20.90% 21.46% 13.72% 35.07% 4.76% 4.07% 32. Divide these rational expressions and simplify: 2 2 12 2 2 1 x x x x Note that x 0, 1, 1. A. 6 x B. 6( 1) ( 1) x x x C. 3 x D. 2 24 x(x 1) E. 2 3 x 23.53% 35.08% 13.23% 15.57% 7.92% 4.65% 43 44 3244 2876 2427 2278 2012 1933 1923 1391 1248 644 608 559 526 498 492 458 447 387 324 303 284 149 96 78 75 2274 1631 1364 1850 1877 1708 2015 1458 1226 862 708 1066 761 619 755 675 773 595 463 568 517 352 365 229 150 0% 2% 4% 6% 8% 10% 12% 14% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Social and Behavioral Sciences Pre-Medicine, Pre-Veterinary Medicine or Pharmacy Medical Technologies and Allied Health Fields Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area Computer Science in a Mathematics, Engineering or Science Area Engineering Technologies Automotive Technology Pre-K and Elementary Education Humanities Agriculture Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Secondary Education in a Non-Science or Non- Mathematics Area Family and Consumer Sciences 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 2016-2017 First Choice Second Choice 45 46 170 330 217 6 14 29 24 1146 44 262 82 20 210 1414 75 17 1013 822 840 32 68 242 116 1509 104 772 325 134 612 1251 270 120 1516 499 754 44 115 326 181 701 87 598 297 192 385 495 270 201 1764 312 625 70 191 404 244 504 82 513 249 162 213 379 159 276 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) 2016-2017 Level 4 (highest) Level 3 Level 2 Level 1 47 0 200 400 600 800 1000 1200 1400 1600 1800 2000 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) 2016-2017 Level 4 (highest) Level 3 Level 2 Level 1 48 V. Trends in NC EMPT Data, 1996-2017 The NC EMPT Program has compiled data from a pilot semester (spring 1997) and twenty full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 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 2007-2008 $4.07 2016-2017 $5.57 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 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% 2016-2017 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 39,159 0 10,000 20,000 30,000 40,000 50,000 60,000 Number of Students Students Participating in NC EMPT 1996-2017 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 253 269 249 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 2016-17 Number of Schools High Schools Participating in NC EMPT, 1996-2017 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 16-17 Year Grade Level of Participating Students 1996-2017 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 16-17 Year EMPT Level of Participating Students 1996-2017 Level 4 (highest) Level 3 Level 2 Level 1 52 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 16- 17 Year Students Planning to Go to College After High School Graduation, 1996-2017 4-year College 2-year College 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 16- 17 Year Average Score Out of 32 Questions for Participants Each Year 1996-2017 Series1 53 VI. Evaluation of the 2016-2017 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 throughout the month of June 2017 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2017. 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 92 of 196 surveys completed, 47% of those polled responded. The response rate for the previous year, 2015-2016, was 51%. The associate director emailed three batches of surveys to school contact persons throughout June 2017 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 2016-2017 Participating Teachers Found… ♥ 95% strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC. ♥ 95% strongly agreed or agreed that test administration took a total of 60 minutes or less. ♥ 96% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students, parents, and teachers. ♥ 97% 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. ♥ 98% 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 the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 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 96% 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 91% 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. Here is a quote from a counselor in the Charlotte area: This brochure is a valuable tool for all high school counselors. It is a one-stop reference guide that clarifies college math placement at all UNC Constituent Institutions as well as all the NC Community Colleges. Ten of the fifteen survey questions (67%) had equally positive responses or responses within two percentage points above or below the responses to the same questions in 2015-16. Two important areas experienced significant improvement. Responses to Question #5 saw an increase, from 91% to 95%, for those teachers who strongly agreed or agreed. These positive responses were related to the statement, “Test Administration took a total of 60 minutes or less.” NC EMPT competes with many other requests for valuable class time, so the fact that NC EMPT testing is so streamlined and takes an hour or less is important to a math teacher’s willingness