NC EMPT
Project Summary
2014-2015
Sharing the Good News About
NC Early Mathematics Placement Testing!
A resurgence in NC EMPT high school student participation numbers during 2014-
2015 was initiated in part by strong and widespread promotion of its early
intervention services. Participation rose a healthy 27% compared to 2013-14, and
nearly 39,000 students from public and non-public high schools statewide were
served! Although teachers of Algebra II, Math III, and all fourth-year math courses
were encouraged via email, mailings, and face-to-face presentations to afford their
students the NC EMPT opportunity, much attention was paid to the newly offered
“Essentials for College Math.” This course was designed by the Southern Regional
Education Board (SREB) to help students whose mathematical abilities were deemed
not quite ready for college-level mathematics. With a bold set of teaching and
learning strategies and a curriculum that emphasizes real world problem solving, the
Essentials class hopes to give its students the confidence and skills needed for
successful college entrance into a beginning mathematics course. This is another
perfect audience for NC EMPT! The associate director toured the state and
introduced the benefits of the NC EMPT Program to teachers preparing to teach the
Essentials class, as well as other fourth math courses. In the photo above, (l to r)
teachers Angela Leonard, Davie County High; Joy Howard, Davie County High; Kelly
Dilday, Clayton High; Chris Sherrill, North Buncombe High; and presenter Kim Goff
(at table), SREB math consultant, gather to display their NC EMPT tote bags in
North Wilkesboro, NC, at a SREB Math Ready Training in late July 2015.
In its eighteenth year, NC EMPT remains steady in its quest to provide non-threatening
and eye-opening advice to high school students with college and career
plans. 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. Most importantly,
individualized results are received while there is time and motivation to strengthen
and maintain mathematics skills necessary for success at the college-level. 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 and efforts to
register for any or all of four testing windows annually are spearheaded by teachers.
Despite great competition for classroom time and another harsh winter that
consumed many instructional days, 665 teachers empowered 38,903 students during
the 2014-2015 year to help better prepare for college-level mathematics. See the “NC
EMPT Quick Stats” that follows for additional information.
The program appreciates strong support from the State of North Carolina, the UNC
General Administration, and East Carolina University (ECU). Housed at ECU and
organized under the Harriot College of Arts and Sciences, 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
is the quickest in our history and remains 0.8 days!
NC EMPT has now served nearly 680,000 students since its inception in 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.
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 2015-2016 year for
any or all of four testing
windows!
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 2014-2015
Participating Teachers Found…
♥ 98% strongly agreed or agreed that the NC EMPT office promptly
returned hard copies of test score summaries for teachers and
individualized results letters for students.
♥ 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 readiness for college-level mathematics.
♥ 99% strongly agreed or agreed that the testing instructions provided
for each teacher were clear and easy to follow.
♥ 99% 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
  Math III
  Essentials for College Math
  Advanced Functions and
Modeling
  Precalculus
  Discrete Math
  Statistics
  and other upper-level
mathematics courses.
Each pushpin in the state map to the left
represents a participating high school during
2014-2015.
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……………………………….… 5-18
IV. Summary of 2014-2015 Testing………………………………………….… 19-48
V. Trends in NC EMPT Data, 1996-2015……………………………………. 49-52
VI. Evaluation of the 2014-2015 Year...………………………………….….… 53-64
VII.
Appendix A – 2014-2015 Required Background Questions,
Suggested Levels and Answer Key, and Parent/Guardian
Brochure………………………….
65-72
VIII. Appendix B – Promotion of NC EMPT Participation………………. 73-78
IX. Appendix C – Helpful Resources for High School Teachers and
Students....…………………………………………………………………………. 79-86
North Carolina Early Mathematics
Placement Testing -
A Treasure Chest of Mathematical
Advice for the College-Bound!
I. From the Director
Dr. Johannes Hattingh, September 2015
The major goal of the NC EMPT Program is to help reduce the percentage of
incoming college freshmen requiring mathematics remediation. The program
provides non-threatening and eye-opening advice at an opportune time – while there
is time and motivation to strengthen and maintain mathematics skills necessary for
success at the college-level. By allowing students to experience a “practice”
mathematics placement test that is a facsimile of the actual tests given at NC
community colleges and UNC institutions, NC EMPT offers a snapshot of current
readiness.
In addition, a wealth of personalized information is given to each participant
regarding the required math courses for the major of their choice and a description
of the math placement procedure currently used at the college or university of their
choice. Scores are confidential and will not be shared or compared.
During the 2014-15 school year, approximately 39,000 participated in NC EMPT
testing, which represented an increase of 27% as compared to the 2013-14 year. The
newly offered "Essentials for College Math" provided an excellent opportunity for NC
EMPT to reach out to the teachers of college-bound students needing a bridge course
in mathematics.
Since its inception in 1997, NC EMPT has become the longest running and largest
EMPT program in the nation. This success is due in part to the outstanding support
and cooperation of everyone involved in the program, including the administrations
at UNC General Administration and East Carolina University, and the many high
school math teachers and students who participated in the program and helped to
make it better.
In closing, I want to thank the following board members who have retired for their
stellar service to NC EMPT: Peter Kendrick of UNCA; Paul Duvall of UNCG, and
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Nory Prochaska of WCU. I also want to recognize the work of members who had
shorter tenures and have also left the board: Suzanne Williams of Central Piedmont
Community College, Johannah Maynor of NC DPI, and Samuel Kaplan of UNCA.
Moreover, I want to extend a word of welcome to the following new board members
for 2015-2016: Lisa Meads of The College of the Albemarle, Joseph Reaper of NC
DPI, Rudy Beharrysingh of UNCA, Ratnasingham Shivaji of UNCG, and Ben Kearns
of WCU. Last, but not least, I want to thank Ms. Ellen Hilgoe, her staff, as well as
currently serving NC EMPT Board members for their unwavering and stellar efforts
in making NC EMPT such a remarkable success.
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II. From the Associate Director
Ellen Hilgoe, August 2015
!
I am happily surrounded at the
ground level by two incredibly
hard-working teams, my small staff
in the NC EMPT office and
hundreds of high school math
teachers across North Carolina.
What a loyal band!
The 2014-15 year was filled with
successful efforts to reach an even
wider audience. The NC EMPT
distribution list grew to more than
2,000 educators. Nine monthly e-newsletters
were published and
filled with timely information
about teaching resources, creative
ways to use NC EMPT, helpful
updates regarding recent changes
in NC community college math
curriculum and placement
procedures, and the developing
story of the new SREB Math Ready
course. A total of thirty-six
“Practice Math Placement Test
Questions” and their solutions
were added to the NC EMPT
website, one each Monday, as
another terrific resource for
students and teachers.
The NC EMPT Crew! (l to r): ECU student workers Samantha
Arnold and Holly Britton; Associate Director Ellen Hilgoe;
Administrative Support Associate Debby Hodges; ECU student
workers Magen Smith and Emily Fisher.
NC EMPT remains the largest early math placement testing program in the nation and our
efforts have been noted. With the aid of a Bill and Melinda Gates Foundation Education Grant,
SREB has invested a great deal of energy in creating a mathematics course that promises support
for high school students who require strengthening of math skills as they strive towards career and
college readiness. North Carolina is one of the first states to implement this new course in public
high schools statewide. With eighteen years of providing practice college math placement tests,
SREB awarded NC EMPT $18,000 from these grant monies to study the demographics and results
of the new course during its initial year.
It truly “takes a village” to make NC EMPT work. The Advisory Board for the program includes a
wide variety of K-16 educators and administrators (see pp. 6,7). Transparent communication at all
levels is practiced. Staying abreast of mathematical developments at the high school, community
college, and university levels is a mission. Most importantly, the recognition and consistent
support of the program’s early intervention efforts by the State of North Carolina has been pivotal
to success.
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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 2014-2015 placement test questions
are based on objectives in the areas of number and operation, algebra, and
geometry (see p. 21, p. 23, pp. 35-42). The questions were a result of a thorough
study of current math placement tests used at NC community colleges and UNC
institutions.
Understanding the Basics of an EMPT Program
Early Mathematics Placement Testing concisely describes a valuable intervention
service provided to high school students in programs across the nation. The test
allows students to experience a facsimile of an actual mathematics placement
exam well before the first semester in college. Thus students, teachers, and
parents become more aware of expectations, and therefore more able to react
positively in a timely fashion. Students’ results letters are individualized, offer a
wealth of information about mathematical readiness, and provide a “reality
check” of a student’s current mastery of mathematics skills.
Some EMPT programs in the United States target high school juniors, in the hope
that reinforcement of mathematics skills or corrective action can be taken in the
senior year. The North Carolina program offers “practice” placement testing to
students close to completing Algebra II, Mathematics III, and to students in
upper-level math courses. This may include sophomores, juniors, or seniors. A
new version of the NC EMPT test is created each year, and teachers are
encouraged to test students near the end of their Algebra II and Math III, and
during each subsequent math course. Reinforcement and retention of algebra
skills is critical because university mathematics placement tests consist primarily
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of algebra questions. For a closer look at the North Carolina EMPT Program,
please read the documents found in Appendix A.
Historically, a variety of EMPT programs have been offered, or are currently
being considered, in at least twenty-nine states across the nation since the 1980s.
Unfortunately, many of these have ceased to exist due to several factors including
competition from existing mandated testing and funding problems. Currently,
strong programs exist in North Carolina, Kentucky, Wisconsin, and California.
Organization of the NC EMPT Program
East Carolina University (ECU) operated a four-year pilot early math placement
testing program from fall 1992 to spring 1996. Sixteen area high schools were
involved, and ECU sponsored the pilot. As chair of the ECU Mathematics
Department, Dr. Robert Bernhardt directed the program with the help of Dr.
Sunday Ajose, and secretarial help was provided by the mathematics department
staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996
and was permanently transferred to ECU in spring 1997. A full-time program
manager and office assistant were added to the staff. The program reached out to
all public and non-pubic high schools statewide in 1997-1998. Participation
numbers increased to a high of 47,925 high school students in 2005-2006. The
NC EMPT state headquarters has been located at ECU since the program’s
inception.
