Final report ... to the UNC General Administration from the NC EMPT Program Advisory Committee.

              e
PREPARED BY:
Dr. Johannes Hattingh, Program Director & Mrs. Ellen L. Hilgoe, Associate Director
THE NORTH CAROLINA EARLY MATHEMATICS PLACEMENT TESTING PROGRAM
Building 123, 1805 Charles Boulevard • Mail Stop 145
East Carolina University • Greenville, NC 27858-4353
252-328-6418 office • 252-328-2166 fax
ncempt@ncempt.org email
www.ncempt.org website
to the UNC General Administration
from the NC EMPT Program Advisory Committee
Final Report 2012–2013
NC EMPT
Project Summary
2012-2013
Be Wise -
Be Prepared!
North Carolina Early Mathematics Placement Testing has established itself during
the past seventeen years as a reliable and extremely helpful service to high school
students, parents, and teachers across the state. The program provides non-threatening
and eye-opening advice to these students 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 participants regarding the required mathematics courses for
the major of their choice and a description of the mathematics placement procedure
currently used at the college or university of their choice. Scores are confidential and
will not be shared or compared.
Remarkably, these valuable NC EMPT services are provided free-of-charge
to public and non-public high schools and students. Participation is
voluntary. Eligible students include those enrolled in Algebra II, Integrated Math
III, Common Core Math III, Advanced Functions and Modeling, Precalculus,
Discrete Math, Statistics, and any other upper-level mathematics courses. Despite
crowded curriculums, 701 teachers empowered 37,090 students during the 2012-
2013 year to be better prepared for college-level mathematics.
NC EMPT has now served more than 610,000 students since its inception
in the spring of 1996. The program has stayed abreast and communicated to high
schools the myriad of changes in high school mathematics curriculum, mathematics
admissions requirements at NC community colleges and UNC institutions, and
beginning mathematics course requirements for a variety of majors at these
colleges/universities. NC EMPT serves as a crucial bridge connecting high school
and college-level mathematics, particularly as students apprehensively step from
grades 12 to 13.
The program is strongly supported by the State of North Carolina and East Carolina
University (ECU). Housed at ECU, NC EMPT continues to thrive and serve the
entire state. Early intervention is an important key in reducing the
percentage of incoming college freshmen that require mathematics
remediation. NC EMPT embraces the fact that immediate and professional
feedback has the most effective impact for students, parents, and teachers.
Turnaround time for test results remains the quickest in our history and averaged
0.85 days!
The 2012-2013 year is clearly captured in the following document titled “NC EMPT
Quick Stats, August 2013.” The year was characterized by an increase in mandated
testing in public high schools. The NC Board of Education and NC Department of
Public Instruction (DPI) continued to make sweeping changes in an effort to better
prepare every child for college and career readiness. For the first time, students
in some fourth-year high school mathematics courses were administered
a new common exam authored by DPI, the results of which were factored
into the teachers’ yearly evaluations. Teachers hustled to thoroughly cover
large curriculums in Advanced Functions and Modeling (AFM) and Precalculus. For
some, time for voluntary NC EMPT testing was lost and many NC EMPT testing
materials that were ordered in good faith by teachers and then delivered were not
used. Overall participation in NC EMPT during 2012-13 decreased 16% as compared
to the previous year.
In addition to changes in mandated testing by DPI, the NC EMPT Program
experienced many adjustments to its infrastructure this year. Four positions that
had a direct impact on the program endured changes in personnel. Despite the
length of time necessary to acclimate and train the new people in these positions,
unexpected and positive changes occurred. With the change in webmasters and
increased support from the technology team at ECU, a more modern NC EMPT
website was created along with a more secure online registration form. The welcome
appointment of a new program director, Dr. Johannes Hattingh, and a
reorganization of divisions at ECU, brought NC EMPT back under the umbrella of
the Mathematics Department. The NC EMPT Advisory Board continued to have
strong participation by members and a keen interest in the effects of the national
Common Core Movement on K-16 education. The advisory board is comprised of
representatives from the mathematics departments of University of North Carolina
(UNC) institutions, North Carolina community colleges, the NC Department of
Public Instruction, and the UNC General Administration (UNC-GA). See pp. 6, 7.
The board is also increasingly relied upon by UNC-GA for advice in discussions
about mathematics curriculum and requirements. In addition, Ellen Hilgoe, the
associate director, was recognized for her NC EMPT experience and selected by the
Southern Regional Education Board to help write a new transitional mathematics
curriculum for high school seniors who are deemed not ready for college-level
mathematics. Hilgoe traveled extensively during the summer of 2013 to participate
in workshops and conferences with high school mathematics teachers in order to feel
the pulse of their concerns, to promote the program, and to continue to help span the
divide between high school and college-level mathematics. See Appendix B.
Despite several setbacks, NC EMPT remained steady. The program continued to
operate with an inexpensive budget, high school mathematics teachers
embraced a measure that is useful and doable, and students are reaping
the rewards by BEING BETTER PREPARED.
Registration and participation in
NC EMPT is still free-of-charge
to all public and non-public high
schools and their students!
Register now at
http://www.ncempt.org
for the 2013-2014 year.
NC EMPT Participation S-T-R-E-T-C-H-E-S Across ALL of North Carolina!
Reasons why high school students and their parents like NC EMPT:
  It is a reality check of current readiness for college-level mathematics.
  It helps students understand what skills must be improved so the appropriate degree-counting
math course(s) can be taken and passed in college.
  It provides eye-opening information about the actual mathematics placement procedure
and required math course(s) for the major and institution of their choice.
Reasons why high school math teachers and administrators like NC EMPT:
  It is excellent preparation for college-bound students.
  It is a non-threatening, up-to-date, “practice” math placement test with all materials
provided FREE. Test administration is easy and feedback immediate.
  It offers current information about expectations and requirements in mathematics
curriculum for fifty-eight community colleges and fifteen UNC institutions.
EYE-OPENING
information
that benefits
everyone!
Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared!
A Survey of 2012-2013 Participating
Teachers Found…
♥ 98% 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 tan brochure titled "Mathematics
Placement Procedures at NC Community Colleges and UNC Constituent
Institutions, 2012-2013" included in each teacher's results package was useful
to teachers in advising college-bound students.
♥ 99% 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.
♥ 100% strongly agreed or agreed that overall, the NC EMPT Program
provides a valuable service to high school students and teachers.
WHO should take the valuable practice
math placement test offered by NC EMPT?
High school students enrolled in:
  Algebra II
  Integrated Math III
  Common Core Math III
  Advanced Functions and
Modeling
  Pre-Calculus
  Discrete Math
  Statistics
  and other upper-level
mathematics courses.
Each pushpin in the state map to the left
represents a participating high school during
2012-2013.
Did you know that the NC EMPT Web site has a wealth of information about mathematics
placement testing at colleges and universities statewide?! CHECK IT OUT: www.ncempt.org
Table of Contents
I. From the Director……………………………………………………………….. 1-2
II. From the Associate Director…………………………………………………. 3-4
III. Introduction to the NC EMPT Program……………………………….… 5-16
IV. Summary of 2012-2013 Testing………………………………………….… 17-46
V. Trends in NC EMPT Data, 1996-2013……………………………………. 47-50
VI. Evaluation of the 2012-2013 Year...………………………………….….… 51-62
VII. Appendix A – 2012-2013 Required Background Questions,
Answer Key, and Parent/Guardian Brochure………………………….
63-70
VIII. Appendix B – Promotion of NC EMPT Participation………………. 71-76
IX. Appendix C – Top 10 Missed Questions, 2012-2013 NC EMPT
Test Version; Top 30 Missed Questions Puzzle, Version 2....……. 77-86
North Carolina Early Mathematics
Placement Testing -
A Treasure Chest of Mathematical
Advice for the College-Bound!
I. From the Director
Dr. Johannes Hattingh, September 2013
The NC Early Mathematics Placement Program (NC EMPT) provides high school
students with a non-threatening appraisal of their readiness for college-level
mathematics. The results of this exam let students avoid remedial mathematics by
knowing how they would fare on a real placement exam without penalty. The
program encourages further mathematical preparation and participation by high
school students so that they may be prepared mathematically for the courses in their
planned programs of study, and it serves the State of North Carolina by lessening the
need for remediation in mathematics.
Dr. Robert Bernhardt, who served as the founder and Director of NC EMPT, since its
inception in 1997, passed away December 2, 2012. Bob and our Associate Director
Ellen Hilgoe have developed wide ranging contact and collaborative efforts with high
school teachers across the state on behalf of mathematics and STEM initiatives.
Under Bob’s leadership, NC EMPT became the largest EMPT program among the
four remaining in the nation. We will miss you Bob.
The success of NC EMPT is also 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, the many high school
mathematics teachers and students participating in the program, the stellar
participation by members of the NC EMPT Advisory Board, and the superb and
invaluable contributions and efforts of the Associate Director Ellen Hilgoe and her
staff.
NC EMPT underwent several changes during the past year, including a move to new
physical location, the unveiling of a new website, and the housing of the program
within the Department of Mathematics at ECU. The Advisory Board of NC EMPT is
increasingly asked by UNC-GA for advice on mathematics curriculum and related
matters.
1
NC EMPT has made a significant difference in the transition from high school to
college mathematics and I want to thank you all for all your invaluable contributions
to NC EMPT.
2
II. From the Associate Director
Ellen Hilgoe, August 2013
!
NC EMPT had a b-u-m-p-y
ride throughout 2012-2013.
Unfortunately, the difficulties
were caused by events out of our
control. After a lengthy illness,
the director, Dr. Robert
Bernhardt, passed away. As a
result of economic downsizing
at ECU, our program was
reorganized under different
leadership. Our webmaster
moved to another position off
campus. Our liaison at the UNC
General Administration, Dr.
Bruce Mallette, retired. Newly
mandated common exams in
senior-level high school
mathematics courses competed
with the time teachers normally
used to administer the NC
EMPT test. Our student
participation numbers dipped
16% as compared to 2011-12…
However, we are a
seasoned team! We have
regrouped and retooled!!
I’m proud to say that every
member of our small band
remains hard-working and
believes in our cause. I am
grateful for the guidance of the
new NC EMPT director and
chair of the ECU Mathematics
Department, Dr. Johannes
Hattingh. I appreciate the
steadfast hands of the Advisory
Board members, East Carolina
University, and the UNC
General Administration.
The NC EMPT Crew! (1st row, l to r): Administrative Support
Associate Debby Hodges, ECU student worker Magen Smith,
Associate Director Ellen Hilgoe; (2nd row, l to r): student workers
Holly Britton, Samantha Arnold, and Emily Fisher.
The folks at ECU
Mail Services do
an excellent job!
Mailman Mike
Latham receives
some Easter
goodies as a thank
you gift from
Debby Hodges.
We couldn’t move
our massive
amounts of NC
EMPT packages
statewide each
year without
the help of
University Printing
& Graphics and
Mail Services!
3
III. Introduction
The NC EMPT Program hopes to raise awareness of the importance of
mathematics, and strives to give future incoming college freshmen an early