to administer the test. The second area of improvement was recorded in the results for Question #6, “Students were attentive and tested with a serious attitude.” Responses to this question showed an increase, from 89% to 93%, for those teachers who strongly agreed or agreed. Credit is deserved by math teachers who took the time to “set the stage” and explain the importance of college math placement to their students before administering the NC EMPT test. Perhaps “word of mouth” among students and teachers who had already experienced the NC EMPT assessment also helped with this increase. The declines in ratings for Questions #11 and #12 were perplexing: “Students found their individualized student results letters valuable” and “Students found their NC EMPT experience useful for future college planning.” Each of the two questions had the percentage of teachers who strongly agreed or agreed decrease by six points. Perhaps the shift in the age of participants had an effect here. The number of seniors decreased from 43% in 2015-16 to 36% in 2016-17. The number of juniors increased from 36% in 56 2015-16 to 39% in 2016-17. Seniors are mere months away from college entrance and thus tend to be more focused on their math preparation. The ratings decline to Questions #11 and #12 above may also be tied to responses to Question #15, “Overall, the NC EMPT Program provides a valuable service to high school students and teachers.” The number of teachers who strongly agreed or agreed decreased from 100% in 2015-16 to 96% in 2016-17. However, a 96% overall confidence rating is still excellent and satisfying to the NC EMPT staff. 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 2017 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! Please note that the survey includes a Part A and a Part B. The deadline for your response is June 30, 2017. 57 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational paper mailings were sent to high school math chairs and last year's contact persons in early September 2016 and then in late February 2017. NC EMPT e-newsletters were emailed every 5-6 weeks beginning in August 2016. These mailings were helpful reminders of news and services available from the NC EMPT Program. 71 17 0 1 5 94 2. An online registration form for NC EMPT testing is available on the NC EMPT website. If you registered to test during 2016-17 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.) 80 8 0 0 6 94 3. The NC EMPT website, www.ncempt.org , is an informative tool for college mathematics placement testing in NC. 74 15 1 0 4 94 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 83 10 1 0 0 94 5. Test administration took 60 minutes. 76 13 4 0 1 94 6. Students were attentive and tested with a serious attitude. 41 45 2 3 2 93 7. The NC EMPT office promptly returned hard copies of test score summaries to teachers and individualized results letters to students. 88 5 0 0 0 93 8. The test score summary received by each teacher for each class period was helpful. 83 9 1 0 1 94 9. The yellow brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2016-2017" was included in each teacher's results package. This brochure was useful to teachers in advising college-bound students. 72 14 1 1 6 94 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 10. Participating teachers took time to review test errors with students. 32 35 13 7 7 94 11. Students found their individualized student results letters valuable. 48 31 6 3 5 93 12. Students found their NC EMPT experience useful for future college plans. 43 38 5 4 4 94 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. 71 20 1 1 1 94 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 2017). 46 35 6 1 5 93 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 73 16 2 1 1 93 Part B: Please type your thoughts about the three questions below: 16. Student and parent feedback is important to the NC EMPT Program. Teachers, please give some examples of the reactions you’ve received from your students or their parents about their NC EMPT experience. Number Parents’ Feedback Students’ Feedback 14 Students were eager to see their results and read the interpretation. Results were very informative and eye-opening. My students asked questions concerning missed problems that were concepts they should have learned in a previous course. This allowed me to fill in the gaps in their learning. I think this program is invaluable for high school students. It definitely gives them a reality check and gives them a concrete idea of what is in their 59 future. This gives them something to work towards. I think it was a wake-up call for a lot of my students. They finally saw something in writing that honestly stated how they were doing and it was from someone official other than high school. My students were very appreciative of the information that was given back to them. It gave them an idea of where they stand as they prepare for college. It also made some of my younger students (sophomores in advanced math classes) think more about where they want to go to school and that not every college is the best choice for every major. Students were appreciative of the NC EMPT opportunity. I even had a handful of students volunteer to take the test who weren’t even in my class! The more advanced student are very appreciative of this test because for many of them it has been two years since they did the more “basic” math skills. When they move on to calculus and statistics, they will very often will struggle with the basic algebra and geometry skills. NC EMPT reminds them and shows them what areas they need to review before taking the actual math placement test for college. 