NC EMPT has also been very fortunate to be overseen by a diverse and talented
advisory board. Representatives from the UNC General Administration, UNC
institutions, NC Community College System, NC community colleges, and the NC
Department of Public Instruction are included.
The following list includes the members of the 2014-2015 Advisory Board:
Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences
Central Piedmont
Community College Suzanne Williams Mathematics Division
NC Dept. of Public
Instruction Jennifer Curtis Chief, K-12 Mathematics Educ. Division
NC Dept. of Public
Instruction Lisa Ashe Secondary Mathematics Consultant
East Carolina University Johannes Hattingh Director, NC EMPT, and Chair, Dept. of
Mathematics
East Carolina University Ellen Hilgoe Associate Director, NC EMPT
Elizabeth City State
University Farrah Jackson Chair, Dept. of Mathematics & Computer
Science
Fayetteville State University Dwight House Chair, Dept. of Mathematics & Computer
Science
NC A&T State University Guoqing Tang Chair, Dept. of Mathematics
NC Community College
System Wanda White Director, Financial Aid & Student
Success
NC Community College
System Wesley Beddard Associate Vice President for Programs
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NC Central University Solomon Abraham Dept. of Mathematics & Physics
NC State University Leslie Kurtz Department of Mathematics
UNC Asheville Peter Kendrick Director, Mathematics Assistance Center
UNC Asheville Samuel Kaplan Department of Mathematics
UNC-Chapel Hill David
Adalsteinsson Department of Mathematics
UNC Charlotte Mohammad Kazemi Assoc. Chair, Department of
Mathematics & Statistics
UNC Greensboro Paul Duvall Department of Mathematics & Statistics
UNC General Administration Karrie Dixon
Vice President for Academic and Student
Success
UNC Pembroke Jay Wilkins 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. Frank Ingram Chair, Department of Mathematics
The NC EMPT Advisory Board communicates often via email, postal mail, and
subcommittee work throughout the year. Members represent all regions of North
Carolina. The board met as a whole on October 17, 2014 at the UNC-General
Administration Building in Chapel Hill. Subcommittee meetings were also held
there in September 2014, April 2015, and July 13, 2015.
Outreach Efforts of the NC EMPT Program
Sharing the news about the free and valuable services provided by NC EMPT
consumes a great deal of time and effort by the NC EMPT staff. These efforts
continued throughout the school year and summer months. The following
groups were contacted via e-mail or postal mail, and many were greeted face-to-face
in presentations by the associate director at workshops and conferences:
  North Carolina public and non-public high school mathematics
department chairs, mathematics teachers, school counseling department
chairs, and principals
  North Carolina public school system superintendents and secondary math
coordinators
  NC community college presidents
  University of North Carolina General Administration; institution
chancellors and mathematics department chairs
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  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
  Southern Regional Education Board
  National early mathematics placement testing programs and individuals
interested in such programs in the following states: Kentucky, Maryland,
California, Nevada, Ohio, Tennessee, Wisconsin
Also see Appendix B: Promotion of the NC EMPT Program, for a listing of 18+
locations visited by the associate director. Also included are photos from some of
the workshops and conferences.
A variety of media are used throughout the school year to encourage all public
and non-public high school mathematics teachers, counselors, and
administrators to take advantage of the free services the NC EMPT Program has
to offer:
Helpful supplementary materials that can be used in the classroom by teachers to
reinforce mathematics skills found on college mathematics placement tests are
created yearly by the associate director. The materials are disseminated via
postal and State Courier Mail and email, and are also posted on the program’s
website, www.ncempt.org. Free downloads are available. These materials
include a listing of the most recent “Top Ten Missed Questions, 2014-15” (see pp.
81-84 in Appendix C) and the new weekly resource “Math Placement Test
Question of the Week” (see samples on pp. 79-80). In addition, past math
puzzles, such as the “Top Thirty Missed Questions” are still available for teachers
to use as resources and are located on the program website.
As a token of appreciation to teachers for their time and energy, the associate
director tries each year to provide a helpful gift for the classroom and includes
this with each batch of testing results for every participating teacher. The 2014-
2015 gift was a 25-page memo pad lined with a helpful coordinate grid. It reads,
“Visit our website at www.ncempt.org!”
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NC EMPT is Making Waves Nationally…
The ACT college assessment test is administered statewide in NC during each
school year to public high school juniors to help measure readiness for career and
college. Nationwide, states invested in the Common Core State Standards use the
ACT or some other measure to address this same situation. The Southern
Regional Education Board (SREB) has worked tirelessly to create a new high
school fourth math course specifically designed to aid college-bound students
whose mathematics skills are just below the readiness measure. Ellen Hilgoe,
associate director of NC EMPT, was chosen to become part of the NC team of
writers for this new curriculum and worked with writers from four other states
during 2012 and 2013. The teams wrote a series of eight units that specifically
highlighted the mathematics skills stated as necessary for success in college-level
mathematics by a large group of higher-education faculty from across the nation.
Hilgoe was a trainer during summer 2014 at seven locations in NC for high
school teachers preparing to teach the SREB Math Ready course for the first
time. Hilgoe also participated in six helpful SREB webinars for Math Ready
teachers throughout 2014-15. These webinars offered great teaching tips and
allowed teachers from several states to share their experiences teaching the
course. Due to her involvement with this SREB project and NC EMPT, and her
desire to help better prepare high school students mathematically, Hilgoe was
chosen by SREB to attend a “Master Trainers Meeting for SREB Readiness
Courses” in April 2015 in Atlanta, GA. Other trainers invited to attend included
math educators from Arkansas, North Carolina, New York, Kentucky, and West
Virginia. The group prepared to train teachers during the summer of 2015.
Primary states implementing the SREB Math Ready course in public high schools
statewide during 2015-16 include North Carolina, Mississippi, West Virginia, and
Arkansas. The course is an option for high schools in Kentucky. Local school
systems employing the Math Ready course include those located in Georgia, New
York, Indiana, Ohio, Washington, Oregon, and Hawaii. Hilgoe attended North
Carolina training sessions hosted by SREB and the NC Department of Public
Instruction and presented the NC EMPT Program at these four regional
workshops during summer 2015. Hilgoe emphasized to teachers that the two test
versions offered each year by NC EMPT provide yet another insightful measure of
students’ readiness for college-level mathematics.
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A Quick Look at NC EMPT Participation Numbers
1997-2015
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
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Grand Total of Participating High Schools (nonoverlapping) 288
Grand Total of Students Tested in 2000-2001 38,261
2001-2002:
Total Number of NC High Schools Solicited 650
Pretesting (with the 2000-2001 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 67
Total Number of NC High Schools that Actually Tested 52
Total Number of Students Pretested 3,716
Placement Testing (with the new 2001-2002 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 299
Total Number of NC High Schools That Actually Tested 279
Total Number of Students Tested 37,804
Grand Total of Participating High Schools (nonoverlapping) 287
Grand Total of Students Tested in 2001-2002 41,520
2002-2003:
Total Number of NC High Schools Solicited 648
(this includes 358 public and 290 non-public schools)
Pretesting (with the 2001-2002 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 65
Total Number of NC High Schools that Actually Tested 50
Total Number of Students Pretested 4,422
Placement Testing (with the new 2002-2003 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 311
Total Number of NC High Schools That Actually Tested 278
Total Number of Students Tested 34,399
Grand Total of Participating High Schools (nonoverlapping) 285
Grand Total of Students Tested in 2002-2003 38,821
2003-2004:
Total Number of NC High Schools Solicited 643
(this includes 370 public and 273 non-public schools)
Pretesting (with the 2002-2003 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 51
Total Number of NC High Schools that Actually Tested 34
Total Number of Students Pretested 4,084
Placement Testing (with the new 2003-2004 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 266
Total Number of NC High Schools That Actually Tested 232
Total Number of Students Tested 29,465
Grand Total of Participating High Schools (nonoverlapping) 243
Grand Total of Students Tested in 2003-2004 33,549
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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
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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
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2010-2011:
Total Number of NC High Schools Solicited 845
(602 public including 30 charter and 3 federal, and 243 non-public schools)
Option #1: Pretesting (with the 2009-2010 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 92
Total Number of NC High Schools that Actually Tested 70
Total Number of Students Pretested 5,955
Option #2: Testing (with the new 2010-2011 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 317
Total Number of NC High Schools That Actually Tested 281
Total Number of Students Tested 33,014
Grand Total of Participating High Schools (nonoverlapping)* 302
Grand Total of Students Tested in 2010-2011 38,969
2011-2012:
Total Number of NC High Schools Solicited 844
(601 public including 30 charter and 3 federal, and 243 non-public schools)
Option #1: Pretesting (with the 2010-2011 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 96
Total Number of NC High Schools that Actually Tested 72
Total Number of Students Pretested 6,701
Option #2: Testing (with the new 2011-2012 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 309
Total Number of NC High Schools That Actually Tested 269
Total Number of Students Tested 37,516
Grand Total of Participating High Schools (nonoverlapping)* 291
Grand Total of Students Tested in 2011-2012 44,217
2012-2013:
Total Number of NC High Schools Solicited 771
(547 public including 29 charter and 2 federal, and 190 non-public schools)
Option #1: Pretesting (with the 2011-2012 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 84
Total Number of NC High Schools that Actually Tested 87
Total Number of Students Pretested 8,252
Option #2: Testing (with the new 2012-2013 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 265
Total Number of NC High Schools That Actually Tested 227
Total Number of Students Tested 28,838
Grand Total of Participating High Schools (nonoverlapping)* 261
Grand Total of Students Tested in 2012-2013 37,090
14
2013-2014:
Total Number of NC High Schools Solicited 775
(584 public including 33 charter and 3 federal, and 191 non-public schools)
Option #1: Pretesting (with the 2012-2013 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 97
Total Number of NC High Schools that Actually Tested 72
Total Number of Students Pretested 7,192
Option #2: Testing (with the new 2013-2014 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 232
Total Number of NC High Schools That Actually Tested 189
Total Number of Students Tested 23,439
Grand Total of Participating High Schools (nonoverlapping)* 216*
Grand Total of Students Tested in 2013-2014 30,631
2014-2015:
Total Number of NC High Schools Solicited 774
(585 public including 34 charter and 3 federal, and 189 non-public schools)
Option #1: Pretesting (with the 2013-2014 version of the NC EMPT test):
Total Number of NC High Schools that Signed-Up 142
Total Number of NC High Schools that Actually Tested 118
Total Number of Students Pretested 12,439
Option #2: Testing (with the new 2014-2015 version of the NC EMPT test):
Total Number of NC High Schools That Signed-Up for Testing 278
Total Number of NC High Schools That Actually Tested 209
Total Number of Students Tested 26,464
Grand Total of Participating High Schools (nonoverlapping)* 253*
Grand Total of Students Tested in 2014-2015 38,903
* A list of the 253 participating schools in 2014-2015 follows.