warning of the mathematics skills necessary for successful placement in college-level
mathematics.
By offering this non-threatening advice with opportune timing, that is, while
students are still in high school and can maneuver to correct weaknesses, NC
EMPT hopes to motivate students to be strong in mathematics and avoid the
expensive pitfalls caused by lack of retention or lack of knowledge of the skills
needed for success at the college level. The 2012-2013 placement test questions
are based on objectives in the areas of number and operation, algebra, and
geometry (see pp. 33-40 and pp. 79-82). The questions were a result of a
thorough study of current math placement tests used at NC community colleges
and UNC institutions.
Understanding the Basics of an EMPT Program
Early Mathematics Placement Testing concisely describes a valuable intervention
service provided to high school students in programs across the nation. The test
allows students to experience a facsimile of an actual mathematics placement
exam well before the first semester in college. Thus students, teachers, and
parents become more aware of expectations, and therefore more able to react
positively in a timely fashion. Students’ results letters are individualized, offer a
wealth of information about mathematical readiness, and provide a “reality
check” of a student’s current mastery of mathematics skills.
Some EMPT programs in the United States target high school juniors, in the hope
that reinforcement of mathematics skills or corrective action can be taken in the
senior year. The North Carolina program offers “practice” placement testing to
students close to completing Algebra II, Integrated Math III, Common Core
Mathematics III, and to students in upper-level math courses. This may include
sophomores, juniors, or seniors. A new version of the NC EMPT test is created
each year, and teachers are encouraged to test students near the end of their
Algebra II, Integrated Math III, or Common Core Math III term and during each
subsequent math course. Reinforcement and retention of algebra skills is critical
5
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, many of these have ceased to exist due to several factors including
competition from existing mandated testing and funding problems. Currently,
strong programs exist in North Carolina, Kentucky, Wisconsin, and California.
Organization of the NC EMPT Program
East Carolina University (ECU) operated a four-year pilot early math placement
testing program from fall 1992 to spring 1996. Sixteen area high schools were
involved, and ECU sponsored the pilot. As chair of the ECU Mathematics
Department, Dr. Robert Bernhardt directed the program with the help of Dr.
Sunday Ajose, and secretarial help was provided by the mathematics department
staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996
and was permanently transferred to ECU in spring 1997. A full-time program
manager and office assistant were added to the staff. The program reached out to
all public and non-pubic high schools statewide in 1997-1998. Participation
numbers increased to a high of 47,925 high school students in 2005-2006. The
NC EMPT state headquarters has been located at ECU since the program’s
inception.
NC EMPT has also been very fortunate to be overseen by a diverse and talented
advisory board. Representatives from the UNC General Administration, UNC
institutions, NC Community College System, NC community colleges, and the NC
Department of Public Instruction are included. The members meet annually each
October and correspond often via phone, e-mail, and postal mail throughout the
year.
The following list includes the members of the 2012-2013 Advisory Board:
Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences
Central Piedmont
Community College Suzanne Williams Mathematics Division
Dept. of Public Instruction Barbara Bissell Chief, K-12 Mathematics Educ. Division
Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant
East Carolina University Johannes Hattingh Director, NC EMPT and Chair, Dept. of
Mathematics
East Carolina University Ellen Hilgoe Associate Director, NC EMPT
Elizabeth City State
University Farrah Chandler Chair, Dept. of Mathematics & Computer
Science
Fayetteville State University Dwight House Interim Chair, Dept. of Mathematics &
Computer Science
NC A&T State University Guoqing Tang Interim Chair, Dept. of Mathematics
NC Community College
System Wanda White Director, Financial Aid & Student
Success
NC Community College
System Cynthia Liston Assoc Vice President for Policy
Research & Special Projects
6
NC Central University Solomon Abraham Dept. of Mathematics & Computer Sci.
NC State University John Griggs Department of Mathematics
NC State University Leslie Kurtz Department of Mathematics
UNC Asheville Peter Kendrick Director, Mathematics Assistance Center
UNC-Chapel Hill Joseph Plante Department of Mathematics
UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics
UNC Greensboro Paul Duvall Department of Mathematics & Statistics
UNC General Administration Karrie Dixon
Senior Associate Vice President
for Academic and Student Affairs
UNC Pembroke Steven Bourquin Chair, Dept. of Mathematics & Computer
Science
UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics
Western Carolina University Nory Prochaska
Director, Mathematics Tutoring Center,
Dept. of Mathematics & Computer
Science
Winston-Salem State Univ. John O. Adeyeye Chair, Dept. of Mathematics
Outreach Efforts of the NC EMPT Program
The following groups are contacted via e-mail, postal mail, and in presentations
at workshops and conferences:
  North Carolina public and non-public high school mathematics
department chairs, mathematics teachers, school counseling department
chairs, and principals
  North Carolina public school system superintendents and secondary math
coordinators
  NC community college presidents and mathematics department chairs
  University of North Carolina General Administration; institution
chancellors, mathematics department chairs, and directors of admissions
  North Carolina Department of Public Instruction
  North Carolina Council of Teachers of Mathematics
  North Carolina Mathematics and Science Education Network Center
directors
  North Carolina New Schools Project, Early College High Schools
  STEM Education (Science, Technology, Engineering, and Mathematics)
  East Carolina University High School Mathematics Contest
  NC Ready for Success, Director Dr. John Denning
  Southern Regional Education Board
  National early mathematics placement testing programs and individuals
interested in such programs in the following states: Kentucky, Maryland,
Nevada, Ohio, Tennessee, Wisconsin
Also see Appendix B: Promotion of the NC EMPT Program. The associate
director travels quite extensively to meet and greet high school mathematics
teachers and administrators, and to attend and present at mathematics
workshops and conferences.
7
A variety of efforts and media are used throughout the school year to encourage
all public and non-public high school mathematics teachers, counselors, and
administrators to take advantage of the free services the NC EMPT Program has
to offer:
Helpful supplementary materials that can be used in the classroom by teachers to
reinforce mathematics skills found on college mathematics placement tests are
created yearly by the associate director. The materials are disseminated via
postal and State courier mail and email, and are also posted on the program’s
website, www.ncempt.org. Free downloads are available. These materials
include a listing of the most recent “Top Ten Missed Questions, 2012-13” and
“Top Thirty Missed Questions Puzzle, Volume 2.” Samples of these two
documents can be found in Appendix C.
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 each participating teacher. The 2012-
2013 gift was 7-inch vinyl ruler with both English and metric measurements. It is
illustrated on the cover of the report. The logo found on the ruler says it all,
“Measuring absorption just got easier! Visit our website at www.ncempt.org.”
In a special effort during 2012-13, the associate director created an outreach
campaign that targeted students enrolled in high schools that had not
participated in NC EMPT in the last 3-5 years. Also included were students
enrolled in high schools located in Tier 1 counties in North Carolina. “The N.C.
Department of Commerce annually ranks the state’s 100 counties based on
economic well-being and assigns each a Tier designation. The 40 most distressed
counties are designated as Tier 1.” The aggressive campaign was titled:
TRY IT, YOU’LL LIKE IT!
An abundance of extra 2011-12 test copies and opscan forms were dutifully
returned by high school teachers in an effort to recycle unused materials. During
the 2012-13 school year, 2011-12 test versions become Option #1 testing. The
associate director decided to put a class set of 30 of these unused testing
materials in the hands of each mathematics department chair of each high school
that had not participated in the last 3-5 years or who chaired in a Tier 1 high
school. 205 of these packets were mailed in early September 2012. In this
mailing, the associate director encouraged the math chair to urge the teacher of
just one class of students from Algebra II, Integrated Math III, Common Core
Math III, Advanced Functions and Modeling, PreCalculus, Discrete Math, or
Statistics to give the test a try.
A sample of an advertisement for this campaign follows:
8
Dear Mathematics Teacher,
THANK YOU for stepping up
and becoming part of our “Try It, You’ll Like It”
campaign! The NC Early Math Placement
Testing Program provides a “practice” math
placement exam that is a facsimile of the
actual math placement exams currently given
at NC community colleges and UNC
institutions. Each of your participating
students will receive individualized and
confidential results that are:
  eye-opening!
  honest!!
  motivating!*!
This is amazingly a FREE service provided by
the State of North Carolina. We strive to
provide students and teachers with a reality
check of readiness for college-level
mathematics while there is still time in high
school to ensure this. We offer purely good
advice - the scores will never be shared or
compared. So after administering this set of
tests to just one class, returning the opscans
to us for grading, and then quickly receiving
the results, WE ARE CONFIDENT that you
will be so pleased that you will convince
other math teachers to join in!
???????’s: Feel free to contact me. Ellen
Hilgoe, Associate Director, hilgoee@ecu.edu,
252-328-6418.
During the spring of 2013,
mathematics department chairs
and principals of the 205 highs
schools that received “Try It,
You’ll Like It” (TIYLI) packets in
the fall of 2012 were reminded in
a mailing that NC EMPT testing
was also available during the
spring semester. They were
encouraged to give their
students the NC EMPT
opportunity.
Results of the campaign were
promising:
  Twenty-two high schools
used the packets received,
returned the opscans to
the NC EMPT Office for
grading, and received
immediate results. Six of
these twenty-two
requested Option #2
materials for further
testing.
  6 high schools did not
return opscans for
grading from the packets
received, but did request
larger numbers of Option
#2 testing materials for
further testing.
9
A Quick Look at NC EMPT Participation Numbers
1997-2013
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
Grand Total of Participating High Schools (nonoverlapping) 288
Grand Total of Students Tested in 2000-2001 38,261
10
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
* A list of the 261 participating schools in 2012-2013 follows.
14
North Carolina Early Mathematics
Placement Testing Program
2012-2013
Participating High Schools: 261
Participating Mathematics Teachers: 701
Participating Students: 37,090
A L BROWN HIGH
ALAMANCE CHRISTIAN
SCHOOL
ANTIOCH CHRISTIAN ACADEMY
APEX HIGH
ARENDELL PARROTT
ACADEMY
ASHBROOK HIGH
ASHE COUNTY HIGH
ASHEVILLE HIGH
ASHEVILLE SCHOOL
BALFOUR EDUCATION CENTER
BANDYS HIGH
BARTLETT YANCEY HIGH
BEAR GRASS CHARTER
SCHOOL
BEAUFORT COUNTY EARLY
COLLEGE HIGH
BEREAN BAPTIST ACADEMY
BIBLE BAPTIST CHRISTIAN
SCHOOL
BREVARD HIGH
BRUNSWICK COUNTY
ACADEMY
BUNCOMBE COUNTY EARLY
COLLEGE
BUNKER HILL HIGH
BUNN HIGH
BURNS HIGH
C E JORDAN HIGH
CALDWELL ACADEMY
CALVARY BAPTIST CHURCH
SCHOOL
CALVARY BAPTIST DAY
SCHOOL
CAMTECH HIGH
CAPE FEAR CHRISTIAN
ACADEMY
CAPE HATTERAS SECONDARY
CARDINAL GIBBONS HIGH
CARTER G WOODSON SCHOOL
CARY ACADEMY
CARY HIGH
CEDAR RIDGE HIGH
CENTRAL ACADEMY AT LAKE
PARK
CENTRAL ACADEMY OF
TECHNOLOGY & ARTS
CHAPEL HILL HIGH
CHARLES D OWEN HIGH
CHARLOTTE CATHOLIC HIGH
CHARLOTTE ISLAMIC
ACADEMY
CHARLOTTE UNITED
CHRISTIAN ACADEMY
CHEROKEE HIGH
CHERRYVILLE HIGH