5 Students were shown their weak areas in math. Students were reminded of just how much they had forgotten and/or never learned properly. They seemed to identify where they were with regard to Math 1, 2, and 3. One student was glad to know what she needed to work on to improve her entrance exam score. 5 Students commented excitedly on improvements made between the pre-test (Option #1) and the post-test (Option #2). It helped my students see growth in their scores and motivate them to pay attentions more so they don’t have to do remedial math. Students enjoyed comparing their results from the last couple of years. I have that information and it helped students see their progress. I think Advanced Functions and Modeling and Essentials for College Math are great courses to administer both the pre- and post- NC EMPT assessment. 4 Seniors really liked the information about which math courses they will need for their course of study in college. Most were not aware. Students loved the highly personalized text in their results letters about the college and major(s) that they had indicated an interest in…especially when it detailed a math course that they would have been placed in with this score, and a sequence of math courses for some particular majors chosen by students. Also, they were shocked to learn that some colleges and universities do not allow calculators on their math placement tests! 4 My students were pleased with their ability to take a practice “College Entrance Test.” They loved seeing which college math course they would currently place in. It put some students’ minds at rest because they did better on the NC EMPT test than they thought they would. Also, it also made other students pay more attention because they didn’t do as well as they thought they would. Students commented: “I thought I was more prepared than I am” and “I guess I need to do better in math class next year.” 3 Juniors really found the data helpful – it helps them know what math course to take during their senior year. Students were interested in knowing their readiness (or lack of) in preparing for high school math classes next year. 1 My students felt good when they performed well on the NC EMPT test. It was a reinforcement that their hard work in class paid off. 60 Number Students’ Feedback 1 One of my math students had to take an online math placement test for her college of choice during the time we were reviewing intensely for the second (Option #2) NC EMPT test. She reported that the review was immensely helpful and she was able to place into the college math class she wanted! 1 I found that students were very happy to take the test and found the feedback helpful. The parents were thankful for the feedback as well. The only students that complained were seniors who said they already knew where they were going to college and were already accepted, etc. This was our first year doing the NC EMPT test. I think that the students who will take it again next year are looking forward to how much they can improve. 1 My students thought the NC EMPT test was easy, even without a calculator, which makes them overly confident in some areas. However, overall they liked the idea behind the test. 1 Learners this spring semester did not have a great deal to say about the test. 1 Test timing and level of difficulty for juniors and seniors were not appropriate. 1 Unfortunately the students I taught this year didn’t really care about anything or see the value in anything they did at school. :o( 1 I really don’t have good examples of either students’ or parents’ comments, so I will have to make a point of asking them next year. Number Parents’ Feedback 6 Results were very informative and eye-opening to the parents of my students. The test allowed both students and parents to get a “real” look at where the student stands mathematically. These results helped some parents determine if their student needed summer tutoring or a summer math class, and could help decide their college major. This test helps parents see their children’s weaknesses in math. 3 Test results confirmed the progress their child was making in their high school math class. This is important information for parents to know. Some students did better than expected, some worse. 