Final report ... to the UNC General Administration from the NC EMPT Program Advisory Committee 
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NC EMPT Project Summary 20152016 NC Early Mathematics Placement Testing Communication is the Key! Like the Summer 2016 Olympic Games in Rio, NC EMPT proudly carries its torch with nineteen years of service! The program strives to bring awareness to high school students, parents, teachers and administrators of students’ readiness for college level mathematics. By bringing key players to the table, the NC EMPT Advisory Board enables powerful conversation between key parties: High School mathematics faculty, the NC Dept. of Public Instruction, NC community colleges, and UNC institutions. Discussions center around these questions: What are the current postsecondary expectations of the mathematics skills students should have mastered before entering a college or university? How do these compare with the curriculums of current fourth year high school math courses? How can we help a larger percentage of students with college aspirations be ready for and successful in their beginning college math course? How can the need for and expenses related to mathematics remediation at the college level be reduced? Are all K16 players on the same page? Sponsored as an early intervention initiative by the State of North Carolina and gratefully housed on the campus of East Carolina University, NC EMPT straddles the high school and college mathematics worlds and fosters communication. By having high school students experience a test that is similar in content to actual college math placement tests, the program provides each student with a realistic early warning of their current mathematical standing. Participation is voluntary and initiated by the classroom teacher. Eligible students include those enrolled in Algebra II, Math III, Essentials for College Math, Advanced Functions and Modeling, Precalculus, Discrete Math, and any other fourthlevel math course. Results are individualized and confidential. Scores are not shared or compared. NC EMPT offers an honest assessment and mathematical advice about each student’s choice of major and postsecondary institution. Best of all, this NC EMPT service and all of its resources are offered free of charge to students, teachers, high schools, and parents. The 20152016 year was a year of continued growth. Amidst a sea of mandated testing, many NC high school math teachers found NC EMPT information invaluable and found time to allow more than 42,000 students to benefit from the experience. See the “NC EMPT Quick Stats” document that follows. In addition to providing an efficient and quality service during four testing windows throughout the school year, much energy has been centered on two areas. The first of these is Essentials for College Math (ECM). Now offered for the third year by more than 300 NC high schools, this course was developed by writers from five states, including the NC EMPT associate director, and was funded by the Southern Regional Education Board (SREB) in Atlanta, Ga. ECM was designed for students scoring just under established benchmarks for college math readiness, such as the ACT and SAT, and who need one last opportunity to master necessary skills before entering postsecondary education. A crucial bridge to success in college mathematics for many, ECM clearly fits NC EMPT’s goals. NC EMPT’s Option #1 (pretest) and Option #2 (posttest) versions offer a tangible yet nonthreatening assessment of readiness not only in ECM, but in other fourth year high school math courses. The associate director has become a master trainer of ECM and has presented NC EMPT resources to teachers in trainings during the past three summers. NC EMPT was presented with an $18,000 grant from SREB to study preand posttest NC EMPT results for students enrolled in ECM during the 20142015 year. Increased NC EMPT participation by ECM students was noted during 201516 with an 8.3% increase in student numbers as compared to last year. The associate director continues to stay abreast of changes in the high school Mathematics Standard Course of Study as determined by the NC Department of Public Instruction (NC DPI). After recently completing a review and revision of standards for NC Math I, II, and III courses, NC DPI will soon begin the same process for all fourthlevel math courses. The second area of focus included more indepth work to ensure that the NC EMPT test version created each year is a true representative of current math placement tests administered across NC community colleges and UNC institutions. A subcommittee of the NC EMPT Advisory Board reviews and edits the new version of the NC EMPT test each year. The associate director has thoroughly studied the NC DAP (North Carolina Diagnostic and Placement) Test used by 58 community colleges. The fifteen UNC institutions are autonomous in their choice of math placement testing procedures, but there are duplications. The associate director has also studied ACCUPLACER, COMPASS, and ALEKS, all of which are webbased (more information can be found in Appendix B). ALEKS offers a desired followup for each student with robust selfremediation modules. In addition, the director and associate director have conferenced with WebAssign of Raleigh to look at the possibility of offering