COASTAL CHRISTIAN HIGH
SCHOOL
COLLABORATIVE COLLEGE
FOR TECH & LEADERSHIP
COMMUNITY BAPTIST SCHOOL
COMMUNITY CHRISTIAN
SCHOOL
CONCORD HIGH
CORINTH HOLDERS HIGH
CORNERSTONE CHRISTIAN
SCHOOL
COX MILL HIGH
CREST HIGH
CURRITUCK COUNTY HIGH
CUTHBERTSON HIGH
DAVID W BUTLER HIGH
DAVIE COUNTY HIGH
DISCOVERY HIGH
DURHAM SCHOOL OF THE
ARTS
EAST BURKE HIGH
EAST CARTERET HIGH
EAST GASTON HIGH
EAST HENDERSON HIGH
EAST RUTHERFORD HIGH
EAST WAKE ACADEMY
EAST WAKE SCH OF ARTS,
EDUC, & GLOBAL STUDIES
EASTERN ALAMANCE HIGH
EASTERN GUILFORD HIGH
EASTERN WAYNE HIGH
ELON SCHOOL
ENKA HIGH
EPIPHANY SCHOOL OF
GLOBAL STUDIES
FAIRMONT HIGH
FAITH CHRISTIAN SCHOOL,
RAMSEUR
FAITH CHRISTIAN SCHOOL,
ROCKY MOUNT
FARMVILLE CENTRAL HIGH
FAYETTEVILLE CHRISTIAN
SCHOOL
FIKE HIGH
FIRST ASSEMBLY CHRISTIAN
SCHOOL, CONCORD
FIRST FLIGHT HIGH
FLETCHER ACADEMY,
RALEIGH
FOREST HILLS HIGH
FORESTVIEW HIGH
FORSYTH COUNTRY DAY
SCHOOL
FRANKLIN ACADEMY
FRANKLIN HIGH
FRED T FOARD HIGH
FREEDOM HIGH
GARINGER HIGH
GASTON CHRISTIAN SCHOOL
GASTON DAY SCHOOL
GATES COUNTY HIGH
GOSPEL LIGHT CHRISTIAN
SCHOOL
GRACE CHRISTIAN SCHOOL,
SANFORD
GRAHAM HIGH
GRANVILLE CENTRAL HIGH
GREEN HOPE HIGH
GREENFIELD SCHOOL
GRIMSLEY HIGH
HALIFAX ACADEMY
HARDING UNIVERSITY HIGH
HARRELLS CHRISTIAN
ACADEMY
HAWBRIDGE SCHOOL
HAWTHORNE HIGH
HAYWORTH CHRISTIAN
SCHOOL
HEIDE TRASK HIGH
HIBRITEN HIGH
HICKORY CAREER & ARTS
MAGNET HIGH
HICKORY HIGH
HICKORY RIDGE HIGH
HIGHLAND SCHOOL OF
TECHNOLOGY
HOBGOOD ACADEMY
HOKE COUNTY HIGH
HOWARD HEALTH & LIFE
SCIENCES HIGH
INDEPENDENCE HIGH,
CHARLOTTE
J F WEBB HIGH
J W TURLINGTON
ALTERNATIVE SCHOOL
JACK BRITT HIGH
JACKSONVILLE HIGH
JESSE C CARSON HIGH
JIMMY C DRAUGHN HIGH
JOHN PAUL II HIGH SCHOOL
JORDAN-MATTHEWS HIGH
KESTREL HEIGHTS SCHOOL
15
KINGS MOUNTAIN HIGH
KINSTON HIGH
LAKE NORMAN CHARTER
LAKE NORMAN HIGH
LAWRENCE ACADEMY
LEE CHRISTIAN SCHOOL
LEESVILLE ROAD HIGH
LEXINGTON SENIOR HIGH
LINCOLN CHARTER SCHOOL
MADISON EARLY COLLEGE
HIGH
MAIDEN HIGH
MALLARD CREEK HIGH
MANTEO HIGH
MARIE G DAVIS MILITARY &
GLOBAL LEADER ACAD
MATTAMUSKEET EARLY
COLLEGE HIGH
MCDOWELL HIGH
METROLINA CHRISTIAN
ACADEMY
MIDDLE CREEK HIGH
MILLBROOK HIGH
MOORESVILLE HIGH
MOUNT PLEASANT HIGH
MOUNT TABOR HIGH
MOUNTAIN YOUTH SCHOOL
NANTAHALA SCHOOL
NASH CENTRAL HIGH
NASH-ROCKY MOUNT EARLY
COLLEGE HIGH
NEEDHAM BROUGHTON HIGH
NEUSE CHRISTIAN ACADEMY
NEW BERN HIGH
NEW GARDEN FRIENDS
SCHOOL
NEW HANOVER HIGH
NEWTON-CONOVER HIGH
NORTH BRUNSWICK HIGH
NORTH DAVIDSON HIGH
NORTH EDGECOMBE HIGH
NORTH FORSYTH HIGH
NORTH LENOIR HIGH
NORTH LINCOLN HIGH
NORTH MECKLENBURG HIGH
NORTH MOORE HIGH
NORTH PITT HIGH
NORTH RALEIGH CHRISTIAN
ACADEMY
NORTH STOKES HIGH
NORTH WILKES HIGH
NORTHEAST ACADEMY
NORTHERN GUILFORD HIGH
NORTHSIDE CHRISTIAN
ACADEMY
NORTHSIDE HIGH,
JACKSONVILLE
NORTHWEST CABARRUS HIGH
NORTHWEST SCHOOL OF THE
ARTS
OAKWOOD SCHOOL
OCRACOKE SCHOOL
OLYMPIC SCH OF BIOTECH,
HLTH, & PUBLIC ADMIN
OLYMPIC SCH OF MATH, ENG,
TECHNOLOGY & SCI
OLYMPIC SCH OF
RENAISSANCE
ORANGE HIGH
PAGE HIGH
PARENT REQUEST 1
PASQUOTANK COUNTY HIGH
PENDER EARLY COLLEGE
HIGH
PENDER HIGH
PERSON HIGH
PHILLIP O BERRY ACADEMY OF
TECHNOLOGY
PIEDMONT HIGH
PINE FOREST HIGH
PUNGO CHRISTIAN ACADEMY
REID ROSS CLASSICAL
SCHOOL
RICHLANDS HIGH
RICHMOND SENIOR HIGH
RIVERSIDE HIGH,
WILLIAMSTON
ROANOKE RAPIDS HIGH
ROBBINSVILLE HIGH
ROBERT L PATTON HIGH
ROBESON CO EARLY COLLEGE
HIGH
ROCKY MOUNT ACADEMY
ROCKY MOUNT HIGH
ROCKY RIVER HIGH
RUTHERFORD EARLY
COLLEGE HIGH
SAINT STEPHENS HIGH
SALEM ACADEMY
SAMPSON EARLY COLLEGE
HIGH
SCHOOL OF INQUIRY & LIFE
SCIENCES @ ASHEVILLE
SCOTLAND EARLY COLLEGE
HIGH
SCOTLAND HIGH
SHEETS MEMORIAL CHRISTIAN
SCHOOL
SOUTH CALDWELL HIGH
SOUTH GRANVILLE HIGH OF
HLTH & LIFE SCI
SOUTH GRANVILLE HIGH OF
INTEG TECH & LEADER
SOUTH LENOIR HIGH
SOUTH VIEW HIGH
SOUTHEAST RALEIGH MAGNET
HIGH
SOUTHERN ALAMANCE HIGH
SOUTHERN GUILFORD HIGH
SOUTHERN HIGH SCH OF
ENGINEERING
SOUTHERN WAYNE HIGH
SOUTHLAKE CHRISTIAN ACAD
SOUTHWEST EDGECOMBE
HIGH
SPRING CREEK HIGH
ST THOMAS MORE ACADEMY
STARMOUNT HIGH
SURRY EARLY COLLEGE HIGH
OF DESIGN
TABERNACLE CHRISTIAN
SCHOOL, HICKORY
TERRY SANFORD HIGH
TOPSAIL HIGH
TRINITY ACADEMY OF
RALEIGH
TRINITY CHRISTIAN SCHOOL,
GREENVILLE
TRINITY HIGH
TRINITY PREP HIGH SCHOOL
TUSCOLA HIGH
UNION ACADEMY, MONROE
UNION GROVE CHRISTIAN
SCHOOL
VANDALIA CHRISTIAN SCHOOL
VICTORY CHRISTIAN CENTER
SCHOOL
VILLAGE CHRISTIAN ACADEMY
WAKE FOREST/ROLESVILLE
HIGH
WAKE YOUNG WOMEN’S
LEADERSHIP ACADEMY
WAKE/NC STATE STEM EARLY
COLL HIGH
WALTER M WILLIAMS HIGH
WARREN COUNTY HIGH
WARREN NEW TECH HIGH
WASHINGTON HIGH
WAYNE EARLY MIDDLE
COLLEGE HIGH
WAYNE SCH OF ENGINEERING
@ GOLDSBORO HIGH
WEAVER ACADEMY
WEST BRUNSWICK HIGH
WEST CARTERET HIGH
WEST CRAVEN HIGH
WEST HENDERSON HIGH
WEST STANLY HIGH
WESTCHESTER COUNTRY DAY
SCHOOL
WESTERN HARNETT HIGH
WESTOVER HIGH
WHEATMORE HIGH
WILKES CENTRAL HIGH
WILLIAM AMOS HOUGH HIGH
WILSON CHRISTIAN ACADEMY
WOODLAWN SCHOOL
WOODS CHARTER
********
Visit us online for a wealth
of information about
preparing for college-level
mathematics:
www.ncempt.org
16
IV. Summary of 2012-2013 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, the previous 2011-2012 version was used (pretesting data
for Option #1 can be found on page 14). Option #2, used by the vast majority of
schools, involves administering the new 2012-2013 version of the NC EMPT test
later in the term. High schools have the choice to participate in Option #1 or
Option #2, or both. Teachers administered the traditional paper-and-pencil test
in their classrooms. Interesting data is given below:
Participants Using the 2012-2013 Version
of the NC EMPT Test (Option #2):
Time Period Number of Students
Fall 2012 10,592
Spring 2013 18,246
Total for Year 28,838
NC EMPT 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 2012-2013 for the return of Option #1 and
Option #2 test results to 37,090 students was 0.9 days, our fastest
time ever! The resulting scores were classified into one of four EMPT levels.
Beginning in 1999-2000, the numeration of these levels was aligned with the
achievement levels designed by the North Carolina State Board of Education in
High School Participation in Testing
Options #1 or #2, 2012-2013
Option #1 Option #2
34 53 174
High School Participation in Option #2
2012-2013
Fall 2012 Spring 2013
43 66 118
17
the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the
highest:
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 Web site addresses were provided for the
mathematics department and math course descriptions for the college or
university of choice. Samples of student results letters at two different levels
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, 2012-
2013,” 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.
18
19
20
21
22
Western Carolina University
Undergraduate and transfer students admitted to Western Carolina University who
wish to take mathematics beyond entry level courses* are placed according to the WCU
Mathematics Placement Criteria show in the table.
WCU Mathematics Placement Criteria
For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/8462.asp
For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the
keyword "MATH," and then click on individual math courses.)
UNC Wilmington
All entering freshmen at the University of North Carolina at Wilmington take a
mathematics placement test during Orientation. The test results, along with the
student’s intended major, will be used to determine the most appropriate Precalculus,
Calculus, or General Education mathematics course for the student. The student’s
advisor will help in this selection.
The UNCW mathematics placement test covers Algebra I, Algebra II, Advanced Math and some
Trigonometry. Students take the test on a computer (no computer skills are necessary!); it is multiple-choice
Winston-Salem State University
MATH CUT-OFF SCORES AND COURSE PLACEMENT
Placement Test Taken . SCORE Course Placement
Elementary Algebra............................... 0 - 41 ............................... MAT 1306 (Basic Algebra)
Elementary Algebra............................... 42 - ............................... MAT 1311 (College Algebra), or
. MAT 1323 (Fundamentals of Mathematics)
College Level Math................................ 10 - 59 ............................... MAT 1311 (College Algebra)
College Level Math................................ 60 - 75 ............................... MAT 1312 (Precalculus I)
College Level Math................................ 76 - 85 ............................... MAT 1312H (Honors version)
College Level Math................................ 86 - 103 ............................... MAT 1313 (Precalculus II)
College Level Math................................ 104 - ............................... MAT 2317 (Calculus I)
UNC Charlotte
Most entering freshmen at the University of North Carolina at Charlotte take
a mathematics placement exam during the SOAR (Student Orientation and
Registration) program prior to their first semester of courses. The 2012-2013
Mathematics Placement Test at UNC Charlotte is non-calculator based and consists
of 25 questions on algebra. A score of 0 – 11 mandates a student to enroll in MATH 0900, a Basic
Mathematics Skills course offered by a local community college on the UNC Charlotte campus. The
student will receive 1 hour college credit for this course. A score of 12-17 means that the student may
register to take MATH 1100 (College Algebra) or MATH 1103 (Precalculus), depending upon the major.
A score of 18 or higher means that the student may register for MATH 1120 (Single Variable Calculus) or
MATH 1241 (Differential and Integral Calculus I). It is very important that students be prepared and not
let their mathematical skills deteriorate prior to the date of the placement test. Students are well advised
to take their mathematics courses as soon as they enroll in college, before they lose the skills that they have
gained in high school. Students who are applying for AP Mathematics (Calculus or Statistics) credit need
not take the placement exam.
For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu
For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduate-catalogs/current/course-description/MATH
UNC Greensboro
All entering students at UNCG may enroll in MAT 112 (Contemporary Topics
in Mathematics), MAT 115 (College Algebra), MAT 150 (Precalculus I), or STA
108 (Elementary Intro. to Probability and Statistics). These courses do not have
prerequisites and hence no student is required to take the Mathematics Placement
Test in order to enroll into one of them. Science or Business majors with very stong background in
precalculus or calculus should consult (at least two months prior to the beginning of a semester via e-mail
address: matplace@uncg.edu) with the Department of Mathematics and Statistics in order to discuss the
possibility of taking the Mathematics Placement Test. The Mathematics Placement Test is an hour long,
20-question, non-calculator based test administered on-line (at any time and at any location). Eligibility of
being placed in a more advanced course depends on the performance on this test. Additional information
can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html.
For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/index.html
For UNCG math course descriptions, visit: www.uncg.edu/mat/mat/matcour.html Winston-Salem State University
The majority of entering freshmen at Winston-Salem State University take a
mathematics placement exam during their orientation session prior to their first
semester of college courses. The placement test given for mathematics is the
ACCUPLACER Computerized Placement Test. The students are given the Elementary
Algebra and the College-Level Mathematics parts of this placement test, both of which are calculator based.
For more information about the WSSU Mathematics Department, visit: http://www.wssu.edu/college-arts-science/departments/
mathematics/default.aspx
For WSSU math course descriptions, visit: http://www.wssu.edu/college-arts-science/departments/mathematics/mathematics-course-descriptions.
aspx
NORETHM CARPOLITNA
For more information, contact:
Ellen Hilgoe, NC EMPT Associate Director
Building 123, 1805 Charles Boulevard, Mail Stop 145,
East Carolina University, Greenville, NC 27858-4353
Phone: 252-328-6418 • Fax: 252-328-2166 • E-mail: ncempt@ncempt.org
4,200 copies of this public document were printed at a cost of $602.79, or $.14 per copy. ASC-006215 (rev. 10/12) Printed on recycled paper.
inequalities • function • a bsolute value
(x,y)
f(x)
| x |
bo
2_x_
3
log d
_ n_
n+2
y <2
b4
√–c
(x,y)
f(x)
| x |
y <2
n __
n+2
2x__
3
f(x) b4
bo log d
√–c
rational expressions • graphing lines and curves
quadratic equations • parabolic functions • factoring
*An early intervention and outreach program of the State of North Carolina.
A North Carolina Early Mathematics Placement Testing* Program
	