3 Parents thought the test was a good tool to use for planning their child’s future. Parents were thrilled to have this test to see how their students were doing mathematically before heading off to college. Parents were grateful that students had the opportunity to see what an actual math placement test might look like when they get to college orientation. 3 No comments from parents this year. 2 Parents were pleased to see improvements in their child’s NC EMPT score from fall to spring semester. Parents and students are particularly interested in growth. 61 Number Parents’ Feedback 1 Several parents of students not in my class learned about the NC EMPT opportunity and actually encouraged their children to take the test! 1 We just mailed the student results letters with report cards to parents this week. So no feedback yet. 1 Our kids are done with school when we get the results back. Our goal is to give the results to parents in August of the following year. This rarely happens because the students are in a variety of different classes. We will make a better effort to do this on Parents’ Night next September. 1 I ran out of time so I was not able to get feedback from parents. 17. We’d like to convince even more high school math teachers to offer the NC EMPT golden opportunity to their students! Do you have any suggestions for ways to do this? Number Suggestions to Increase Teacher Participation 11 Your current promotional efforts work well. All is great as is and I love the practice math placement test questions found on your website each week. Thank you! I am not sure what you could do to improve upon what you already do. I think you do a great job of marketing this awesome service. I know it was the NC EMPT information mailed to our school office that resulted in my school’s participation. So the mailings are definitely something to continue. 4 I like using the NC EMPT score as extra credit or a quiz grade. The students take it more seriously. I also plan to use some EMPT questions on each test/quiz I give next year so the kids are exposed to good multiple choice questions that require you to think and remember information from prior math classes. Also, FYI, I used lots of these questions on my Essentials of College Math final exam. This was very helpful to me and the students. This test is great to use right before or after a break. Remind teachers what a great substitute lesson plan the NC EMPT test is! I always plan the test for a day when I have to be gone. Subs love it because it’s easy to administer, and I love it because it is a simple thing for a sub to do without wasting a day. I use a generous scale, but I actually count the Option #2 score as a test grade. The students take it seriously and having already experienced the Option #1 test earlier in the term. So students know what to study and results are good. 3 It always helps to be sure you have one influential teacher on board with the program who encourages colleagues. I heard you, Ellen, speak about EMPT at a SREB training and that further convinced me of the value of the program. Ask teachers to “spread the word” to their teacher friends. I started using EMPT because someone told me about it. Unfortunately, I think a lot of it has to be “word of mouth.” We are bombarded with so many things in our classrooms, it takes a teacher who has used the program testifying to how great it is for others to take the time to use it. 62 Number Suggestions to Increase Teacher Participation 3 Contact each high school’s math department (you probably already do this) and stress the importance of the test. I think if more teachers were aware that NC EMPT is available, they would want to participate. 1 Tell teachers that the NC EMPT test does not take much time to give. We tested in one 50- minute period, with an introduction the day before. This gives students and parents really good and useful information. The students look forward to getting their results. Going over the missed questions as a class has also been very useful. 1 My school has 100% teacher participation! Suggest using it as a strategy on a school’s improvement plan. We use it that way. 1 I would honestly contact their high school county math representative. This is a great assessment to give to all levels of students. Usually if you can get the math coach involved, teachers will participate more. 1 Meet with guidance counselors and math department heads. Meet in person. 1 If you contact the superintendents of the different school districts and show them how it could benefit their schools, they may pass the information to their principals. 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 would start with the principals and math coaches and go into detail about the feedback students and teacher receive. 1 Talk to our district heads. 1 We have a college advisor come in and work with our students. This person could help promote NC EMPT for college math readiness and/or include NC EMPT as part of our Advisor/Advisee program for underclassmen. 1 You should focus your efforts on AVID (Advancement Via Individual Determination) programs, AP (Advanced Placement) teachers, and principals. 