an online version of the NC EMPT test once again. Support for the NC EMPT Program is strong. Early intervention and communication between all involved parties are paramount. NC EMPT has now served more than 720,000 students since its inception in 1996 and is recognized as a leader nationwide. The program continues to serve as a vital connection between high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. NC EMPT Participation STRETCHES 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 collegelevel mathematics. It helps students understand what skills must be improved so the appropriate degreecounting math course(s) can be taken and passed in college. It provides eyeopening 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 collegebound students. It is a nonthreatening, uptodate, “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 fiftyeight community colleges and fifteen UNC institutions. EYEOPENING 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 20152016 Participating Teachers Found… 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 9% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of readiness for collegelevel mathematics. 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. 100% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students and teachers. WHO should take the valuable practice math placement test offered by NC EMPT? High school students enrolled in: Algebra II NC Math III Essentials for College Math Advanced Functions and Modeling Precalculus Discrete Math Statistics and other upperlevel mathematics courses. Did you know that the NC EMPT Web site has a wealth of information about mathematics placement testing at colleges and universities statewide?! CHECK IT OUT: www.ncempt.org Register now at http://www.ncempt.org for the 20162017 year for any or all of four testing windows! Each pushpin in the state map to the left represents a participating high school during 20152016. Table of Contents I. From the Director……………………………………………………………….. 12 II. From the Associate Director…………………………………………………. 34 III. Introduction to the NC EMPT Program……………………………….… 518 IV. Summary of 20152016 Testing………………………………………….… 1948 V. Trends in NC EMPT Data, 19962016……………………………………. 4954 VI. Evaluation of the 20152016 Year...………………………………….…… 5568 VII. Appendix A – 20152016 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure…………………………………………………………………………….. 6976 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7784 IX. Appendix C – Helpful Resources for High School Teachers and Students....………………………………………………………………………….. 8592 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2016 The major goal of the NC EMPT Program is to help reduce the percentage of incoming college freshmen requiring mathematics remediation. The program provides nonthreatening and eyeopening advice at an opportune time – while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the collegelevel. 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 201516 school year, approximately 42,100 high school students participated in NC EMPT testing. Voluntary participation among the public and private high schools statewide was 36% and 30%, respectively. The new high school course "Essentials for College Math" continues to provide another excellent opportunity for NC EMPT to reach out to the teachers of collegebound students needing a bridge course in mathematics. Since its inception in 1997, NC EMPT has become the largest EMPT program in the nation. This success is due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, and the many high school math teachers and students who participated in the program and helped to make it better. In closing, I want to especially thank Ken Gurganus, who is retiring from UNCW, for his exceptional service to NC EMPT for seventeen years. I want to welcome Russell 1 Herman, Undergraduate Coordinator and Assistant Chair, Dept. of Mathematics & Statistics, UNCW, as a new board member. In addition, I welcome Susan Barbitta, Associate Director  Special Projects, NCCCS. I also appreciate the short tenure and work of Jay Wilkins of UNCP who has moved to a math position in the private sector. He will be replaced by Katie Floyd, Dept. of Mathematics and Computer Science, UNCP. Last, but certainly not least, I want to thank Ms. Ellen Hilgoe, her staff, as well as currently serving NC EMPT board members for their unwavering and stellar efforts in making NC EMPT such a remarkable success. 2 II. From the Associate Director Ellen Hilgoe, August 2016 ! Year nineteen and NC EMPT continues its successful journey! With three brand new student workers, a daunting learning curve loomed at the start of the new school year. Heartfelt thanks go to my assistant, Debby Hodges, for her wonderful teaching skills, great organization, and positive attitude. By the end of 20152016, our small band of very hard workers was returning test results to high schools with the best speed yet, 0.5 days! Voluntary participation by both public and nonpublic high schools statewide is on the rise! More than 42,000 students were given the NC EMPT opportunity during 2015 2016. By offering a “snapshot” of their mathematical standing while still in high school, NC EMPT hopes to give students the motivation to retain skills, or take corrective action, while there is still time and help available. We