	
	
. . . a comprehensive listing
of placement
procedures and
preparation
suggestions for
students preparing
for college entrance testing
UNC Pembroke
Freshmen entering the University of North Carolina at Pembroke take a
departmental-developed mathematics placement test during their orientation session
prior to their fall semester of classes. The 2012-2013 mathematics placement test
at the University of North Carolina at Pembroke is a revised, calculator optional,
42-question test of two batteries. A score of less than 8 on battery one requires the student to enroll in
Math 104, a remedial mathematics course. Subsequent scores offer recommendations for enrollment rather
than requirements, but statistical data supports our recommendations for placement.
A score range of 8 to 11 on battery one will place students into Math 105 – Math 107 (low), which
means the student has the option of taking either Math 105 (Introduction to College Mathematics) or
Math 107 (College Algebra). We recommend Math 105. A score range of 12 to 15 on battery one will
place students into Math 105 – Math 107 (high), which means the student has the option of taking either
Math 105 or Math 107. We recommend Math 107. A score range of 0 to 3 on battery two will place
students into Math 108 (Plane Trigonometry). A score range of 4 to 7 on battery two will place students
into Math 109 (College Algebra and Trig). A score of over 8 on battery two will place students into
Math 221 (Calculus I). Math 105, 107, 108, 109 and Math 221 satisfy general education mathematics
requirements.
A student cannot receive credit for any mathematics course based on his placement score. Advanced
Placement Testing is available through the University of North Carolina or North Carolina Testing Services.
For more information about the UNCP Department of Mathematics and Computer Science, visit: http://www.uncp.edu/mathcs/
For UNCP math course descriptions, visit: http://www.uncp.edu/catalog/pdf/math_cs.pdf (See pages 204-208 of the document.)
continued . . .
and untimed; a non-graphing calculator is available on each computer. For more detailed placement information,
see the web site: http://www.uncw.edu/math.
Most mathematics courses require minimum placement results before a freshman, without appropriate
advanced placement or college transfer credit, can enroll in the course. Progress toward satisfying requirements
for a major can be delayed if a student’s mathematics skills are not brought up to the college level in a timely
manner. It is important that students take a mathematics course during their senior year in high school so that
skills do not become rusty!
For more information about the UNCW Department of Mathematics and Statistics, visit: http://www.uncw.edu/math
For UNCW math course descriptions, visit: http://catalogue.uncw.edu/. (Scroll down on the left and in box labeled "Search Catalogue"
type in "math course descriptions.")
UNC Wilmington, continued
2012-2013
Mathematics section of SAT AP Calculus Placement
(ACT) (less than 3 years old)
<540 (23) 			 College Algebra (Math 130)
>540 (23) 2 Precalculus (Math 146)
>580 (25) 2 Calculus I (Math 153)
	 AB>2 Calculus II (Math 255)
	 BC>2 Calculus III (Math 256)
*There are no placement criteria for students taking only Math 101 - Mathematical Concepts, Math 130 -
College Algebra or Math 170 - Applied Statistics
UNC Chapel Hill
Most entering students are required to have results from the SAT Math Level 2
subject test or the ACT math test prior to placement in a math course at UNC-CH.
This calculator based exam is NOT given on campus and should be taken
as soon after a prospective student’s precalculus course as possible, and certainly
before arriving at UNC-CH. A score greater than or equal to 520 on the SAT math subject test or
27 on the ACT math test exempts the student from Math 110 (College Algebra). Math 110 counts
as elective hours towards graduation, but does not fulfill the mathematics requirement. Scores ranging
from 520 through 590 allow the student to enroll in a number of mathematical science courses,
including Math 117 (Finite Mathematics), 118 (Selected Topics in Mathematics), 152 (Calculus for
Business and Social Sciences), 130 (Trigonometry and Analytic Geometry), Stor 151 (Statistics/
Data Analysis), Comp 110 (Introduction to Programming), and a few others, all of which satisfy the
general education requirement. A score greater than or equal to 600 on the SAT Math Level 2 subject
test or 29 on the ACT math test is needed to place into Math 231 (Calculus I).
For more information about the UNC-CH Mathematics Department, visit: http://www.math.unc.edu/
For UNC-CH math course descriptions, visit: http://www.math.unc.edu/for-undergrads/course-descriptions
* For those students who have never had trigonometry, the SAT Subject Test – Mathematics 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 5-day-a-week course
that does not count towards graduation. Not placing into college level mathematics delays a student since
MAT 0010 must be successfully completed before a student can take any course with an ND designator.
For example, a student must place into college-level mathematics or successfully complete MAT 0010 to
take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology,
Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be
required to take an online placement test. Keeping your math skills current is critical.
For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu
For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/12_13_undergrad/11_artsandsciences.pdf. (See
pages 101-107 of the document.)
North Carolina Community Colleges
The majority of students entering a community college in North Carolina take a
mathematics placement exam during their summer orientation session or just prior to
their first semester of college courses. There are three different types of math placement
tests given across the state. Each college establishes their own using statewide criteria for
placement into the first college-level math courses. That is, cut-off scores for math placement are standardized
across the community college system. These scores are also transferable among the fifty-eight community
colleges. The NC EMPT practice placement test includes topics from Algebra I, Geometry, and Algebra II.
Community college math placement exams will also ask students to demonstrate proficiency in arithmetic
skills, such as fractions, decimals, and percents. It is important that students brush up on these skills.
Students may contact the Mathematics Department of their chosen community college for information
about additional math courses that may further prepare them for college.
Elizabeth City State University
ECSU uses Accuplacer, a computer adaptive test, to determine appropriate placement of
students into mathematics courses. The placement test is administered to new freshmen
and transfer students during the summer orientation sessions and at other designated
periods throughout the academic year. Students with SAT (Math) scores greater than
or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations,
algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental
math­ematics
course, GE 109 (Introduction to College Mathematics), to further develop their mathematical
abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more
may enroll in GE 118 (Pre-Calculus). The calculator-based test contains multiple-choice questions that are
untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior
year to provide a “smooth” transition into college level mathematics.
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/undergrad_catalog/mathematics-course-descriptions.htm
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.
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
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 ori­entation
session prior to their first fall semester. A score of less
than 430 on this test requires that the student enroll in MA 101 (Intermediate
Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to
enroll in MA 141 (Calculus I), which is the first course of the three-semester calculus sequence. In
addition, upon admission and prior to registration each entering freshman must take the NC State
University online skills test. Students who have not taken the SAT Subject Test must use their online
skills test score. The SAT Subject Test is preferred.
Between one-fourth and one-third of the students entering NCSU have taken the AP Calculus
AB exam or the AP Calculus BC exam and have received placement based on their scores. For more
information about placement opportunities, visit http://www.math.ncsu.edu/undergrad/whichclass.
php, and then click "Placement Information." For prerequisites for all courses, see http://www2.
acs.ncsu.edu/reg_records/crs_cat/MA.html.
For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu
For NCSU math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math
course number for description.)
*MA 101 can only be taken at NCSU during the first and second summer sessions.
MAT 161 is an equivalent course 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 II scores. A student with an SAT Math score of less than 440, or
SAT Subject Math Level II score of less than 430, or ACT Math Score of less than 16 will
be placed on MATH 099-Intermediate Mathematics, a remedial mathematics course offered by the Center for
Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level II score between 430
and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101-Fundamental Algebra
and Trigonometry I (for non-STEM majors) or MATH 103-Collge 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 II score between 470 and 530, or ACT Math score between 19 and 21 requires
that the student enroll in MATH 110-Precalculus for Engineering Sciences, or MATH 111-College Algebra and
Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher,
or SAT Subject Math Level II score of 540 or higher, or ACT Math score of 22 or higher allows the student to
enroll in MATH 131-Calculus I also offered by the Mathematics Department.
If a student is not satified with his/her initial math course placement, s/he can take the Mathematics
Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement
of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while
the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50
minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement
test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra
placement test allows the student to enroll in MATH 101 if the student is a non-STEM major or MATH 103
if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the
student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the
student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131.
For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schools-colleges1/cas/math/
For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schools-colleges1/cas/math/courses.html
UNC Asheville
Each incoming UNC-Asheville student is asked to visit the Math Placement
website before his/her summer registration appointment. This can be done at
home or on campus by visiting the Math Department Website: http://math.
unca.edu/. Click For Students in the blue menu on the right and then select Math
Placement in the drop down menu. The website gives the answers to important questions regarding course
requirements. It customizes the information needed for students to make the best course selection
for their individual plans by asking students about their intended major and math background.
We expect that the majority of new students will be able to click their way through the website to
determine which math course to take, without ever needing to take a math placement test. However,
there are some individual circumstances where a placement test is crucial. Consequently, a 20-question,
multiple-choice, calculator-based exam is built into the site. The website supplies all of the placement
information directly to the students to help them make the most informed math course decision
possible. Obviously, it is in each student’s best interest to do the website test without help from anyone
else. Calculus course sections will administer pretests at the start of the semester to check that these
students are enrolled in the most appropriate course.
For more information about the UNCA Department of Mathematics, visit: http://math.unca.edu/
For UNCA math course descriptions, visit: http://registrar.unca.edu/course-catalogs. Click on the current courses catalog (at the
top of the list) and go to pp. 224-230 within the catalog.
East Carolina University
Many entering freshmen at East Carolina University take a mathematics placement exam
prior to their first college courses. The 2012-2013 mathematics placement test at ECU
is a 32-question algebra test, which is calculator optional. A four-function calculator
may be used and should be brought by the student to orientation for use on the ECU
math placement exam. A score of 13 or less on this test requires the student to enroll in a remedial math
course. A score of 14 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://www.ecu.edu/cs-acad/Ugcat/CoursesM.cfm#math (See pages 469-474 of the document.)
For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test." Then
click on "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 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________
SATM Score >= 600 or MATH 131 – Algebra and Trigonometry
College-Level Math Score >= 80-99 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________
SATM Score = 500-599 or MATH 129 – Precalculus Mathematics I
Algebra Profile Score >= 71 For math, computer science, biology, and chemistry majors.
MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________________________
SATM Score = 500-599 or MATH 123 – College Algebra
Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed
in this course. _______________________________________________________________________________________________________________________________________________
SATM Score < 500 and MATH 121 – Introduction to College Algebra
Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________
For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/
For FSU math course descriptions, visit: http://catalog.uncfsu.edu/ug/courses.htm (Scroll down to courses beginning with MATH.)
NC Central University, continued
continued . . .
computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics
course in their senior year in high school. Requirements for a college major may be delayed if mathematics
skills are below the expected level.
For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/math_cs/
index.php
For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math
25
26
27
28
29
3%
2%
0.40%
0.10%
7%
1%
1%
0%
0.30%
1%
9%
11%
0.40%
0.10%
7%
3%
1%
0%
1%
0%
9%
10%
0.30%
0.10%
2%
3%
0.10%
0%
1%
0.30%
9%
10%
0.40%
0.1%
1%
3%
0.10%
0%
1%
0.40%
0
500
1000
1500
2000
2500
3000
3500
Algebra II or Integrated Math III or
Common Core Math III
Advanced Functions and Modeling
Advanced Math, or Algebra III, or
Advanced Algebra, or Trigonometry
Integrated Math IV or Common
Core Math IV
Pre-Calculus
Probability or Statistics or Discrete
Math
Calculus
Technical Math II
Other
I am not currently enrolled in a
math course
Number of Students
Placement Level by Current Math Course
2012-2013
Level 4 (highest) Level 3 Level 2 Level 1
30
0
200
400
600
800
1000
1200
1400
1600
1 2 3 4 5 6 7 8 91011121314151617181920212223242526272829303132
Number of Students
Score
NC EMPT Score Frequency
2012-2013
Freq…
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031 32
Percent Correct Question #
Item Analysis 2012-2013
31
NC EMPT
2012-2013
Question Objective # Correct % Correct
11 multiply nos. in scientific notation 28025 84.49
18 evaluate function 27696 83.5
22 evaluate expression 27314 82.35
1 arrange fractions in order by size 27178 81.94
21 solve word problem: percent increase 26810 80.83
6 find y-intercept of line 26567 80.1
7 solve word problem: linear function 26425 79.67
2 solve linear equation 26355 79.46
24 find range of abs. value function 25507 76.9
19 solve word problem: proportion 25315 76.32
27 add and subtract radical terms 25228 76.06
32 solve word problem: square root function 24665 74.36
14 solve word problem: arith. mean 24484 73.82
10 apply midpoint formula 24371 73.48
25 solve system of two linear equations 23586 71.11
4 solve word problem: circumference 23313 70.29
5 find area of a trapezoid 23313 70.29
20 multiply polynomials 23275 70.17
3 rewrite using law of neg. exponents 23127 69.73
15 find quadratic function given zeros 23107 69.67
31 find angle measure in triangle 23090 69.62
8 compare numbers 22816 68.79
9 apply Pythagorean Theorem 21965 66.22
16 solve word problem: percent markdown 21573 65.04
23 find value using right triangle trig 21296 64.21
30 find equation of line 21002 63.32
13 simplify complex fraction 20816 62.76
28 solve quadratic equation 20442 61.63
26 solve exponential equation 19078 57.52
29 add rational expressions 17721 53.43
17 recognize function given data 15979 48.18
12 solve formula for variable 14222 42.88
Item Analysis by Decreasing %, 2012-2013
Note that each "percent correct" in the previous "2012-2013 Item Analysis" bar graph
and in this corresponding table was calculated by dividing the number of students who
answered each question correctly by the total number tested, which was 28,838 (Option
#2). The percentages for the next document, "NC EMPT Test Result, 2012-2013
Version," were calculated differently and the data for this analysis was incomplete, so
the results were slightly different.
32
1
NC Early Mathematics Placement Testing 2012-2013
NC EMPT Test Results, 2012-2013 Test Version
Total Students Tested: 28,838 Placement Levels (#1 lowest - #4 highest)
(paper and pencil test) Level 1: 26% Level 3: 33%
Mean Score: 16.7 out of 32, or 52% Level 2: 25% 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. For this test version: 42% used a graphing calculator, 28% a scientific calculator,
17% a four-function calculator, and 13% no calculator.
Correct answers are circled below. The percent of students choosing each answer is found in an
italicized font below each answer.
Select the one best answer to each question. Place each answer on your bubble sheet.
1.
Arrange these in order from largest to smallest:
3 5 2
, ,
8 9 7
A.
3 2 5
, ,
8 7 9
B.
2 3 5
, ,
7 8 9
C.
5 3 2
, ,
9 8 7
D.
2 5 3
, ,
7 9 8
E.
5 2 3
, ,
9 7 8
2.83% 26.59% 65.13% 2.31% 2.87%
2.
Find the solution of the equation 2 x  3   5   4 5 x   2 .
A. 9
7
x   B. 25
7
x   C. 27
7
x   D. 13
3
x   E. x   6
6.08% 73.83% 7.07% 7.72% 3.37%
3.
An expression equivalent to 2 m is
A.  2m B.  2m C. 2 m D. 1
2m E.
1
2m
14.69% 5.45% 2.94% 61.86% 14.45%
33
2
NC Early Mathematics Placement Testing 2012-2013
4.
A hamster wheel is 10 cm in diameter. If the hamster runs so that the wheel makes 100
revolutions, how far did the hamster run? Round to the nearest cm.
A. 314 B. 1,571 C. 3,142 D. 7,854 E. 31,415
7.71% 23.14% 45.35% 15.76% 3.98%
5.
The area of the given figure in square units is
A. 12.5 B. 35 C. 77
3.96% 12.88% 9.27%
D. 110 E. 125
16.45% 55.61%
6.
Which of the following is the y  intercept of the line passing through the point  2,5 
and having a slope of 5?
A.  23 B.  5 C. 1 D. 15 E. 20
3.62% 60.73% 16.13% 14.37% 2.61%
7.
The cost, C , in dollars to produce x pounds of chocolate candy is represented by the linear
function C(x)   3.5x  800. Find the number of pounds produced if the cost is $842.00. Round
to the nearest tenth of a pound.
A. 1.2 B. 12.0 C. 38.5 D. 469.1 E. 3,747.0
4.44% 75.97% 5.90% 3.64% 8.84%
8.
How many of the following five statements are TRUE?
1 17
2 32
   10 	  11 2 8
9 36