1 Perhaps show examples of the students’ personalized feedback in your mailings. For example, a sample results letter with red annotations that point out all of the features available to participating students. 1 Advertise. Make a video of real students from a real high school that thinks this assessment is an excellent tool. 1 Maybe a poster-size infographic of data sent to schools. If you aren’t already, you should host booths at many of the math conferences held throughout NC, particularly the State Math Conference. 1 Present information at the beginning of the school year at opening training for teachers. 63 Number Suggestions to Increase Teacher Participation 1 For schools that do not participate, send a class set of tests for one teacher to try. Maybe if they had everything provided, they would use it and send the opscan forms for grading. Once they do it, they’ll come back! :o) 1 Give some real life examples of students who had to take extra remedial math classes when they began college and the money they had to spend on it. 1 Schools with the highest scores in the district get some type of incentive. You must have at least a certain amount of schools in a district to get it so it would be based on the size of the county or district. 1 Show stats between the NC EMPT test scores and different college placement tests. Hopefully there would be a strong correlation between scoring well or poorly. 1 Data collection is a valuable tool to help teachers evaluate their impact on student learning. I found the pre-test and post-test comparison an excellent tool to show growth. 1 Store school information electronically. When I begin to register online and type in my school name, all information should come up. Teachers would use this more if results were not just on paper, but also in an Excel file. I have one teacher that takes the time to type in every participating student’s score each time the NC EMPT assessment is taken. We now have a record for every year that a student takes the test. 1 Help eliminate EOC and NC Finals testing to allow more time to give the NC EMPT assessment without feeling like you are sacrificing EOC study time. 1 Not sure. 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 9 THANK YOU for offering this wonderful program…for providing this for us…for the opportunity to use the assessment…for giving our students the exposure to this type of college math placement test along with the extremely valuable results. This really helps my students prepare for their futures. Keep up the good work! 4 This information is very valuable to us. It helps us with any “sticky” placement issues for students in math classes next year. Internally it has identified topics that the math department faculty thought were being covered, but somehow were not. It was extremely helpful to identify the gaps so we could restructure our curriculum. This service has also become embedded in our school as we prepare for the Accuplacer during Math 3 and Essentials for College Math courses (I am located at an Early College High). 64 65 Appendix A The 2016-2017 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure 67 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 2016-2017, 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… 69 ASC-005649 (Rev. 5/16) 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 70 Suggested Levels of the NC EMPT Program, 2016-2017 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 science, technology, engineering, or mathematics. 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, 2016-2017, Option #2 Question # Correct Answer Question # Correct Answer 1 A 17 B 2 D 18 C 3 C 19 E 4 E 20 A 5 C 21 C 6 B 22 D 7 E 23 B 8 A 24 B 9 D 25 A 10 C 26 B 11 C 27 E 12 A 28 C 13 E 29 D 14 D 30 A 15 B 31 D 16 D 32 A 71 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 2016 - 2017 . . . a reality check of your child’s readiness for college-level mathematics Printed on recycled paper. ASC-009456 (Rev. 5/16) 50,000 copies of this public document were printed at a cost of $1,959.22 or $.039 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 73 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 / 2016 - 2017 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 74 Appendix B Promotion of NC EMPT Participation 2016-2017 75 Many emails and phone calls arrive daily from high school contact persons and educators 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. A year-end survey response from a participating teacher stated: I love this assessment and working with this group! The professionalism of the NC EMPT staff is outstanding. Thank you for promptly answering all of my questions. 