also saw a shift in grade level of students taking the early math placement exam due to an influx of seniors enrolled in the new Essentials for College Math course. Other popular courses taking advantage of NC EMPT services include Math III, Advanced Functions and Modeling, Precalculus, and Discrete Math. As always, we are especially appreciative of NC high school mathematics teachers and their willingness to devote classroom time to this valuable assessment. Thank you also to Dr. Johan Hattingh, NC EMPT Director, for his tireless support! (l to r): Associate Director Ellen Hilgoe and Administrative Support Associate Debby Hodges celebrated Easter at the NC EMPT office with paperfolded baskets (l to r): NC EMPT student workers Nicole Allen (ECU freshman, majoring in Engineering); Katelyn Lineberry (ECU junior, Public Health, Prepharmacy); West Williams (ECU freshman, Hospitality Leadership), and Holly Britton (ECU senior, Hospitality Leadership) 3 III. Introduction The NC EMPT Program hopes to raise awareness of the importance of mathematics, and strives to give future incoming college freshmen an early warning of the mathematics skills necessary for successful placement in collegelevel mathematics. By offering this nonthreatening 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 20152016 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see p. 21, p. 23, pp. 3543). 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 upperlevel math courses. This may include sophomores, juniors, or seniors. A new version of the NC EMPT test is created each year, and teachers are encouraged to test students near the end of their Algebra II and Math III, and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university mathematics placement tests consist primarily 5 of algebra questions. For a closer look at the North Carolina EMPT Program, please read the documents found in Appendix A. Historically, a variety of EMPT programs have been offered, or are currently being considered, in at least twentynine 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 fouryear 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 fulltime program manager and office assistant were added to the staff. The program reached out to all public and nonpubic high schools statewide in 19971998. Participation numbers increased to a high of 47,925 high school students in 20052006. 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 20152016 Advisory Board: Appalachian State University William Bauldry Dept. of Mathematical Sciences College of the Albemarle Lisa Meads Dept. of Mathematics NC Dept. of Public Instruction Jennifer Curtis Chief, K12 Mathematics Educ. Division NC Dept. of Public Instruction Lisa Ashe Secondary Mathematics Consultant NC Dept. of Public Instruction Joseph Reaper Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT, and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Jackson Chair, Dept. of Mathematics & Computer Science Fayetteville State University Radoslav Nickolov Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Chair, Dept. of Mathematics NC Community College System Wanda White Director, Student Services NC Community College System Wesley Beddard Associate Vice President for Programs 6 NC Central University Solomon Abraham Dept. of Mathematics & Physics NC State University Leslie Kurtz Dept. of Mathematics UNC Asheville Rudy Beharrysingh Director, Parsons Math Lab, Dept. of Mathematics UNCChapel Hill David Adalsteinsson Dept. of Mathematics UNC Charlotte Mohammad Kazemi Associate Chair, Department of Mathematics & Statistics UNC General Administration Karrie Dixon Vice President for Academic and Student Success UNC Greensboro Ratnasingham Shivaji Chair, Dept. of Mathematics & Statistics UNC Pembroke Jay Wilkins Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Ben Kearns Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. Frank Ingram Chair, Department of Mathematics The NC EMPT Advisory Board communicates often via email, postal mail, and subcommittee work throughout the year. Members represent all regions of North Carolina and all levels of K16 mathematics. The board met as a whole on October 23, 2015 on the campus of UNCChapel Hill. Outreach Efforts of the NC EMPT Program Sharing the news about the free and valuable services provided by NC EMPT consumes a great deal of time and effort by the NC EMPT staff. These efforts continued throughout the school year and summer months. The following groups were contacted via email or postal mail, and many were greeted facetoface in presentations by the associate director at workshops and conferences: North Carolina public and nonpublic high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents and secondary math coordinators NC community college presidents University of North Carolina General Administration; institution chancellors and mathematics department chairs North Carolina Department of Public Instruction 7 North Carolina Council of Teachers of Mathematics North Carolina STEM Education (Science, Technology, Engineering, and Mathematics) Center directors NC Parent Teacher Association East Carolina University High School Mathematics Contest NC GEAR UP (Gaining Early Awareness of Readiness for Undergraduate Programs) Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, California, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program, for