 1 0.333
3
  3 3% 0.03375
8
 
A. 0 B. 1 C. 2 D. 3 E. 4
1.54% 4.14% 15.18% 41.14% 37.42%
14
10
11
34
3
NC Early Mathematics Placement Testing 2012-2013
9.
If one leg of a right triangle has length x and hypotenuse has length z , then the other leg
has length
A. z   x B. z2   x2 C. z2   x2
12.02% 22.99% 43.71%
D. x2   z2 E. x2   z2
9.23% 10.28%
10.
The coordinates of the two endpoints of a line segment are A(2a,3b) and B(8a,9b) . What are
the coordinates of the midpoint of AB?
A. (10a,12b) B. (6a,6b) C. (4a,3b) D. (3a,3b) E. (5a,6b)
8.42% 19.37% 14.52% 8.54% 47.11%
11.
Find the product (1.2 x 10 1)(5.0 x 10 2 ). Which of the answers below is NOT equal to this
product?
A. 6
10,000
B. 0.001 0.005 C. 0.006 D. (0.2)(0.03) E. 3
500
69.30% 4.89% 11.84% 5.80% 6.81%
12.
Solve the equation P 3Q 2
r
 
  for Q and simplify your answer (where r 
 0).
A. ( 2)
3
Q r P  
  B. 2
3
Q P r    
  C. 2
3
Q Pr  
 