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 current assessments of college-level math readiness: the NC DAP (NC Diagnostic Assessment and Placement) test used statewide by 58 public community colleges), the College Board’s Accuplacer, McGraw-Hill Education’s ALEKS, the SAT and ACT, as well as a variety of other measures used on UNC campuses. EFFORTS TO PROMOTE THE NC EMPT PROGRAM STATEWIDE 77 The following photos highlight the breadth of NC EMPT outreach efforts made throughout the 2016-2017 year: A master trainer for the Southern Regional Education Board’s “Math Ready” course, Hilgoe continues to stay involved as this 4th year course begins to thrive in NC and in many other states across the nation. In NC, the course is titled “Essentials for College Math” (ECM). Annual trainings offered by the NC State Dept. of Public Instruction and SREB enable teachers new to the course to learn important lessons of their own about the structure and philosophy of the course. NC EMPT and ECM work hand in hand. In this photo, Hilgoe works with Janelle Johnson, a dedicated math teacher from North Stokes High who has used NC EMPT in her math classroom since she arrived at this school in 2000. (l to r): Lisa Ashe, NC DPI Secondary Math Consultant; Martha Kelly, math teacher at Swansboro High; and Tracey Weigold, math teacher at North Brunswick High (and a master trainer for SREB Math Ready), collaborate in matching a variety of representations of algebraic concepts through a card sort. Hilgoe presented the NC EMPT Program to participants of this SREB Math Ready training. It was held in Raleigh, NC, on July 17-20, 2017 and expertly led by Lisa Ashe. These teachers attended a week-long “Math 4” MELT Institute at Appalachian State University. Students enrolled in fourth math courses in high school (Alg 2, Math 3, Essentials for College Math, Advanced Functions and Modeling, Precalculus, Discrete Math, and Statistics) are prime audiences for NC EMPT. Many of these students plan to attend a community college or UNC institution. Therefore, experiencing a “practice” college math placement exam before attending a post-secondary institution is enlightening and motivating. At left is Hilgoe, and second from left is Dr. Michael Bosse, Director of MELT (Mathematics Education Leadership Training) Program. Hilgoe presented the NC EMPT Program here on July 20, 2017 at ASU in Boone, NC. The leader for this Math 4 Institute is at the far right, Christina Pennington, an exceptional curriculum facilitator and teacher at Ashe County High. 78 Promotional efforts made by the associate director throughout 2016-2017: Aug 31,2016: participated in NC DPI webinar titled “Using Math Resources for Instruction” at the secondary level, Greenville, NC Sept 29, 2016: participated in a second NC DPI webinar, “Leaders Helping Leaders,” recent DPI revisions of secondary math standards of Math 1, 2, and 3, Greenville, NC Oct 21, 2016: organized and led annual NC EMPT Advisory Board meeting, UNC General Administration Bldg., Chapel Hill, NC Oct 26, 2107: attended the State Leadership Seminar in Mathematics sponsored by the NC Dept. of Public Instruction and NC Council of Teachers of Mathematics (NCCTM), Greensboro, NC Oct 27-28, 2016: attended several sessions and workshops; presented a session, “NC EMPT: A looking Glass Into College Math Readiness,” at the NCCTM State Mathematics Conference; Greensboro, NC Nov 1, 2017: participated in NC DPI webinar, “Leaders Helping Leaders,” sharing math resources using Weebly and Google drives, Greenville, NC Nov 29, 2016: participated in NC DPI webinar, “Leaders Helping Leaders,” an introduction to Canvas, Greenville, NC Jan 20, 2017: organized and attended a UNC GA meeting of the Committee to Study the Effectiveness of the Essentials for College Math Course Jan 31, 2017: participated in NC DPI Spring Mathematics Summit, Greensboro, NC Mar 4, 2017: attended FIRST Robotics STEAMWORKS district championship, South Central High School, Winterville, NC Mar 8, 2017: participated in a webinar with representatives of WebAssign/Cengage from Raleigh, NC, to discuss Web-based NC EMPT testing (l o r): Teachers are on high alert and very excited during the workdays just preceding the first day of classes for the new year – just like their students! Teachers are very interested in ways to help strengthen their students’ mathematical skills. Hilgoe was invited to present NC EMPT in several school systems across the state during summer and fall 2017. This photo includes a subset of the high school math teachers from Randolph County Schools. Kim Johnson, Director of Secondary Education, was instrumental in pairing Hilgoe with all of this county’s high school math teachers. The meeting was held at Wheatmore High in Trinity, NC, on August 21, 2017. 79 and WebAssign’s national efforts to enter the college math placement testing market. Mar 9-10, 2017: attended conference of NC Mathematics Association of Two-Year Colleges (NCMATYC) to learn more about the NC Community College System’s new Multiple Measures Policy for math placement, gateway math courses, and to bring awareness to community college math faculty of the efforts of the NC EMPT Program, Durham, NC Mar 28, 2017: introduced speakers and welcomed h |
| OCLC number | 40549609 |