a listing of the locations visited by the associate director during the 201516 year. Also included are photos from some of the workshops and conferences. A variety of media are used throughout the school year to encourage all public and nonpublic 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, 201516” (see pp. 8992 in Appendix C) and the new weekly resource “Math Placement Test Question of the Week” (see information and sample on pp. 8788). In addition, past math puzzles, such as the “Top Thirty Missed Questions” are still conveniently available for teachers to use as resources. As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for every participating teacher. The 2015 2016 gift was a popular white board eraser with the program’s logo: 8 NC EMPT Continues to Make Waves Nationally… The ACT college assessment test is administered statewide in NC during each school year to public high school juniors to help measure readiness for career and college. Nationwide, states often use the ACT or some other measure to address this same situation. The Southern Regional Education Board (SREB) has worked tirelessly to create a new high school fourth math course specifically designed to aid collegebound 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 collegelevel mathematics by a large group of highereducation 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 201415. These webinars offered great teaching tips and allowed teachers from several states to share their experiences teaching the course. Due to her involvement with this SREB project and NC EMPT and her desire to help better prepare high school students mathematically, Hilgoe was chosen by SREB to attend a “Master Trainers Meeting for SREB Readiness Courses” in April 2015 in Atlanta, GA. Other trainers invited to attend included math educators from Arkansas, North Carolina, New York, Kentucky, and West Virginia. The group prepared to train teachers during the summers of 2015 and 2016. Primary states implementing the SREB Math Ready course in public high schools statewide during 201516 include North Carolina, Mississippi, West Virginia, and Arkansas. The course is an option for high schools in Kentucky. Local school systems employing the Math Ready course include those located in Georgia, New York, Indiana, Ohio, Washington, Oregon, and Hawaii. During summers 2015 and 2016, Hilgoe attended North Carolina training sessions hosted by SREB and by the NC Department of Public Instruction and presented the NC EMPT Program at these regional workshops. Hilgoe emphasized to teachers that the two NC EMPT test versions offered each year by NC EMPT provide yet another insightful measure of students’ readiness for collegelevel mathematics. 9 A Quick Look at NC EMPT Participation Numbers 19972016 Pilot  Spring 1997: Total Number of NC High Schools Solicited 80 Total Number of NC High Schools That SignedUp for Testing 72 Total Number of NC High Schools That Actually Tested 66 Total Number of Students Tested 8,195 19971998: Total Number of NC High Schools Solicited 376 Total Number of NC High Schools That SignedUp for Testing 226 Total Number of NC High Schools That Actually Tested 205 Total Number of Students Tested 27,456 19981999: Total Number of NC High Schools Solicited 357 Total Number of NC High Schools That SignedUp for Testing 202 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 27,030 19992000: Total Number of NC High Schools Solicited 637 Pretesting (with the 19981999 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 9 Total Number of NC High Schools that Actually Tested 4 Total Number of Students Pretested 364 Placement Testing (with the new 19992000 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 19992000 33,833 20002001: Total Number of NC High Schools Solicited 658 Pretesting (with the 19992000 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 58 Total Number of NC High Schools that Actually Tested 37 Total Number of Students Pretested 3,259 Placement Testing (with the new 20002001 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 307 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 35,002 10 Grand Total of Participating High Schools (nonoverlapping) 288 Grand Total of Students Tested in 20002001 38,261 20012002: Total Number of NC High Schools Solicited 650 Pretesting (with the 20002001 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 67 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 3,716 Placement Testing (with the new 20012002 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20012002 41,520 20022003: Total Number of NC High Schools Solicited 648 (this includes 358 public and 290 nonpublic schools) Pretesting (with the 20012002 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 65 Total Number of NC High Schools that Actually Tested 50 Total Number of Students Pretested 4,422 Placement Testing (with the new 20022003 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20022003 38,821 20032004: Total Number of NC High Schools Solicited 643 (this includes 370 public and 273 nonpublic schools) Pretesting (with the 20022003 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 51 Total Number of NC High Schools that Actually Tested 34 Total Number of Students Pretested 4,084 Placement Testing (with the new 20032004 