Another Harsh Winter Weather Makes an Impact!
From a teacher in Wake County, May 2015: “Due to snow issues and the loss of so many instructional
days, most teachers chose not to give the EMPT test or gave it on the Spring Break make-up day (very low
attendance). I want you to know that we won’t let the materials go to waste!”
Totals for 2014-15:
Testing Windows: # Tests Requested: # Tests Returned for Scoring:
Fall 2014, Option #1 9,907 7,371
Spring 2015, Option #1 11,184 5,068
Fall 2014, Option #2 18,879 10,420
Spring 2015, Option #2 28,311 16,044
Totals: 68,281 38,903
High school contact persons who received 2014-15 tests and did not use or return them will be
encouraged to administer these during fall and spring 2015-16 as Option #1 testing.
15
North Carolina Early Mathematics
Placement Testing Program
2014-2015
Participating High Schools: 253
Participating Mathematics Teachers: 667
Participating Students: 38,903
A L BROWN HIGH
ALAMANCE CHRISTIAN SCHOOL
ALAMANCE-BURLINGTON MIDDLE
COLLEGE
ALEXANDER CENTRAL HIGH
APEX HIGH
ARENDELL PARROTT ACAD
ASHE COUNTY HIGH
ASHEVILLE HIGH
ASHEVILLE SCHOOL
AYDEN-GRIFTON HIGH
BANDYS HIGH
BARTLETT YANCEY HIGH
BEAR GRASS CHARTER SCH
BIBLE BAPTIST CHRISTIAN
SCHOOL
BREVARD HIGH
BUNCOMBE COUNTY EARLY
COLLEGE HIGH
BUNKER HILL HIGH
BUNN HIGH
CALDWELL ACADEMY
CALVARY BAPT CHURCH SCH
CAMTECH HIGH
CAPE FEAR CHRISTIAN ACADEMY
CARDINAL GIBBONS HIGH
CARMEL CHRISTIAN SCHOOL
CARY HIGH
CATO MIDDLE COLLEGE HIGH
CENTRAL ACAD @ LAKE PARK
CENTRAL HAYWOOD HIGH
CFA ACADEMY
CHARLES B AYCOCK HIGH
CHARLOTTE CATHOLIC HIGH
CHARLOTTE SECONDARY SCH
CHARLOTTE UNITED CHRISTIAN
ACADEMY
CHASE HIGH
CHERRYVILLE HIGH
CLEVELAND HIGH
CLINTON HIGH
COASTAL CHRISTIAN HIGH
COMMUNITY BAPTIST SCHOOL
COMMUNITY CHRISTIAN SCHOOL
CONCORD HIGH
CORNERSTONE CHRISTIAN SCH
COUNTRYSIDE MONTESSORI SCH
CRAMERTON CHRISTIAN ACAD
CREST HIGH
CROATAN HIGH
CROSSROADS CHRISTIAN
SCHOOL, HENDERSON
CUTHBERTSON HIGH
D H CONLEY HIGH
DAVID W BUTLER HIGH
DAVIE COUNTY HIGH
DOUGLAS BYRD HIGH
DUDLEY HIGH
DURHAM SCHOOL OF THE ARTS
EARLY COLLEGE @ GUILFORD
EAST CARTERET HIGH
EAST HENDERSON HIGH
EAST LINCOLN HIGH
EAST MECKLENBURG HIGH
EAST RUTHERFORD HIGH
EASTERN ALAMANCE HIGH
EASTERN GUILFORD HIGH
ENKA HIGH
EPIPHANY SCHOOL OF GLOBAL
STUDIES
EUGENE ASHLEY HIGH
FIKE HIGH
FLEMINGTON ACADEMY
FLETCHER ACADEMY, RALEIGH
FORSYTH COUNTRY DAY
SCHOOL
FRANKLIN ACADEMY
FRANKLIN HIGH
FRED T FOARD HIGH
FREEDOM HIGH
GASTON CHRISTIAN SCHOOL
GASTON EARLY COLLEGE
GATES COUNTY HIGH
GOSPEL LIGHT CHRISTIAN SCH
GRACE CHRISTIAN SCHOOL,
SANFORD
GRANVILLE MAGNET SCHOOL
GREEN HOPE HIGH
GREENE CENTRAL HIGH
GREENFIELD SCHOOL
GREENSBORO DAY SCHOOL
GREENVILLE CHRISTIAN ACAD
GRIMSLEY HIGH
HAVELOCK HIGH
HAWBRIDGE SCHOOL
HAWTHORNE HIGH, ACADEMY OF
HEALTH SCIENCES
HAYWOOD CHRISTIAN ACADEMY
HAYWORTH CHRISTIAN SCHOOL
HIBRITEN HIGH
HICKORY CAREER & ARTS
MAGNET HIGH
HICKORY HIGH
HICKORY RIDGE HIGH
HILLSIDE NEW TECH HIGH
HOKE COUNTY HIGH
HOPEWELL HIGH
HUGH M CUMMINGS HIGH
INDEPENDENCE HIGH,
CHARLOTTE
J D CLEMENT EARLY COLLEGE
HIGH
J F WEBB HIGH
J F WEBB SCHOOL OF HEALTH &
LIFE SCIENCES
JACKSONVILLE HIGH
JAMES KENAN HIGH
JIMMY C DRAUGHN HIGH
JOHN A HOLMES HIGH
JOHN PAUL II CATHOLIC HIGH
JOHN T HOGGARD HIGH
JONES SENIOR HIGH
KESTREL HEIGHTS SCHOOL
KINGS MOUNTAIN HIGH
KINSTON HIGH
LAKE NORMAN CHARTER SCH
LAKE NORMAN HIGH
LEE COUNTY HIGH
LEESVILLE ROAD HIGH
LEJEUNE HIGH
LOUISBURG HIGH
MAIDEN HIGH
MARIE G DAVIS MILITARY &
GLOBAL LEADERSHIP ACAD
MASSEY HILL CLASSICAL HIGH
MATTAMUSKEET EARLY COLLEGE
METROLINA CHRISTIAN ACADEMY
MIDDLE CREEK HIGH
MIDWAY HIGH
MILLBROOK HIGH
MITCHELL HIGH
16
MOUNT PLEASANT HIGH
MOUNT TABOR HIGH
MOUNTAIN HERITAGE HIGH
NASH CENTRAL HIGH
NASH-ROCKY MOUNT EARLY
COLLEGE HIGH
NEEDHAM BROUGHTON HIGH
NEW BERN HIGH
NEW HANOVER HIGH
NEWTON-CONOVER 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
NORTHAMPTON COUNTY HIGH
NORTHEAST ACADEMY
NORTHEASTERN HIGH
NORTHERN NASH HIGH
NORTHERN VANCE HIGH
NORTHSIDE CHRISTIAN ACADEMY
NORTHSIDE HIGH, JACKSONVILLE
NORTHWEST CABARRUS HIGH
NORTHWEST SCH OF THE ARTS
OAKWOOD SCHOOL
OCRACOKE SCHOOL
OLYMPIC SCH OF BIOTECH, HLTH,
& PUBLIC ADMIN
OLYMPIC SCH OF MATH, ENG,
TECH & SCI
OLYMPIC SCH OF RENAISSANCE
- ARTS & TECH
OXFORD PREPARATORY HIGH
PAISLEY IB MAGNET SCHOOL
PAMLICO COUNTY HIGH
PASQUOTANK COUNTY HIGH
PAUL R BROWN LDRSHIP ACAD
PENDER HIGH
PERQUIMANS COUNTY HIGH
PERSON HIGH
PIEDMONT COMMUNITY
CHARTER SCHOOL
PIEDMONT HIGH
PINE FOREST HIGH
PINE LAKE PREPARATORY
PISGAH HIGH
PORTER RIDGE HIGH
PROVIDENCE HIGH
PUNGO CHRISTIAN ACADEMY
R J REYNOLDS HIGH
RALEIGH CHARTER HIGH
RED SPRINGS HIGH
REID ROSS CLASSICAL SCHOOL
RICHLANDS HIGH
RIVERSIDE HIGH, WILLIAMSTON
ROANOKE RAPIDS HIGH
ROCKY MOUNT ACADEMY
ROCKY MOUNT HIGH
ROCKY RIVER HIGH
ROSEWOOD HIGH
SAINT STEPHENS HIGH
SALEM ACADEMY
SCHOOL OF INQUIRY & LIFE
SCIENCES @ ASHEVILLE
SEVENTY-FIRST HIGH
SMOKY MOUNTAIN HIGH
SOUTH BRUNSWICK HIGH
SOUTH CALDWELL HIGH
SOUTH CENTRAL HIGH
SOUTH CREEK HIGH
SOUTH LENOIR HIGH
SOUTH POINT HIGH
SOUTH ROBESON HIGH
SOUTHERN ALAMANCE HIGH
SOUTHERN GUILFORD HIGH
SOUTHERN LEE HIGH
SOUTHERN NASH HIGH
SOUTHERN SCH OF ENERGY &
SUSTAINABILITY
SOUTHERN VANCE HIGH
SOUTHERN WAYNE HIGH
SOUTHLAKE CHRISTIAN ACAD
SOUTHWEST EDGECOMBE HIGH
SPRING CREEK HIGH
STARMOUNT HIGH
STATESVILLE HIGH
SWANSBORO HIGH
T C ROBERSON HIGH
TARBORO HIGH
TERRY SANFORD HIGH
THALES ACADEMY/ROLESVILLE
CAMPUS
THOMASVILLE HIGH
TOPSAIL HIGH
TRINITY CHRISTIAN
PREPARATORY SCHOOL
TRINITY CHRISTIAN SCHOOL,
GREENVILLE
TRITON HIGH
TUSCOLA HIGH
TWILIGHT HIGH
UNION ACADEMY, MONROE
UNION GROVE CHRISTIAN SCH
UNION PINES HIGH
UNITED FAITH CHRISTIAN ACAD
UNIVERSITY CHRISTIAN HIGH
UWHARRIE CHARTER ACADEMY
VANCE COUNTY EARLY COLLEGE
HIGH
VANDALIA CHRISTIAN SCHOOL
VICTORY CHRISTIAN CENTER
SCHOOL
VILLAGE CHRISTIAN ACADEMY
WAKE YOUNG WOMEN’S
LEADERSHIP ACADEMY
WALLACE-ROSE HILL HIGH
WALTER M WILLIAMS HIGH
WARREN COUNTY HIGH
WASHINGTON HIGH
WAYNE EARLY MIDDLE COLLEGE
HIGH
WEAVER ACADEMY
WEDDINGTON HIGH
WESLEYAN CHRISTIAN ACADEMY
WEST BLADEN HIGH
WEST CARTERET HIGH
WEST CRAVEN HIGH
WEST HENDERSON HIGH
WEST IREDELL HIGH
WEST MECKLENBURG HIGH
WESTCHESTER COUNTRY DAY
SCHOOL
WESTERN ALAMANCE HIGH
WESTERN HARNETT HIGH
WHITE OAK HIGH
WILKES EARLY COLLEGE HIGH
WILLIAM A HOUGH HIGH
WOODLAWN SCHOOL
North Carolina Early Mathematics
Placement Testing-
A Treasure Chest of Mathematical
Advice for the College-Bound!