14.45% 8.32% 59.65%
D. 2
3
Q P  
  E.
2
3
P
Q r
 
 
8.39% 5.88%
35
4
NC Early Mathematics Placement Testing 2012-2013
13.
The complex fraction
3 1
3 1
a
a
 
 
is equivalent to
A. 3 1
3 1
a
a
 
 
B. 3
3
a
a
 
 
C.
2
2
3 1
3 1
a
a
 
 
D.  1 E. 1
43.27% 11.59% 8.53% 21.77% 12.21%
14.
A student earned the following scores on equally weighted quizzes during one marking period:
81, 96, 61, 88. The highest possible score on each quiz was 100. What score on the fifth quiz
would be needed to earn an average (mean) score of exactly 85?
A. 34 B. 79 C. 85 D. 95 E. none of these
1.83% 4.54% 4.93% 5.21% 82.32%
15.
If the zeros of a quadratic function are 1 and  3 , one possible quadratic function having these
zeros is
A. f (x)   x3  2x2  3x B. f (x)   x2   2x  3 C. f (x)   2x2   4x  6
9.52% 15.53% 10.67%
D. f (x)   x2   2x  3 E. f (x)   x2   2x  3
47.92% 12.12%
16.
If the price of a jacket is reduced by 10%, the sale price is $113.40. The original price was
A. $103.09 B. $114.53 C. $123.40
6.26% 8.87% 16.76%
D. $125.00 E. $126.00
18.26% 48.19%
36
5
NC Early Mathematics Placement Testing 2012-2013
17.
What kind of function would best model the data below, where x is the independent variable and
y is the dependent variable?
x  3  2  1 0 1 2 3
y 11 9 7 5 3 1  1
A. quadratic B. rational C. exponential D. logarithmic E. linear
15.31% 8.22% 10.34% 4.92% 58.35%
18.
If f (x)   x2  1, then f 2
x
   

  
   
is
A. 2x 2
x
  B. 2
4
x  1
C. 2
2 1
x
  D. 2
4 1
x
  E. 2
2
x  1
7.91% 8.83% 19.50% 32.30% 27.55%
19.
A crew of workers clears trees from 1
2
acre of land in 3 days. How long will it take the same crew
to clear the entire plot of 2 3
4
acres?
A. 8 1
4
days B. 12 3
4
days C. 15 days D. 16 1
2
days E. 17 1
4
days
11.98% 16.18% 10.33% 55.16% 3.49%
20.
Simplify: (2x  3)(3x2   x  5)
A. 6x3  7x2  7x  15 B. 6x3  7x2  13x  15 C. 6x3  7x2  13x  15
5.13% 69.19% 9.66%
D. 6x3  7x2  13x  15 E. 6x3  7x2  7x  15
5.22% 8.14%
37
6
NC Early Mathematics Placement Testing 2012-2013
21.
In 2011, Joel had a collection of 30 music CDs. Since then he has given away 2 CDs and
purchased 7 new CDs. Since 2011, what has been the percent increase in the number of CDs in
Joel’s collection?
A. 16 2%
3
B. 14 2%
7
C. 10% D. 31%
3
E. 6%
35.78% 14.90% 12.29% 12.75% 19.34%
22.
When x  1, find the value of the expression 3 1 2 ?
4
  x  
 
A. 1
2
B. 9
4
C. 5
4
D. 2 E. The value is not real number.
4.15% 4.35% 16.12% 58.13% 14.05%
23.
In the given right triangle,  QRS, find the value of tan R.
A.
24
7
B.
25
24
C.
24
25
D.
7
24
E.
7
25
43.60% 8.99% 14.05% 13.96% 13.99%
24.
The range of the function defined by the equation f (x)   2x is
A.  y y   2  B.  y y   0  C.  y y   0 
14.68% 27.80% 8.28%
D.  y y 	 0  E. all real numbers
5.87% 37.34%
25.
The solution to the system of equations
2 8
5 2 17
x y
x y
        
      
includes which x   value?
A.  9 B.  3.667 C.  1 D. 6 E. 33
12.45% 12.56% 48.49% 16.00% 3.59%
7
24
R 25
Q S
38
7
NC Early Mathematics Placement Testing 2012-2013
26.
Find the solution of the equation 32x-3   81.
A. x   4 B.
7
2
x   C. x   3 D. x   2.5 E.
1
2
x  
8.38% 64.04% 11.55% 6.60% 3.70%
27.
Simplify: 50   18   32
A.  2 2 B. 6 2 C. 8 D. 8 2 E. 64
5.98% 58.93% 16.79% 10.92% 2.33%
28.
Find all values of x for which 2x2  5x  1  0.
A. 5 17
4
x
 
  B. 5 17
4
x
   
  C. 5 33
2
x
   
 
36.21% 15.85% 15.02%
D. 5 17
4
x    E. 5 17
2
x
 
 
11.93% 11.84%
29.
Which expression below is an equivalent form of 2
2 + 3
x  1 x  1
(where x 
1, x 
  1) ?
A. 2
x  1
B.       
5
x  1 x  1
C. 2
x  1
7.98% 34.83% 9.39%
D.       
2 5
1 1
x
x x
 