www.ncempt.org
Ellen Hilgoe, Associate Director
Phone: 252-328-6418
17 E-mail: ncempt@ncempt.org
IV. Summary of 2014-2015 Testing
Two versions of the NC EMPT test were administered during the year. For those
schools interested in pretesting early in a new term for diagnostic and
motivational purposes, Option #1, the previous 2013-2014 version was used.
Pretesting data for Option #1 can be found on page 15. Option #2, used by the
vast majority of schools, involves administering the new 2014-2015 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 2014-2015 Version
of the NC EMPT Test (Option #2):
Time Period Number of Students
Fall 2014 10,420
Spring 2015 16,044
Total for Year 26,464
NC EMPT Scores and Levels
Student opscan forms were graded at the NC EMPT office at East Carolina
University. Feedback was returned to the school’s contact person immediately.
Turnaround time is defined to be the amount of time it takes to return testing
results from the day a batch of opscans arrives at the NC EMPT office to the day
the results are mailed back to the high school from the office. The average
turnaround time during 2014-2015 for the return of Option #1 and
Option #2 test results to 38,903 students remained 0.8 days, our
fastest time ever!!
High Schools Participating in Testing
Options #1 or #2, 2014-2015
Option #1 Option #2
44 74 135
High Schools Participating in Option #2
2014-2015
Fall 2014 Spring 2015
37 60 112
19
There are 32 questions on each test version. Test scores are grouped into four
levels. Level 1 is the lowest level and Level 4 is the highest. A student placing
into Levels 3 or 4 is considered college-ready in mathematics:
EMPT Level Number of Correct Answers
1 0-11
2 12-16
3 17-24
4 25-32
These scores were then used to advise each student in a personalized letter. Each
letter contained a test score, the test score converted to a percent, a
corresponding EMPT level, a listing of the mathematical objective for each test
question, a listing of each answer given by the student, a listing of each correct
answer, and an interpretation of each student’s readiness to take college-level
mathematics courses. The suggested levels were interpreted as:
Level 1: A Level 1 score indicates the student is not ready for college-level
math courses and must take remedial mathematics.
Level 2: A Level 2 score indicates the student must take remedial
mathematics in some choices of majors.
Level 3: A Level 3 score indicates the student is ready for a beginning-level
college mathematics course. However, a Level 3 score may be
considered borderline at some universities for students planning
to major in math, science, or engineering.
Level 4: A Level 4 score indicates a solid high school preparation for
college-level mathematics. Some universities may allow a student
scoring at Level 4 on their math placement test to skip the first
college math course, depending on that student’s choice of major.
Each student’s results letter also included valuable advice about the beginning
required mathematics courses for their chosen major and the actual mathematics
placement procedure at the NC community college or UNC institution of their
choice. In addition, helpful website addresses were provided for the mathematics
department and math course descriptions for the college or university of choice.
Samples of student results letters follow.
The contact person of each participating high school also received a summary, in
various formats, of the test results of all students who participated at the school.
Individual teachers received helpful results by class and period. Each teacher
was provided with a copy of a brochure titled “Mathematics Placement
Procedures at NC Community Colleges and UNC Constituent Institutions, 2014-
2015,” a handy reference tool for their college-bound students. The brochure is
updated each year by the associate director upon the advice of the NC EMPT
Advisory Board members who represent the fifteen UNC campuses and fifty-eight
NC community colleges. A sample of this brochure follows as well.
20
21
22
23
24
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/academics/
departments-schools-colleges/cas/casdepts/mathcsdept/index.asp
For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the
keyword "MATH," scroll down the page, and then click on individual math courses.)
UNC Wilmington
All entering freshmen without a placement test exemption 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.
Students who have received a score of 22 or better on the ACT Math Test or who have
received a score of 2 or better on the Advanced Placement AB or BC Calculus Test are exempted from the
placement test. These scores may be used to place students into the appropriate UNCW mathematics
course.
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 students at UNC Charlotte are required to have results from the
SAT-Math section test or the ACT equivalent test prior to placement in their first
math course. Students with AP or transfer math credit will be placed in their first
math course based on the class level credit received.
If students do not have AP or transfer math credit, the SAT-Math score or ACT
equivalent score will be used to place students in their first math course. SAT Math scores less than 480
(ACT less than 18) place students in Math 0900 (Developmental Math). SAT Math scores ranging from
480-540 (ACT 18-22) will allow students to enroll in Math 1100, Math 1102, or Math 1105 (College
Algebra, Survey of Math, or Finite Math). SAT Math scores ranging from 550-600 (ACT 23-25) will
allow students to enroll in Math 1100, Math 1102, Math 1103 (Pre-Calculus), or Math 1105. SAT
Math scores ranging from 610-800 (ACT 23-36) will allow students to enroll in the above courses, in
Math 1120, 1241 (Business Calculus, Calculus 1), or Stat 1220, Stat 1221, Stat 1222 (Business Stat,
Bio-Stat, Social Science Stat).
Transfer students, adult students, or international students who do not have a SAT-Math score, or
ACT score, or math transfer credit, will be asked to take the hard copy math placement test to determine
their first math course. The math placement test is 25-question, 30-minute test. Calculators are not
allowed. Scores less than 11 will place students in Math 0900; scores ranging from 11-13 allow students
to enroll in Math 1100, Math 1102, or Math 1105; scores ranging from 14-17 will allow students to
enroll in Math 1100, Math 1102, Math 1103, or Math 1105; scores ranging from 18-25 will place allow
students to enroll in the above courses, or in Math 1120, Math 1241, Stat 1220, Stat 1221, or Stat 1222.
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-descriptions/MATH
UNC Greensboro
The Math Placement Tests will determine your eligibility to enroll in MAT 120
(Calculus for Business and the Social Sciences), 151 (Precalculus II), 190 (single
semester Precalculus), or 191 (Calculus I). Certain entry level courses have no
prerequisites; students who wish to enroll in MAT 112 (Contemporary Topics in
Mathematics), 115 (College Algebra), 150 (Precalculus I), or STA 108 (Elementary
Introduction to Probability and Statistics) may do so without a placement test. Students with a sufficiently
strong mathematics background who wish to enroll in MAT 120, 151, 190, or 191 must take the placement
test(s) or score 2 or higher on the AP Calculus Exam. The department has a series of placement tests,
which students take online via their Blackboard account. Additional information can be found at http://
www.uncg.edu/mat/undergraduate/mathplacetest.html.
For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/
For UNCG math course descriptions, visit: http://www.uncg.edu/mat/links/undergrad-bulletin.
Then click on the link: Mathematics Courses (MAT).
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/casbe/academics/departments/math/
default.aspx
For WSSU math course descriptions, visit: http://catalog.wssu.edu/content.php?catoid=15&navoid=790. Scroll to bottom and click on
page 9. Scroll to bottom of page 9 and click on desired mathematics course.
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 $505.01, or $.12 per copy. ASC-006215 (rev. 10/14) 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 2014-2015 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 208-212 of the document.)
continued . . .
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 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/placement.html
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
2014-2015
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 4-day-a-week course
that does not count towards graduation. Not placing into college-level mathematics delays a student since
MAT 0010 must be successfully completed before a student can take any course with an ND designator.
For example, a student must place into college-level mathematics or successfully complete MAT 0010 to
take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology,
Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be
required to take an online placement test. Keeping your math skills current is critical.
For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu
For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/13_14_undergrad/11_artsandsciences.pdf. (See
pages 101-107.)
North Carolina Community Colleges
Most students entering a community college in North Carolina take the North Carolina
Diagnostic Assessment and Placement (NC DAP) Test during their summer orientation
or prior to their first semester of college courses. Cut scores to enter college-level math
courses are standarized across all 58 community colleges and test results are transferable.
Many students will benefit from brushing up on math skills prior to taking the NC DAP. The NC EMPT
practice placement test helps students understand what skills must be improved so the appropriate degree-counting
math course(s) can be taken succesfully in college.
North Carolina community colleges are implenting a new placement policy, Multiple Measures of
Placement, for incoming students that establishes a hierachy of measures that colleges will use to determine
students' readiness for college-level courses. High school students who meet the GPA or ACT/SAT
benchmarks will be exempt from diagnostic placement testing and will be considered "college-ready" for
gateway math and English courses. Some community colleges are currently using Multiple Measures of
Placement (MMP). All North Carolina community colleges will implement MMP by the fall of 2015.
Students should check with their local college for more details.
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/academics/catalogs/undergrad/7436.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 the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu
For NCSU prerequisites and 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 2 scores. A student with an SAT Math score of less than 440, or
SAT Subject Math Level 2 score of less than 430, or ACT Math Score of less than 16 will
be placed on MATH 099-Intermediate Mathematics, a remedial mathematics course offered by the Center for
Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level 2 score between 430
and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101-Fundamental Algebra
and Trigonometry I (for non-STEM majors) or MATH 103-College Algebra and Trigonometry for Scientists and
Engineers (for STEM majors) offered by the Mathematics Department. An SAT Math score between 490 and
540, or SAT Subject Math Level 2 score between 470 and 530, or ACT Math score between 19 and 21 requires
that the student enroll in MATH 110-Precalculus for Engineering Sciences, or MATH 111-College Algebra and
Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher,
or SAT Subject Math Level 2 score of 540 or higher, or ACT Math score of 22 or higher allows the student to
enroll in MATH 131-Calculus I also offered by the Mathematics Department.
If a student is not satified with his/her initial math course placement, s/he can take the Mathematics
Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement
of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while
the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50
minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement
test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra
placement test allows the student to enroll in MATH 101 if the student is a non-STEM major or MATH 103
if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the
student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the
student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131.
For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schools-colleges1/cas/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. 217-223 within the catalog.
East Carolina University
Many entering freshmen at East Carolina University take a mathematics placement exam
prior to their first college courses. Since Fall 2013, ECU has been using ACCUPLACER,
a computer adaptive test, to place students into mathematics courses. A drop-down
calculator window is provided by ACCUPLACER during the test. A score of 74 or
less on this test requires the student to enroll in a remedial math course. A score of 75 or more allows a
student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making),
or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics
requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores.
For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT
Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It
is very important that students take a mathematics course during their senior year of high school so that
skills are retained.
For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/
For ECU math course descriptions, visit: http://www.ecu.edu/cs-acad/Ugcat/CoursesM.cfm#math
For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test.")
FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT
Placement Criteria Course Placement
SAT-Math (SATM) Score >= 600 and MATH 142 – Calculus and Analytical Geometry I
College-Level Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________
SATM Score >= 600 or MATH 131 – Algebra and Trigonometry
College-Level Math Score >= 80-99 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________
SATM Score = 500-599 or MATH 129 – Precalculus Mathematics I
Algebra Profile Score >= 71 For math, computer science, biology, and chemistry majors.
MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________________________
SATM Score = 500-599 or MATH 123 – College Algebra
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
27
28
29
30
31
3%
0.20%
1%
0.1%
0.05%
5%
1%
2%
1%
0.20%
9%
1%
8%
1%
0.20%
7%
2%
1%
1%
0.02%
10%
2%
9%
0.50%
0.20%
3%
2%
0.20%
1%
0.10%
14%
3%
9%
1%
0.30%
2%
2%
0.10%
1%
0.10%
0
500
1000
1500
2000
2500
3000
3500
4000
Algebra II or Math III
Essentials for College Math
Advanced Functions and Modeling
Advanced Math, or Algebra III, or
Advanced Algebra or Trigonometry
Integrated Math IV or Math IV
Pre-Calculus
Probability, or Statistics, or Discrete
Math
Calculus
Other
I am not currently enrolled in a
math course
Number of Students
Placement Level by Current Math Course
2014-2015
Level 4 (highest) Level 3 Level 2 Level 1
32
0
200
400
600
800
1000
1200
1400
1600
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132
Number of Students
Score
NC EMPT Score Frequency
2014-2015
Frequency
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct
Question #
Item Analysis 2014-2015
33
Question Objective # Correct % Correct
1 order fractions from least to greatest 23855 89.51
7 solve word problem: proportion 21651 81.24
13 factor a polynomial 21594 81.02
31 solve system of linear equations 21422 80.38
14 find median given data set 21181 79.47
3 simplify using laws of exponents 21034 78.92
10 find measure of angle of triangle 20973 78.69
16 solve formula given values 20683 77.6
2 solve equation using distributive property 20298 76.16
18 simplify a complex fraction 19710 73.95
17 recognize function given data 19549 73.35
32 solve word problem: quadratic function 19433 72.91
15 identify equation of translated function 19396 72.78
6 solve linear inequality 19378 72.71
28 solve word problem: right triangle trig 19074 71.57
22 subtract rational expressions 19011 71.33
11 evaluate function 18975 71.2
8 simplify radical and find reciprocal 18926 71.01
30 find domain of function given graph 18291 68.63
19 identify equation of line given two points 17813 66.84
20 find side of special right triangle 17488 65.62
4 find slope of line given equation 17197 64.52
23 square a binomial 17150 64.35
25 compare areas of two circles 16866 63.28
27 solve quadratic equation 16812 63.08
9 solve word problem: units of measure 16502 61.92
12 solve absolute value equation 16422 61.62
5 find volume of cube 15508 58.19
29 solve word problem: rate, time, distance 15009 56.31
24 find inverse of relation 14620 54.86
21 solve word problem: percent increase 14028 52.63
26 simplify using laws of exponents 12268 46.03
Item Analysis by Decreasing %, 2014-2015
34
1
NC Early Mathematics Placement Testing 2014-2015
NC EMPT Test Results, 2014-2015 Test Version
Total Students Tested: 26,464 Placement Levels (#1 lowest - #4 highest)
(paper and pencil test) Level 1: 32% Level 3: 29%
Mean Score: 15.6 out of 32, or 49% Level 2: 27% Level 4: 12%
This test is calculator optional. The current calculator usage policy on the actual math placement
test for each UNC institution and NC community college is shared with high school math teachers
prior to testing.
Correct answers are circled below. The percent of students choosing each answer is found in an
italicized font below each answer. The last percentage listed for each question represents the
number of students who did not answer the question.
_____________________________________________________________________________________
Select the one best answer to each question. Place each answer on your bubble sheet.
1.
Write these fractions in order from least to greatest: 2 , 3 , 5 , 4
3 4 8 9
Not answered
A. 2 , 5 , 4 , 3
3 8 9 4
B. 4 , 2 , 5 , 3
9 3 8 4
C. 4 , 5 , 2 , 3
9 8 3 4
1.88% 9.70% 82.68%
D. 5 , 3 , 2 , 4
8 4 3 9
E. 2 , 4 , 3 , 5
3 9 4 8
3.32% 2.24% 0.18%
2.
Simplify:   	x   2 3x  1    4 

A.  7x  5 B.  7x   6 C.  7x  6
7.74% 59.35% 19.94%
D.  6x   6 E.  7x  10
9.02% 2.10% 1.85%
3.
Which of the following is a simplified form of    23a8 2 ?
A. 16a16 B. 64a10 C. 64a16 D. 16a10 E. 32a16
6.79% 18.56% 64.06% 5.18% 4.82% 0.59%
35
2
NC Early Mathematics Placement Testing 2014-2015
4.
The graph of the line with equation  3x   4y  17 intersects the x   axis when x   ?
A. 17
3
B. 17
3
  C. 4
3
D. 4
3
  E. 17
4
Not answered
9.64% 40.33% 13.24% 16.29% 18.20% 2.30%
5.
This block of wood is a rectangular prism. What is the
surface area of the block?
A. 16 in2 B. 25 in2 C. 30 in2
3.35% 3.65% 57.86%
D. 38 in2 E. 62 in2
5.14% 29.17% 0.83%
6.
If  3x  13    14, then
A. x 
 9 B. x   9 C. 1
3
x   D. 1
3
x 
   E. x    9
54.39% 25.58% 6.87% 6.28% 6.10% 0.78%
7.
A breakfast cereal maker increased the size of one of its cereal boxes so that it holds 20% more
cereal. If the original box held 15 ounces of cereal, how many ounces of cereal does the new box
hold?
A. 3 B. 7.5 C. 18 D. 20 E. none of these
14.54% 4.00% 67.69% 4.86% 8.08% 0.83%
8.
A man 6 feet tall stands next to a child that is 4 feet tall. What is the length, in feet, of the child’s
shadow if the man’s shadow is 3 1
2
feet long?
A. 2 B. 7
3
C. 5
2
D. 8
3
E. 3
14.07% 51.93% 21.78% 7.12% 3.54% 1.56%
2 in
3 in
5 in
36
37
4
NC Early Mathematics Placement Testing 2014-2015
14.
The scores on a test were 75, 100, 90, 85, and 75. Which statement about the scores is true?
A. The range is greater than the mode. 7.97% Not answered
B. The mode is greater that the median. 5.97%
C. The mode is greater than the mean. 6.73%
D. The mean is less than the median. 12.33%
E. The mean and median are the same. 65.69% 1.31%
15.
Which of the following is the equation of the parabola whose graph is shown below?
A. y    2x2   2 B. y    x2   2
55.71% 26.85%
C. y   2x2   2 D. y   x2   2
7.94% 5.97%
E. y    2x2   2
2.38% 1.15%
16.
The length L of a spring is given by the formula 4 9,
7
L   F   where F is the applied force.
What force will produce a length of 14?
A. 2 6
7
B. 8 3
4
C. 13 1
7
D. 22 1
4
E. 40 1
4
9.75% 62.07% 11.20% 6.30% 8.49% 2.19%
17.
The cost of shipping computers from a warehouse is given in the table below:
number of computers x 50 75 100 125
cost in dollars y 1700 2500 3300 4100
Which kind of function below best models this data?
A. quadratic B. rational C. cubic D. linear E. exponential
12.48% 8.96% 5.23% 55.96% 15.59% 1.78%
y
2 x
-1 1
38
5
NC Early Mathematics Placement Testing 2014-2015
18.
Which of the following is an equivalent form of 2
4 3
x   ? Not answered
A. 2
7
x  
B. 2
12
x  
C. 3 8
12
x  
D. 4 6
12
x  
E. 3 8
7
x  
21.56% 13.23% 54.35% 4.10% 5.08% 1.68%
19.
The equation of the given graphed line is
A. x   2y    2 B. x  3y    6
18.26% 6.97%
C. 2x   y    2 D. x  3y   6
21.84% 5.78%
E. 2x   y   2
44.48% 2.67%
20.