   
E.       
2 1
1 1
x
x x
 
   
12.96% 26.33%
39
40
41
3455
2907
2705
2688
2342
2282
2204
1514
1380
749
584
575
566
551
535
490
482
474
440
391
254
196
107
84
75
2340
1643
1453
2171
2106
2143
2376
1290
1394
809
847
942
983
1008
662
954
689
719
620
731
485
378
338
279
199
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
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
Security and Protective Services
Biology and Biological Sciences
Pre-K and Elementary Education
Computer Science in a Business Area
Automotive Technology
Humanities
Engineering Technologies
Computer Science in a Mathematics, Engineering or
Science Area
Parks, Recreation, Leisure and Fitness Studies
Mathematical and Physical Sciences
Agriculture
Secondary Education in a Non-Science or Non-
Mathematics Area
Family and Consumer Sciences
Architecture and Related Services
Natural Resources and Conservation
Middle Grades Education
Secondary Education in a Science and Mathematics
Area
Ethnic, Cultural and Gender Studies
Percentage of Students
Anticipated College Major
2012-2013
First Choice
Second Choice
42
43
161
366
236
10
10
27
15
1237
57
1449
293
104
35
303
87
13
1230
954
972
40
47
234
106
1613
164
1367
823
359
133
780
379
124
1583
608
807
48
86
278
148
733
105
578
659
337
135
441
371
170
2108
508
688
78
129
411
200
536
101
426
621
293
153
291
254
223
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)
2012-2013
Level 4
(highest)
Level 3
Level 2
Level 1
44
0
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
2400
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)
2012-2013
Level 4 (highest)
Level 3
Level 2
Level 1
45
V. Trends in NC EMPT Data, 1996-2013
The NC EMPT Program has compiled data from a pilot semester and sixteen full years of
testing. Informative trends are appearing and they are presented in the following charts
and graphs:
NC EMPT Cost Per Student
1998-1999 $5.46 2005-2006 $3.59
1999-2000 $4.55 2006-2007 $3.86
2000-2001 $4.24 2007-2008 $4.07
2001-2002 $3.62 2008-2009 $7.27
2002-2003 $4.02 2009-2010 $4.78
2003-2004 $4.96 2010-2011 $5.25
2004-2005 $3.79 2011-2012 $4.47
2012-2013 $5.26
Top Anticipated College Majors
Year Major Students Choosing
Major as First Choice
2006-2007 Business/Administrative Sciences 12%
Social and Behavioral Sciences 12%
Engineering 11%
Pre-Med/ Pre-Vet/ Pharmacy 9%
2007-2008 Business/Administrative Sciences 13%
Social and Behavioral Sciences 13%
Engineering 12%
Pre-Med/ Pre-Vet/ Pharmacy 9%
2008-2009 Business, Management, and Marketing 13%
Pre-Med/ Pre-Vet/ Pharmacy 10%
Visual and Performing Arts 9%
Engineering 9%
2009-2010 Business, Management, and Marketing 12%
Pre-Med/ Pre-Vet/ Pharmacy 10%
Engineering 9%
Nursing 9%
2010-2011 Business, Management, and Marketing 11%
Pre-Med/ Pre-Vet/ Pharmacy 10%
Engineering 10%
Nursing 9%
2011-2012 Business, Management, and Marketing 12%
Engineering 11%
Nursing 11%
Pre-Med/ Pre-Vet/ Pharmacy 11%
2012-2013 Business, Management, and Marketing 12%
Engineering 10%
Nursing 9%
Visual and Performing Arts 9%
Note that testing during 2008-2009 occurred only during the second half of the school year.
47
* 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
0
10,000
20,000
30,000
40,000
50,000
60,000
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-
2010
2010-
2011
2011-
2012
2012-
2013
Number of Students
Students Participating in NC EMPT, 1996-2013
66
205
189
251
288
287
285
243
302
303
292
293
243
282
302
291
261
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
Number of Schools
High Schools Participating
in NC EMPT, 1996-2013
48
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
Year
Grade Level of Participating Students
1996-2013
Sopho
more
Junior
Senior
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
Year
EMPT Level of Participating Students
1996-2013
Level 4 (Highest) Level 3 Level 2 Level 1
49
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
Year
Average Score Out of 32 Questions
for Participants Each Year
1996-2013
Series1
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
Year
Students Planning to Go to College
After High School Graduation
1996-2013
4-year
College
2-year
College
50
VI. Evaluation of the 2012-2013 Year
Feedback from participating teachers is critical to the success of the program and
responses are carefully reviewed and considered. The surveys in this section of the
report were disseminated in May and June 2013 to the contact persons of the high
schools involved in Option #2 testing during the spring of 2013. This is our largest and
last testing window of the school year. Included are teachers from spring block or
traditional calendars and from both public 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 122 of
198 surveys anonymously returned, 62% of those polled responded. This response rate
decreased slightly as compared to the rate from the previous year of 2011-2012 (69%).
The associate director emailed four small batches of surveys to school contact persons
throughout May and June 2013 as schools completed their last rounds of EMPT testing.
An email reminder was sent to contact persons in each batch one week later.
A Survey of 2012-2013 Participating Teachers Found…
♥ 98% 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 tan brochure titled "Mathematics Placement Procedures at
NC Community Colleges and UNC Constituent Institutions, 2012-2013" included in each teacher's
results package was useful to teachers in advising college-bound students.
♥ 98% strongly agreed or agreed that the test score summary received by each teacher for each
class period was helpful.
♥ 99% 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.
♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear
and easy to follow.
♥ 100% Overall, the NC EMPT Program provides a valuable service to high school students
and teachers.
51
The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by
teachers, continue to make improvements, and maintain consistency in service. It is
especially inspiring to receive a 100% vote of confidence with regard to the overall value
of the service to high school students, parents, and teachers. The NC EMPT test is
not mandatory and the fact that so many teachers voluntarily find room in
their busy math curriculums to employ this early mathematics placement
test is a testament to its value.
Each year, NC EMPT Advisory Board members who 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. 23-24 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, 98% 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.
Eight of the fifteen survey questions, down from twelve of fifteen the previous year, had
equally positive responses or responses within two percentage points above or below the
responses to the same questions in 2011-12. In a positive light, the percentage of
teachers who strongly agreed or agreed that 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 increased from 85% in 2011-12 to 89% in
2012-13. Teachers also felt that the NC EMPT website, www.ncempt.org, was an
informative tool for college mathematics placement testing in NC, indicated by an
increase from 86% to 90%. However, it was evident that students’ opinions of the NC
EMPT test had changed. This was indicated by a slight decline in agreement for
questions number 6, 11, and 12. Teachers felt that slightly fewer students: were attentive
and serious when testing, found their individualized results letters valuable, and found
the NC EMPT experience useful for college plans. It was suggested by some teachers
that the increased number of testing, including PLAN, ACT, PSAT, ACT, and MSL, has
had an overwhelming effect on students.
The NC EMPT Program enjoyed the services and continuity of one webmaster for a
dozen years. Brian Manning, a fellow employee at ECU, created and maintained the site
on a server housed on campus. He also managed the online registration form with great
attention to detail. He was available to the associate director daily if questions arose.
Manning took another position with a private company during the spring of 2012. A
new webmaster was hired, but he was off-site, not an employee of ECU, and did not
have the advantage of day-to-day interaction with the web server or the EMPT staff.
The associate director learned after the fact that the web server was down during several
periods of time during 2012-13. Several teachers contacted the office and noted that
they had registered online, but never received testing materials. The NC EMPT Office
52
did not realize that electronic copies of some registration forms were not being
forwarded to the associate director’s email account from the server. There was also no
way to retrieve these errant forms. Despite several attempts to contact all high school
math chairs to alert them to the potential problem, too much time had passed and it was
difficult for teachers who were affected to wait for the arrival of testing materials and
find time late in each semester to administer the test. Part of the reason student
participation was lower this year can be traced to the missing registration forms. This
was also mirrored in survey question 2: “The online registration form was user-friendly
and reliable.” Only 49% of contact persons rated this statement with strong agreement
or agreement. Since February 2013, the associate director and administrative assistant
have worked tirelessly with the ITCS Department to redesign and create a new website
and online registration form, both of which will reside on a safer central server. The
new site and form will be available on August 1, 2013. Of the 402 registration forms
received from teachers during the 2012-13 academic year for one or more of the four
available testing windows, 299, or 74%, were completed electronically and 103, or 26%,
were completed by hand (and then mailed or faxed to the NC EMPT office).
Question #5 was originally stated, “Test administration took a total of 55 minutes or
less.” In reaction to last year’s survey results, this was reworded to increase the time to
“60 minutes or less.” This proved to be a more accurate picture of the amount of time
teachers needed to plan for the completion of NC EMPT testing: 94% of respondents in
2012-13 strongly agreed or agreed with the 60 minute block of testing time.
The response rate for question #10, “Participating teachers took time to review test
errors with students,” increased from 75% in 2011-12 to 77% in 2012-13. The best case
scenario would be for teachers to return a test copy along with each student’s
individualized results letter and then take time to review the missed questions. Then
students should be strongly encouraged to have their parent(s)/guardian(s) review the
brochure which explains the test and the valuable results letter personalized for their
child. The NC EMPT website offers many supplementary worksheets and lists of top
missed questions that could then be assigned to students to reinforce mastery of the
highlighted weak skills. We are pleased that more teachers are taking time to review
errors, especially realizing that competition for instructional time in the classroom is
intense.
A sample of the Qualtrics year-end survey and the results follow:
NC EMPT Teacher Survey, Spring 2013
As our high school contact person, you play a pivotal role in the success of NC Early
Mathematics Placement Testing. THANK YOU for your time and many efforts! We
need, read, and react to your valuable feedback!
The deadline for your response is June 30, 2013.
53
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or No
Opinion
Total
Responses
1. Informational
mailings were sent to
high school math
chairs and last year's
contact persons in
September/October
2012 and then in
March 2013. Several
emails were sent as
well. These mailings
were helpful
reminders of news and
services available from
the NC EMPT Program.
91 26 0 1 3 #
2. If you registered to
test online, please rate
this statement: The
online registration
form was user-friendly
and reliable. (If you
mailed or faxed a
paper form, choose
N/A.)
46 12 3 0 58 119
3. The NC EMPT
website
www.ncempt.org is an
informative tool for
college mathematics
placement testing in
NC.
62 47 0 0 12 121
4. The testing
instructions provided
for each teacher were
included with testing
materials. These
instructions were clear
and easy to follow.
100 22 0 0 0 122
5. Test administration
took a total of 60
minutes or less.
76 38 5 2 0 121
Part A: Carefully read each statement below and respond by checking one box to the right of each statement.
54
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or No
Opinion
Total
Responses
6. Students were
attentive and tested
with a serious attitude.
42 59 17 0 4 122
7. The NC EMPT office
promptly returned
hard copies of test
score summaries for
teachers and
individualized results
letters for students.
102 18 1 0 0 121
8. The test score
summary received by
each teacher for each
class period was
helpful.
99 21 0 0 2 122
9. The tan brochure
titled "Mathematics
Placement Procedures
at NC Community
Colleges and UNC
Constituent
Institutions, 2012-
2013" was included in
each teacher's results
package. This brochure
was useful to teachers
in advising college-bound
students.
86 33 1 0 2 122
10. Participating
teachers took time to
review test errors with
students.
32 62 16 3 9 122
11. Students found
their individualized
student results letters
valuable.
54 56 4 0 7 121
55
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or No
Opinion
Total
Responses
12. Students found
their NC EMPT
experience useful for
future college plans.
41 60 10 0 8 119
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.
76 44 1 0 1 122
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
2013).
43 65 6 1 6 121
15. Overall, the NC
EMPT Program
provides a valuable
service to high school
students and teachers.
89 32 0 0 0 121
56
Part B: Please type your thoughts about the three questions below:
#16. The Measures of Student Learning (MSL) became the new common exams in 2012-
2013 in public high schools. This included common exams for the first time in these 4th-level
math courses: Advanced Functions and Modeling and Precalculus. If you teach at a
public high school, how did these newly mandated tests affect NC EMPT participation by
fourth-year math students at your school during 2012-13?
Number Comments About NC EMPT Participation by 4th-Year Math Students in 2012-13
30
The MSL did not affect our participation in NC EMPT this school year; No change - we
have always used NC EMPT; NC EMPT will continue to be used; We haven’t taken the
MSL yet, so we continue to give the NC EMPT test; EMPT is such an easy process and a
valuable tool.
22
I do not teach at a public high school and so we don’t have to worry about taking time to
prepare for and administer the MSL.
16
The number of NC EMPT participants was lower this year. Teachers found it difficult to
take time out of busy schedules preparing for MSL exams to administer the EMPT test; It is
so hard to give up days in a 90-day calendar; It is especially difficult in the spring semester
to take time to give the EMPT test. We have more things going on that disrupt our
teaching schedule and pull our students out of the classroom; Some of us still participated
in EMPT this year. Our problem has been lack of interest by one teacher and forgetting to
plan time for participation by other teachers.
5
We found a way! The time challenge to address all the objectives in the 4th year math
course made it VERY difficult to find time to fit in EMPT, BUT we thought EMPT testing
important enough that we made time; The emphasis on the MSL did make me second
guess giving the EMPT due to the amount of material that has to be covered in Advanced
Functions and Modeling (AFM), but EMPT is a reality check for students so I still gave it;
My math department decided that EMPT is definitely worth the class time lost to give it; I
think NC EMPT is an amazing program, but now with AFM being tested at the State level, I
had to justify another day away from instruction; EMPT is a valuable investment in time