Solve this system of linear equations:
2 8
5 2 17
x y
x y
        
      
The y  value of the solution is
A.  10 B.  6 C.  1 D. 6 E. 10
7.77% 18.65% 18.79% 41.65% 8.7 8% 4.36%
21.
In the given table, the number of tigers at Zoo A is shown for various years. What is the
percentage increase from 1990 to 2000?
Tiger Population at Zoo A
Year 1970 1980 1990 2000
Number of Tigers 0 8 4 12
A. 50% B. 100% C. 150% D. 200% E. 300%
10.63% 9.65% 16.48% 21.44% 38.97% 2.83%
y
x
-2
1
39
6
NC Early Mathematics Placement Testing 2014-2015
22.
The diameter of the smallest visible particle is 0.0012 in. Write this number in scientific
notation.
Not answered
A. 12 x 10 4 B. 1.2 x 10 3 C. 0.12 x 10 2
17.58% 49.07% 15.26%
D. 1.2 x 103 E. 12 x 104
11.25% 4.85% 1.99%
23.
In the given right triangle,  QRS, which equation would
correctly find the angle of elevation from point S to
point R?
A. tan 7
24
S   B. sin 24
25
S   C. cos 24
7
S  
40.19% 20.72% 13.65%
D. cos 7
24
S   E. tan 24
7
S  
10.72% 10.46% 4.26%
24.
What is the equation of the inverse of the function x   2y  3   0?
A. 1 3
2 2
y     x   B. y    2x  3 C.  x   2y  3   0
22.93% 24.92% 33.49%
D. x   2y  3   0 E. 2x   y  3   0
5.94% 8.57% 4.15%
25.
Find the area of the shaded region of the circle in square inches.
Leave your answer in terms of   .
A. 2  B. 4  C. 8 
14.83% 39.03% 17.56%
D. 10  E. 16 
4.10% 20.83% 3.65%
7
24
R 25
Q S
4 in
40
7
NC Early Mathematics Placement Testing 2014-2015
26.
Solve for x : 2 2 2 .
2
a b
c
x   Not answered
A. 2
ab
c B. 2ab c C.
ab
c
24.88% 16.12% 30.14%
D.
a b
c
 
E. a   b   c
14.32% 9.76% 4.78%
27.
How high up on a building will a 15-foot ladder reach if the bottom of the ladder is placed 5 feet
from the base of the building?
A. 2 10 ft B. 55 ft C. 10 ft D. 10 2 ft E. 5 10 ft
9.84% 6.91% 24.38% 37.96% 16.40% 4.51%
28.
Solve the quadratic equation 2x2   8x. Name the larger of the two solutions.
A. x    4 B. x    2 C. x   0 D. x   2 E. x   4
6.51% 7.09% 9.26% 19.82% 52. 40% 4.92%
29.
Find the range of the function in the given graph.
A. y   0 B. y   2 C. y 
 0
26.23% 27.55% 8.34%
D. x   0 E. all real numbers
6.28% 26.73% 4.87%
30.
The function f  t     5t2   20t   60 models the approximate height of an object t seconds after
it is launched. How many seconds does it take to hit the ground?
A. 2 B. 5.5 C. 6 D. 12.5 E. 60
9.30% 15.38% 48.06% 13.12% 7.94% 6.20%
y
x 2
2
41
8
NC Early Mathematics Placement Testing 2014-2015
31.
If the coordinates of one endpoint of a line segment are   4,3  and the coordinates of the
midpoint of the segment are  0,0  , what are the coordinates of the other endpoint of the segment?
Not answered
A.  4, 3  B.   4, 3  C.   4,3  D. 5 E.   2, 1.5 
66.26% 10.16% 11.42% 3.70% 3.64% 4.82%
32.
If x dollars is invested in a savings account earning 2%annual interest and y dollars is invested
in another savings account earning 3% annual interest, then which of the following expressions
represents the annual interest earned, in dollars, for both accounts combined after one year?
A. 0.05 x   y  B. 2x  3y C. 5 x   y 
9.20% 8.84% 7.66%
D. 0.2x  0.3y E. 0.02x  0.03y
14.64% 54.30% 5.36%
42
43
3244
2758
2564
2344
2096
1997
1993
1375
1357
659
570
532
526
522
520
509
455
407
374
346
212
164
76
72
58
2355
1558
1503
1932
2136
1865
1916
1390
1280
826
597
1019
644
721
766
690
934
601
601
491
441
369
252
163
288
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
Business, Management and Marketing
Engineering
Nursing
Visual and Performing Arts
Medical Technologies and Allied Health Fields
Pre-Medicine, Pre-Veterinary Medicine or Pharmacy
Social and Behavioral Sciences
Biology and Biological Sciences
Security and Protective Services
Computer Science in a Business Area
Pre-K and Elementary Education
Engineering Technologies
Agriculture
Humanities
Automotive Technology
Computer Science in a Mathematics, Engineering or
Science Area
Parks, Recreation, Leisure and Fitness Studies
Mathematical and Physical Sciences
Family and Consumer Sciences
Secondary Education in a Non-Science or Non-
Mathematics Area
Architecture and Related Services
Natural Resources and Conservation
Middle Grades Education
Secondary Education in a Science and Mathematics
Area
Ethnic, Cultural and Gender Studies
Percentage of Students
Anticipated College Major
2014-2015
First Choice
Second Choice
44
45
128
247
200
8
3
16
14
936
34
1075
180
52
17
158
78
15
928
736
862
32
36
147
69
1379
141
1196
703
248
83
609
297
88
1526
506
876
64
71
249
157
786
109
586
618
258
150
437
281
164
2234
429
905
104
241
448
289
712
117
477
677
286
192
300
256
322
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)
2014-2015
Level 4
(highest)
Level 3
Level 2
Level 1
46
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)
2014-2015
Level 4 (highest)
Level 3
Level 2
Level 1
47
V. Trends in NC EMPT Data, 1996-2015
The NC EMPT Program has compiled data from a pilot semester (spring 1997) and
eighteen 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 2006-2007 $3.86
1999-2000 $4.55 2007-2008 $4.07
2000-2001 $4.24 2008-2009 $7.27
2001-2002 $3.62 2009-2010 $4.78
2002-2003 $4.02 2010-2011 $5.25
2003-2004 $4.96 2011-2012 $4.47
2004-2005 $3.79 2012-2013 $5.26
2005-2006 $3.59 2013-2014 $6.52
2014-2015 $5.26
Top Anticipated College Majors
Year Major Students Choosing
Major as First Choice
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%
2013-2014 Business, Management, and Marketing 12%
Engineering 10%
Nursing 9%
Visual and Performing Arts 9%
2014-2015 Business, Management, and Marketing 12%
Engineering 10%
Nursing 10%
Visual and Performing Arts 9%
Note that testing during 2008-2009 occurred only during the second half of the school year.
49
* Note that testing during 2008-2009 occurred only during the second half of the school year.
* Note that testing during 2008-2009 occurred only during the second half of the school year.
8,195
27,456
27,030
33,833
38,261
41,520
38,821
33,549
43,714
47,925
46,418
43,063
23,476
37,434
38,969
44,217
37,090
30,631
38,903
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
2013-
2014
2014-
2015
Number of Students
Students Participating in NC EMPT, 1996-2015
66
205
189
251
288
287
285
243
302
303
292
293
243
282
302
291
261
216
253
0 100 200 300 400 500
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
Number of Schools
High Schools Participating
in NC EMPT, 1996-2015
50
0%
10%
20%
30%
40%
50%
96-
97
97-
98
98-
99
99-
00
00-
01
01-
02
02-
03
03-
04
04-
05
05-
06
06-
07
07-
08
08-
09
09-
10
10-
11
11-
12
12-
13
13-
14
14-
15
Year
Grade Level of Participating Students
1996-2015
Sophomore
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
13-
14
14-
15 Year
EMPT Level of Participating Students
1996-2015
Level 4 (highest) Level 3 Level 2 Level 1
51
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
96-
97
97-
98
98-
99
99-
00
00-
01
01-
02
02-
03
03-
04
04-
05
05-
06
06-
07
07-
08
08-
09
09-
10
10-
11
11-
12
12-
13
13-
14
14-
15
Year
Students Planning to Go to College
After High School Graduation, 1996-2015
4-year College
2-year College
0
5
10
15
20
25
97-
98
98-
99
99-
00
00-
01
01-
02
02-
03
03-
04
04-
05
05-
06
06-
07
07-
08
08-
09
09-
10
10-
11
11-
12
12-
13
13-
14
14-
15
Year
Average Score Out of 32 Questions
for Participants Each Year, 1996-2015
52
VI. Evaluation of the 2014-2015 Year
Feedback from participating teachers is essential to the success of the program and
responses are carefully reviewed and considered. The surveys in this section of the
report were disseminated in May and June 2015 to the contact persons of the high
schools involved in Option #1 and/or Option #2 testing during the spring of 2015.
Spring Option #2 is our largest and last testing window of the school year. Included is
feedback from teachers following a block schedule or a traditional ten-month school
calendar, and from public (including charter and federal) and non-public schools. The
surveys were created and distributed via email using Qualtrics software. This software
was made available to the associate director by the Information Technology and
Computing Services (ITCS) Department of East Carolina University. The teacher
contacts were asked to discuss the survey statements and questions with other
participating mathematics teachers in their departments before completing the survey.
With 98 of 192 surveys completed, 51% of those polled responded. This response rate
was slightly lower than the 55% rate from the previous year, 2013-2014. The associate
director emailed four batches of surveys to school contact persons throughout May and
June 2015 as schools completed their last rounds of EMPT testing. An email reminder
to complete the survey was sent to contact persons in each batch one week later. Survey
results were anonymous.
This Survey of 2014-2015 Participating Teachers Found…
♥ 97% strongly agreed or agreed that the informational mailings and monthly e-newsletters sent in
2014-15 to high school math chairs statewide and last year’s contact persons were helpful reminders
of the news and services available from the NC EMPT Program.
♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test
score summaries for teachers and individualized results letters for students.
♥ 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.
♥ 99% 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 testing instructions provided for each teacher were clear
and easy to follow.