despite the pressure of the MSL.
5
We did not give the EMPT test this year due to our preparation for the MSL, but we will
work it in our schedule next year; Due to early MSL testing, I was unable to use the Option
#2 testing materials you’d already sent me. I was very disappointed, but it was out of my
control. I will continue to use EMPT in the future. I will return the unused materials.
Thanks!
5
In fact, the students and I believe the EMPT test to be a better indicator of growth than the
MSL; Students still took the test seriously and the results were valid; The EMPT test was
still used as a better tool for students to see how prepared they are for what comes next for
them. The MSL covered only those topics supposedly in the new, ever-changing math
curriculum. EMPT gives students a fair assessment of the types of questions they will face
as they approach college placement; EMPT is a much better assessment tool than the
MSL; EMPT allowed students to see another form of testing.
57
Number Comments About NC EMPT Participation by 4th-Year Math Students in 2012-13
3
The students are getting overloaded with testing. I do not think they gave their best effort
on the NC EMPT test this year; Students were confused as to which test they were taking
for me; All of my students took the EMPT test, but not all of them took it seriously.
3
The new mandate to give the MSL to AFM and Discrete Math classes made our school
want to participate in NC EMPT even more! EMPT is good practice for students to take a
test that neither students nor teachers knew what material would be covered; The new
requirement was more influential in increasing EMPT participation at our school; The
EMPT test is good practice for the MSL.
2
We may find that in future years that we won’t have time to administer the EMPT test; I am
afraid that we may have to cut out EMPT completely due to not getting all the curriculum
covered this year. I do not like this idea because I think the EMPT test is beneficial to our
students.
2
We still gave the EMPT test this year, but there was no time to go over test questions once
scores came back due to the amount of time needed to cover the curriculum.
1
My teacher-made final exam for AFM has questions similar to some of the EMPT test
questions. The EMPT test is therefore a helpful review and my AFM students will continue
to participate in EMPT.
1
I still participated this year for my AFM classes, but next year I might not. Unfortunately,
AFM is now tested with a MSL and those scores reflect in my personal teacher evaluation.
1
This spring, the MSL were given before Memorial Day, which means that there was a
shortened time to cover curriculum. Some teachers wanted to delay giving the EMPT test
until after the MSL even though that would mean EMPT results wouldn’t be back until after
the majority of seniors stopped coming to school due to pre-graduation exercises. Those
of us who gave the EMPT test before the MSL had to deal with one less day for instruction,
as well as one more test to give in addition to the MSL and a school-mandated teacher-made
exam.
1
EMPT tests are not used in the 4th level math courses (AFM, Discrete Math, Precalculus)
at this school…most teachers do not feel they have time to give it. I personally do not
agree, especially for AFM and Discrete Math students. I understand not to give the test to
Precalculus students. They are typically juniors who will be taking calculus next year and
the AP Calculus exam. We have an alternative math course for some lower level seniors.
We did use the EMPT test for them. There were not time issues since this course does not
have a MSL.
58
#17. Please share your tips and ideas: With SO many types of required testing filling the
instructional calendar in both public and non-public high schools, how did you and your
fellow math teachers squeeze NC EMPT in this year?!? We’d like to share your ideas with
other teachers.
Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars
9
We planned in advance for NC EMPT testing because we feel strongly that it is a valid
benchmark for allowing students to see if they are ready for college-level math; Our teachers
believe in NC EMPT and have been committed to giving the test for years; As much as I hate
to lose instructional time, I think that this test is an eye-opener for some of my students. It also
helped me improve my instruction; You can use the EMPT test as a review for material in
Algebra II and beyond since the test topics are usually covered on high stakes testing as well.
9
We administer the EMPT test on days when teachers are absent. It is an excellent and instant
lesson plan; I used EMPT as a substitute plan when I knew I was going be out of the
classroom for a conference or meeting. This way I did not lose a day and my students still got
to benefit from this fabulous service.
8
We gave the EMPT test on early release days or half days. Students are usually in class for
just one hour on these shortened days and that’s the perfect amount of time to administer the
test; We gave it on either the half day before Thanksgiving or the half day before Easter. These
are days in which attendance is down and it’s difficult to teach new material.
7
We just knew that we needed to give the NC EMPT test to our kids – it’s as simple as that! We
scheduled it in our calendars early and then we made sure we implemented it; We made sure
to do it well before testing seasons heat up in Jan and May; I just put it in my lesson plans and
fit other stuff around it; As we do our pacing guide for the semester, we schedule and EMPT
test date and stick to it; We agreed to give up one of the tests we normally fit in the quarterly
calendar and replaced it with the EMPT test.
5
We scheduled the EMPT test for the first day back from Thanksgiving Break (for the fall
semester) and the first day back from Spring Break (for the spring semester); We test students
as they walk back into school as a “let’s get back in the math mode” tool.
5
EMPT testing is invaluable in my opinion. As the math chairman, I went to my principal and we
put it on the school calendar; As a department, we just set aside a date to test all our upper-level
students ; We schedule three days per semester near vacation time for testing (test,
review results, practice weak areas); We schedule it into the calendar a year in advance.
Generally the testing is done the same week every year. It is expected by everyone in the
school that NC EMPT testing will take place during the designated week; We recognize the
importance of this testing and its feedback, so we make it work. We establish a two-week
testing window so that teachers can fit the test in on a day convenient to them.
5
EMPT is easier to plan for when other school events are going on and you cannot start
teaching a new topic effectively; We administer the test when we finished a unit; Testing is
usually done when student participation in other things like the PSAT, PLAN, or ACT testing.
Seniors are not involved in these, so it’s a great day to administer the EMPT.
59
Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars
5
When AP testing for Stats and Calculus is over, we always have extra class time. This is when
we give the EMPT test and end up surprising quite a few of the over-confident students; My
teachers gave the EMPT test after the MSL and EOC tests; During the regular final exam
schedule, teachers gave the test during a class period when applicable students did not have
an exam.
4
To save time and since we are on a 55-minute class schedule, I had my students fill out the
background information on the bubble sheets (opscan forms) the day before testing. Then we
could be sure to devote forty-five minutes for actual test-taking the next day.
4
We gave the EMPT test prior to the review for final exams so discussion of EMPT test results
could be done during exam review. This helped review for the MSL as well.
4
Since we are a private school, it was easier to work EMPT into the schedule. We have far
fewer mandated tests; Our school schedule is year-long, so it wasn’t a big issue to work EMPT
into our calendar; I always test in April so students in my year-long classes have obtained more
skills than they had in the previous fall; I am at a private school. I would not be willing to give
up the class time for my students to take the EMPT test and then review the results once they
are returned if I did not consider it a valuable source of information for my students.
4
I use EMPT to gather pre and post-test data for my students. I also use pretest results to help
assign cooperative learning groups at the beginning of the semester; pretesting with Option #1
and post-testing with Option #2 allows me and my students to see growth in math skills
important to their futures; We all gave the test in the fall. This gave us an indication of which
concepts our students demonstrated strength in, as well as on indication of those that they
found particularly challenging. We reviewed those result with the students. We administered
the test again this spring so students could measure their progress in readying for college-level
math courses.
2
We squeeze NC EMPT testing in around spring break. Sometimes it is the last thing we do
before the break.
2
I gave the test to all seniors during the first semester. Then they would get a chance to bring
up their score before they took their actual college math placement exam. The rest of my
underclassmen took it in the spring; We just make sure we choose a day soon enough before
the seniors leave in the spring.
2
My students did not need as much review for the MSL as the schedule allowed. So we used
one of those extra days for NC EMPT.
2
I reviewed the Top Ten Missed Questions as a warm-up at the beginning of a unit since there
would be nothing new to review from the day before. I also reviewed small batches of the Top
Thirty Missed Questions puzzle when a lesson was shorter than I thought it would be. Then I
gave the EMPT test on an early release day; After my students got a reality check due to their
scores from the NC EMPT test, I assign the Top Thirty Missed Questions as homework (a copy
can be found on www.ncempt.org) and then use the Top Ten Missed Questions during the next
two weeks (a copy can be found at the same website). This way I’ve gotten their attention and
I can slowly build their confidence again. My students truly want to be prepared for college.
60
Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars
1
We have made practicing Algebra II topics part of our Discrete Math curriculum. The NC
EMPT test is the most convincing vehicle to use to motivate these seniors who will be taking a
college placement test in a few short months. We pretest, spend three weeks reviewing
concepts, and then we post-test. By using NC EMPT and its feedback, the value of
preparation is more meaningful to the students. Thank you, thank you, thank you!
1
We discussed EMPT results with our students and used this opportunity to talk to them about
mathematics and to discuss their future plans.
1
I used the EMPT score as an extra credit grade and this motivated the students to take it
seriously.
1
We take one class period to do NC EMPT testing. We use the scores as a measure to assess
students’ algebra retention and help determine math class placement for the next term or
school year. This is a great measure and one we will MAKE time for.
1 We make the EMPT test optional for students. They can take it after school.
1 I decided to give EMPT on Yearbook Day. Not much instruction is accomplished on that day.
1
The EMPT test is required of our students, but we offer it during study periods before lunch and
let them work into their lunch hour. Then no instructional time is lost.
1
I actually created an internet “exam-view” answer sheet allowing instant feedback to my
students.
1
We are fortunate at our high school because we have limited our testing to just the NC EMPT
test and classroom exams!
1
We did a poor job of it this year. We waited too late to use the EMPT testing materials we’d
already received and as a result our scores did not come back in time to distribute to students.
We will do better with scheduling next year.
#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 type them below. When finished, please
remember to submit your survey answers by clicking on the box with the two arrowheads
on the bottom right.
Number Additional Comments About NC EMPT
16
Thank you, Ellen, for all the work you do! Everything is always so organized; Ellen and her
staff were super responsive to our needs. Well done; I always love Ellen’s personal touches
added to her mailings; Please don’t change anything; Your guys are awesome!!!! From
ordering tests, to administering the test, you made it EASY for us; Thanks for all your support
and timely responses to our needs; Awesome job again this year; Thanks for all the years you
have worked with me. It’s been such a pleasant experience!
61
62
Appendix A
The 2012-2013
Required Background Questions,
Answer Key, and
Parent/Guardian Brochure
63
The North Carolina Early Mathematics Placement Testing Program
Required Background Questions
2012-2013, 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…
65
018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian,
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, 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,…)
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 Integrated Math III or Common Core Math III 6. Probability or Statistics or Discrete Math
2. Advanced Functions and Modeling 7. Calculus
3. Advanced Math or Algebra III or Advanced Algebra 8. Technical Math II
or Trigonometry 9. Other
4. Integrated Math IV or Common Core Math IV 10. I am not currently enrolled in a math class.
5. Pre-Calculus
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. none of these
3. to initially 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. Multiracial
3. African American or Black 7. Other
4. White
J) Which calculator will you use on this test?
1. None 3. A scientific calculator
2. A four-function calculator 4. A graphing calculator
K) How many college credits do you expect to have earned when you graduate from high school?
1. 0 3. 16-30 5. 46-60
2. 1-15 4. 31-45 6. 60+
66
Suggested Levels of the NC EMPT Program, 2012-2013
NC EMPT Predicted First
Student Score Level College Course
0-11 1 Remedial Mathematics
12-16 2 Borderline-depends on indicated major
17-24 3 First Course in College Math
25-32 4 Second Course in College Math in some
majors
Explanations:
Level 1: A Level 1 score indicates the student is not ready for college-level math courses and must take
remedial mathematics.
Level 2: A Level 2 score indicates the student must take remedial mathematics in some choices of major.
Level 3: A Level 3 score indicates the student is ready for a beginning-level college mathematics course.
However, a Level 3 score may be considered borderline at some universities for students planning
to major in math, science, or engineering.
Level 4: A Level 4 score indicates a solid high school preparation for college-level mathematics. Some
universities may allow a student scoring at Level 4 on their math placement test to skip the first
college math course, depending on that student’s choice of major.
Note: The level numbers have been reversed from the order used in 1996-1999 so that NC EMPT levels
will more closely align with the NC Department of Public Instruction goals for public school
children. Level 4 is now the highest level.
NC EMPT Placement Exam Answer Key, 2012-2013, Option #2
Question # Correct
Answer
Question # Correct
Answer
1 C 17 E
2 B 18 D
3 D 19 D
4 C 20 B
5 E 21 A
6 B 22 D
7 B 23 A
8 D 24 B
9 C 25 C
10 E 26 B
11 A 27 B
12 C 28 A
13 A 29 E
14 E 30 A
15 D 31 C
16 E 32 B
67
inequalities • function • a bsolute value
(x,y)
f(x)
| x |
bo
2_x_
3
log d
_ n_
n+2
y <2
b4
√–c
(x,y)
f(x)
| x |
y <2
n __
n+2
2x__
3
f(x) b4
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 s