♥ 99% strongly agreed or agreed that overall the NC EMPT Program provides a valuable
service to high school students and teachers.
53
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 99% 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 that represent NC community colleges
and UNC institutions are asked to update information about their particular schools.
This information is unique to each school and includes calculator usage on actual
mathematics placement tests, beginning required mathematics courses for majors, and
descriptions of mathematics placement procedures. The associate director gathers this
information and updates a brochure titled “Mathematics Placement Procedures at NC
Community Colleges and UNC Constituent Institutions.” See pp. 25-26 for a sample of
this document. This important brochure is disseminated annually to each participating
teacher and all public and non-public high school principals, math chairs, and
counseling departments. According to question #9 in the survey, a healthy 95% 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.
A reassuring ten of the fifteen survey questions (80%) had equally positive responses or
responses within two percentage points above or below the responses to the same
questions in 2013-14. The NC EMPT website was redesigned in the fall of 2013 and this
included using Qualtrics software to recreate and improve our online registration form
for testing. Responses to question #2 indicate that our redesign efforts have paid off
handsomely: 87% of the respondents strongly agreed or agreed that the online form was
user-friendly and reliable (up from 78% in 2013-14). Also complimentary was the fact
that the percentage of teachers who strongly agreed or agreed that the NC EMPT
website, www.ncempt.org, is an informative tool for college math placement testing in
NC was 89% (up from 85% last year). An important three-year positive trend was noted
in the responses to question #6 regarding the serious attitude and attentiveness of
students while testing, from 83% to 88% to 91%, for those teachers who strongly agreed
or agreed. Similarly, another increasing three-year trend was noted in question #12,
from 85% to 89% to 92%. The very positive teacher responses to this question related to
the statement, “Students found their NC EMPT experience useful for future college
plans.”
Question #5, “Test administration took a total of 60 minutes or less,” was the only
question out of fifteen that showed a decline of more than two percentage points. In
2013-14, 96% of the responses indicated a strong agreement or agreement with this
statement. In the 2014-15 survey, 91% agreed. The associate director has not received
feedback from teachers about why this percentage decreased, but will make contacts
with high school representatives to learn why.
54
Question #10, “Participating teachers took time to review test errors with students,” had
a three-year response change from 77% to 73% to 71% in the last three surveys. This
could be an indication of the competition for instructional time due to many other tests,
schedule changes, and missed class days due to severe weather. The best case scenario
would be for teachers to return a test copy along with each student’s 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, lists of top missed questions,
and a math placement test question of the week that could then be assigned to students
to reinforce mastery of the indicated weaknesses.
The NC EMPT Program again enjoyed the services of webmaster Laurie Godwin, an
ECU tech support specialist. We also appreciated the patience and great help of
Qualtrics expert Monica Moore from the ECU ITCS Academic Computing Department.
A sample of the most recent Qualtrics year-end survey and the results follow:
NC EMPT Teacher Survey, Spring 2015
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, 2015.
55
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
1. Informational mailings were
sent to high school math chairs
statewide and to last year's
contact persons in October
2014 and then in February
2015. Monthly e-newsletters
were sent as well. These
mailings were helpful
reminders of news and services
available from the NC EMPT
Program.
83 12 0 1 2 98
2. An online registration form
for NC EMPT testing is available
on the NC EMPT website. If
you registered to test during
2014-15 using this online form,
please rate this statement: The
online registration form was
user-friendly and reliable. (If
you mailed or faxed a paper
form, choose N/A.)
76 8 1 1 11 97
3. The NC EMPT website,
www.ncempt.org , is an
informative tool for college
mathematics placement testing
in NC.
66 21 1 1 9 98
4. The testing instructions
provided for each teacher were
included with testing materials.
These instructions were clear
and easy to follow.
89 8 0 1 0 98
5. Test administration took a
total of 60 minutes or less.
68 21 5 2 2 98
Part A: Carefully read each statement below and respond by checking one box to the right of each.
56
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
6. Students were attentive and
tested with a serious attitude.
40 49 6 2 1 98
7. The NC EMPT office
promptly returned hard copies
of test score summaries for
teachers and individualized
results letters for students.
90 6 1 1 0 98
8. The test score summary
received by each teacher for
each class period was helpful.
84 13 0 1 0 98
9. The orange brochure titled
"Mathematics Placement
Procedures at NC Community
Colleges and UNC Constituent
Institutions, 2014-2015" was
included in each teacher's
results package. This brochure
was useful to teachers in
advising college-bound
students.
74 19 1 1 3 98
10. Teachers took time to
review test errors with
students.
37 33 11 6 11 98
11. Students found their
individualized student results
letters valuable.
51 41 0 1 4 97
12. Students found their NC
EMPT experience useful for
future college plans.
37 51 3 1 4 96
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.
70 25 0 1 1 97
57
Question Strongly
Agree
Agree Disagree Strongly
Disagree
N/A or
No
Opinion
Total
Responses
14. The NC EMPT Program will
accomplish its goal of helping
to reduce the percentage of
incoming college freshmen that
require mathematics
remediation at the college level
(consider the seniors from your
high school that participated in
the program and plan to attend
college in fall 2015).
52 34 5 1 5 97
15. Overall, the NC EMPT
Program provides a valuable
service to high school students
and teachers.
79 16 0 1 0 96
Part B: Please type your thoughts about the three questions below:
16. A new resource continued to be provided for students and teachers during the 2014-
2015 school year on the NC EMPT website. It was a weekly posting of a practice college
math placement "Test Question of the Week." Each new question also included the
answer and solution to the previous week's question. A second website link compiled
the "Past Test Questions of the Week." There are now sixty-eight practice questions and
solutions available. Did you and/or your students use this NC EMPT resource? Please
explain why or why not.
Number
Comments About Teachers and Students Using the NC EMPT website resources:
“Test Question of the Week” and “Past Test Question of the Week.”
29 Yes, we used these helpful sample test questions!
8 Yes, the practice questions were valuable practice for college math placement testing.
4
I used these questions as warm-up problems weekly; great openers for the beginning of
class or for when I had extra time.
1
The questions were another tool we could use to place students in appropriate next
classes.
1
I strongly encouraged my students to use this resource at home to study for the practice
NC EMPT test and to keep for the real math placement test they will see this summer.
58
1
I love the weekly questions you provide! I wish it was a question each day. This is great
for students to use all year long, even when they are not in a math class.
1
I used these questions with my PreCalculus students and it was an awesome review of
skills that they claimed they did not remember.
1
These questions provided practice in doing higher-level thinking, which is part of our
mission statement.
1 These questions provided a wake-up call for many of my students.
1 We used some as Math Club questions of the month.
1 I used these as bonus questions throughout the semester.
1 I used these questions during the Flex period.
1
These were most helpful in exposing students to a variety of types of math problems which
may or may not be covered in the high school curriculum.
52 No, I did not use the weekly sample math placement questions from the NC EMPT
website.
17
No, due to time constraints; I did not have the time for them and the material I have to
teach; the curriculum is already too full and I had to focus on it.
17
My math department did not use the questions, but plan to incorporate them next year; we
will do better to share this resource next year; if we just plan to include them next year, it
will happen!
11
I was not aware of this resource; I did not realize it was available; my fault for not reading
the e-newsletters more carefully; I didn’t use them, but I’m not sure why not.
4
We couldn’t squeeze the questions in. We have been swamped with trying to cram all the
content in with losing so many instructional days due to snow.
4 I taught math classes that these questions were not appropriate for.
3
I’m not sure if the questions were used by teachers and/or students. I am not a member of
the math department. I am an administrator.
2 I used practice ACT questions instead in my classes to help prepare for the ACT.
2 We didn’t use these questions, but we used the Top Ten Missed Questions in our classes.
2
I didn’t go back to the NC EMPT website often enough this year to remember all the
resources it offers. I will plan to pull in these questions next year.
1 I didn’t use these questions in my classes, but I did use some at the STEM Program for
59
middle and high school students.
1
I should have used them, but with NC Final Exams, we were so busy preparing for the
exams that I completely forgot these questions were there.
In an effort to measure how often the NC EMPT website links “Math Placement
Question of the Week” and the accompanying “Past Questions of the Week” were clicked
on by students and teachers, Google Analytics software was employed in late March
2015. The table below shows increased usage during the months of April and May 2015.
These counts will continue to be monitored during the next school year.
Link on www.ncempt.org Month Clicks
Question of the Week April 2015 139
Question of the Week May 2015 166
Past Questions of the Week April 2015 31
Past Questions of the Week May 2015 32
17. A new fourth math course option was introduced in some public high schools across
NC during 2014-15. More high schools will offer this course during 2015-2016 here in
NC and in other states nationwide. Created by writing teams from five states (including
NC) for the Southern Regional Education Board, the course is titled "SREB Math
Ready." North Carolina renamed the course "Essentials for College Math" (ECM).
Students in ECM classes are an important target audience for NC EMPT because their
college readiness math skills need strengthening. Monthly NC EMPT e-newsletters
have included updates about SREB and the new ECM course. Were these updates
helpful? Is there additional information you would find helpful in the e-newsletters?
Number
Comments About the Helpfulness of Monthly NC EMPT e-Newsletters in Providing
Updates About SREB and the New ECM Course.
43 Yes! The updates were very helpful.
2 I love to be in the “know” with upcoming curriculum information.
2
The updates reinforced and clarified information received from other sources; the updates
provided additional support for teachers.
1
The monthly e-newsletters informed me about training session dates and locations. I also
learned what ECM is all about.
60
1
The monthly e-newsletters allowed me to discuss new information with my guidance counselor
about math course options for the coming year.
1
Any math updates are always helpful to the teacher in preparing lesson plans and in
considering new teaching strategies.
1
Even though we are not bringing SREB Math Ready to my school, they were helpful. Hopefully
we will soon be able to offer the course. I also liked giving the pre- and post-test to my ECM
student. 14 out of 18 improved! :o)
1
Our ECM class was used for seniors that would have struggled in AFM. Most are going to a
community college, work, or the military. I used some of the ECM activities in my other classes
too.
1
We are still puzzled about why this course is considered “above Alg II.” Can this issue be
addressed in a future newsletter?
1
We want to know what the State Board of Education is planning to do about 4th math course
options. Will we continue to teach Precalculus and AFM? Why does there need to be so many
4th course options? We don’t want to jump on the next bandwagon until we are sure our
students are being served in the best way possible.
1
I enjoy the monthly newsletters. It would be helpful to share project ideas or teaching ideas for
ECM teachers. Maybe somewhere teachers can share ideas with other teachers who taught
ECM last year or will be teaching it in the new school year.
3 E-Newsletter information was not helpful.
17 Not Applicable. We do not offer the ECM class.
7 I don’t think I received e-newsletters. I was not aware of the new course.
4
We are not planning to offer ECM at our school, but it is helpful to keep up with what is going
on at other schools.
3 I teach in a private school, so this does not apply to us, but I am interested in knowing more.
1
I used the updates to inform and remind our administrators of the value of this course. They
have decided not to offer this math course option.
1
We will not offer this new course in the fall because our guidance department decided it was
too late to include in the course offerings for the fall. I’m not sure if guidance got the newsletter
information. It was very helpful.
1
I passed this information along to my headmaster to keep her in the loop as well.
Unfortunately, because I am a private school teacher, I am not allowed to attend the NC DPI
training seminars. I am eligible to travel to Atlanta (for the SREB Math Ready Training at the
61
High Schools that Work Conference), but it is not in our small school budget. We hope to offer
ECM in 2016-17.
1
We wanted to use the NC EMPT test scores to help us steer Math 3 students to the fourth
math course where they would be most successful. SREB’s suggested range of ACT scores
(16-20) put almost our entire population in ECM. In Precalculus, I cannot cover all the material
due to the weak math skills of my students.
18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have
any other comments you'd like us to hear, please write them below.
Number Additional Comments
14
THANK YOU for providing this much needed service to high school students, their parents, and
teachers.
11
We appreciate how efficient and fast you are; I think you and your staff do an amazing job;
thank you for being flexible and so helpful; we appreciate the promptness of the data received
for our students.
6 We LOVE NC EMPT! You guys are great! This is a super program – keep up the good work!
4
NC EMPT offers excellent resources; you provide an invaluable source of information not only
about our students’ readiness for college-level math, but also about the relevance of our math
curriculum.
4
I appreciate the work NC EMPT is doing for the students of my school and state; this was the
reality check many of my students needed to help them know how to prepare for their future
placement tests; I always try to plan time into the schedule to do these tests, as they are so
valuable for students and me.
3
Thank you, Ellen, for all your cheerful and positive notes; Ellen is awesome; thanks for all of
Ellen’s efforts.
2
Thank you, Ellen, for all of your hard work during the school year. I find the EMPT very useful
and have used it for years with my AFM classes; I always have some students who do not take
the test seriously, but I do believe more of them worked harder on the test this year.
1 Thank you for making this all so easy!
1
I am a strong believer in the NC EMPT Program and find its results very valuable for identifying
gaps in our curriculum.
1
I enjoy giving the NC EMPT test each spring. It reinforces what I tell the students – Math is
important for college!
1 I answered “no opinion” to several of these survey questions because I do not know much
about college math entrance exams, other than what I have learned through the NC EMPT
62
63
Appendix A
The 2014-2015
Required Background Questions,
Suggested Levels and Answer Key, and
Parent/Guardian Brochure
65
The North Carolina Early Mathematics Placement Testing Program
Required Background Questions
2014-2015, 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… 67
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 Math III
2. Essentials for College Math
3. Advanced Functions and Modeling
4. Advanced Math or Algebra III or
Advanced Algebra or
Trigonometry
5. Integrated Math IV or Math IV
6. Pre-Calculus
7. Probability or Statistics or
Discrete Math
8. Calculus
9. Other
10. I am not currently enrolled in a
math course.
E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you).
F) Enter the period your math class meets.
G) My plans initially after graduation are:
1. to attend a 4-year college or university 5. to enter military service
2. to attend a 2-year college or community/technical college 6. 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
68
Suggested Levels of the NC EMPT Program, 2014-2015
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, 2014-2015, Option #2
Question # Correct
Answer
Question # Correct
Answer
1 C 17 D
2 B 18 C
3 C 19 E
4 B 20 D
5 E 21 D
6 A 22 B
7 C 23 A
8 B 24 B
9 D 25 B
10 C 26 E
11 A 27 D
12 D 28 E
13 D 29 A
14 E 30 C
15 A 31 A
16 B 32 E
69
inequalities 􀂂􈈠 function 􀂂􈉡 a bsolute value
(x,y)
f(x)
| x |
y <2
n __
n+2
2x__
3
b f(x) 4
bo
log d
􀂦􊘓–c
rational expressions 􀂂􈈠 graphing lines and curves
quadratic equations 􀂂􈈠 parabolic functions 􀂂􈈠 factoring
Actual college mathematics placement tests are often given during
summer orientation sessions, just before college enrollment. Students
should be warned not to let their mathematical skills “get rusty” and
be reminded to study their algebra and geometry skills just prior to the
date of their actual college mathematics placement test.
A Guide for Parents and Guardians
2014 - 2015
. . . a reality check
of your child’s
readiness
for college-level
mathematics
Printed on recycled paper. ASC-009456 (Rev. 5/14) 48,000 copies of this public document were printed at a cost of $1,594.51 or $.033 per copy.
Visit our web site for a wealth of information
about mathematics placement testing at
NC community colleges and UNC institutions.
For more information about NC EMPT, please contact your child’s
mathematics teacher or:
Ellen Hilgoe, Associate Director
NC EMPT Program
Building 123, Mail Stop 145
1805 Charles Blvd.
East Carolina University
Greenville, NC 27858-4353
Phone: 252-328-6418
Fax: 252-328-2166
E-mail: ncempt@ncempt.org
North Carolina
Early Mathematics
Placement Testing
The retention of mathematical skills is critical to
the correct placement of a student during
his or her first semester of college coursework.
“
”
NC EMPT has been continuously directed by the faculty and staff at East Carolina University since the
program’s inception in 1996.
A program sponsored by
the State of North Carolina
71
What is an early mathematics placement test?
Many high school graduates, upon entering The University of North Carolina
(UNC) at one of the fifteen universities or the fifty-eight community
colleges, will be given a mathematics placement test. Many non-public
universities and colleges also require that a math placement test be taken.
This test will determine the student’s entry level for enrollment in collegiate
mathematics. The North Carolina Early Mathematics Placement Testing (NC
EMPT) Program hopes to
better prepare high school
students for collegiate
mathematics placement.
By having high school
students experience
a test that is similar in
content to the actual
math placement test,
the NC EMPT Program
provides each student
with a realistic early
warning of their current
mathematical level.
The thirty-two NC EMPT
test questions are based
on arithmetic operations,
algebra, and geometry.
Participation by NC high
schools, public and non-public,
is voluntary.
Does this test
􀁓􅌀􀁖􅘀􀁟􀁖􅘀􀀌􀰀􀁥􆔀􀀃􀌀􀁞􅸀􀁪􆨀􀀃􀌀􀁔􅐀􀁙􅤀􀁚􅨀􀁝􅴀􀁕􅔀􀀰􃁙
Yes! One of the major goals of the program is to
reduce the percentage of entering freshmen that
require mathematics remediation at the college
level. By offering students a “snapshot” of their
mathematical standing while still in high school,
the NC EMPT Program hopes to give students the
motivation to retain skills, or take corrective action,
while there is still time and help available.
What is the cost?
There is no cost to participating high schools or students for NC EMPT
testing! The State of North Carolina sponsors the NC EMPT Program.
However, the need to take remedial mathematics at the college level is very
costly in both time and money! Parents and students need to realize that
tuition for remedial mathematics courses at the college level has to be paid,
but that credit hours for these courses towards a major or towards gradua-tion
are often not received.
Students spending time
in remedial mathemat-ics
courses lose valuable
time and are delayed in
the completion of other
coursework with math-ematics
prerequisites. The
student is often unable to
complete degree require-ments
within four years of
college.
When will
my child take the
NC EMPT test?
The early placement test
is a one-hour test that is
usually given during a high
school class period. Stu-dents
close to completing
Algebra II, or Integrated
Math III, or Common Core
Math III, as well as students
in higher-level mathematics courses, are eligible to be tested. The tests are
graded at the NC EMPT testing center at East Carolina University and results
are returned within two weeks. Each participating student will receive an
individualized letter that states their score, current placement level, and a list
of which test questions were answered correctly or incorrectly. In addition,
each student will be provided information about required math courses for
their chosen major and placement procedures at their chosen UNC institu-tion
or NC community college.
 
 
 
 
*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 ABC’s Plan. Level 4 is now the highest level.
Student Score
(32 questions)
NC EMPT
Level*
Predicted First
College Course
Explanation
Remedial
Mathematics
Borderline - depends
on indicated major
First Course in
College Math
Second Course in
College Math
in some majors
Score indicates the student is not ready for
college level math courses and must take
remedial mathematics.
Score indicates the student must take remedial
mathematics in some choices of major.
Score indicates the student is ready for a
beginning-level college mathematics course.
However, a Level 3 score may be considered
borderline at some universities for students plan-ning
to major in math, science or engineering.
Score indicates a solid high school preparation
for college-level mathematics. Some universities
may allow a student scoring at Level 4 on their
Math Placement test to skip the first college
math course, depending on the student’s choice
of major.
0 - 11
12 - 16
17 - 24
25 - 32
1
2
3
4
Suggested Levels of the NC EMPT Program / 2014 - 2015
mathematics courses during each year of high school and to be sure that these skills
are increased and maintained.
We strongly
advise ALL
students
to continue
to take
72
Appendix B
Promotion of NC EMPT Participation
2014-2015
73
Many emails and phone calls arrive daily from high school contact persons and
personnel across the state. Teachers have questions about the testing process
and timeline. These answers, along with the swift delivery of testing materials
and results, require clear communication and organization. An immediate
response from the associate director and/or the administrative support associate
is a very effective asset of our small office. An informative and user-friendly
website, an e-mail distribution list that has grown to include more than two
thousand educators, and monthly e-newsletters help spread the news about NC
EMPT’s free services. However