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20032004 33,549 11 20042005: Total Number of NC High Schools Solicited 629 (this includes 370 public and 259 nonpublic schools) Pretesting (with the 20032004 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 69 Total Number of NC High Schools that Actually Tested 68 Total Number of Students Pretested 6,339 Placement Testing (with the new 20042005 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20042005 43,714 20052006: Total Number of NC High Schools Solicited 626 (this includes 378 public and 248 nonpublic schools) Pretesting (with the 20042005 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 78 Total Number of NC High Schools that Actually Tested 65 Total Number of Students Pretested 5,919 Placement Testing (with the new 20052006 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20052006 47,925 20062007: Total Number of NC High Schools Solicited 752 (this includes 502 public and 250 nonpublic schools) Pretesting (with the 20052006 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 87 Total Number of NC High Schools that Actually Tested 73 Total Number of Students Pretested 7,016 Placement Testing (with the new 20062007 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20062007 46,418 12 20072008: Total Number of NC High Schools Solicited 780 (this includes 534 public and 246 nonpublic schools) Pretesting (with the 20062007 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 73 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 5,763 Placement Testing (with the new 20072008 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20072008 43,063 20082009: (Note that testing in 20082009 occurred only during the second half of the school year.) Total Number of NC High Schools Solicited 792 (this includes 542 public and 250 nonpublic schools) Pretesting (with the 20072008 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 33 Total Number of NC High Schools that Actually Tested 20 Total Number of Students Pretested 1,794 Placement Testing (with the new 20082009 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20082009 23,476 20092010: Total Number of NC High Schools Solicited 797 (this includes 548 public and 249 nonpublic schools) Pretesting (with the 20082009 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 61 Total Number of NC High Schools that Actually Tested 45 Total Number of Students Pretested 4,119 Placement Testing (with the new 20092010 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20092010 37,434 13 20102011: Total Number of NC High Schools Solicited 845 (602 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20092010 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 92 Total Number of NC High Schools that Actually Tested 70 Total Number of Students Pretested 5,955 Option #2: Testing (with the new 20102011 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20102011 38,969 20112012: Total Number of NC High Schools Solicited 844 (601 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20102011 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 96 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 6,701 Option #2: Testing (with the new 20112012 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20112012 44,217 20122013: Total Number of NC High Schools Solicited 771 (547 public including 29 charter and 2 federal, and 190 nonpublic schools) Option #1: Pretesting (with the 20112012 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 84 Total Number of NC High Schools that Actually Tested 87 Total Number of Students Pretested 8,252 Option #2: Testing (with the new 20122013 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20122013 37,090 14 20132014: Total Number of NC High Schools Solicited 775 (584 public including 33 charter and 3 federal, and 191 nonpublic schools) Option #1: Pretesting (with the 20122013 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 97 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 7,192 Option #2: Testing (with the new 20132014 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20132014 30,631 20142015: Total Number of NC High Schools Solicited 774 (585 public including 34 charter and 3 federal, and 189 nonpublic schools) Option #1: Pretesting (with the 20132014 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 142 Total Number of NC High Schools that Actually Tested 118 Total Number of Students Pretested 12,439 Option #2: Testing (with the new 20142015 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20142015 38,903 20152016: Total Number of NC High Schools Solicited 786 (556 public including 41 charter and 2 federal, and 187 nonpublic schools) Option #1: Pretesting (with the 20142015 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 168 Total Number of NC High Schools that Actually Tested 134 Total Number of Students Pretested 13,033 Option #2: Testing (with the new 20152016 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 277 Total Number of NC High Schools That Actually Tested 226 Total Number of Students Tested 29,045 Grand Total of Participating High Schools (nonoverlapping)* 269* Grand Total of Students Tested in 20152016 42,078 * A list of the 269 participating schools in 20152016 follows. 15 North Carolina Early Mathematics Placement Testing Program 20152016 Participating High Schools: 269 Participating Mathematics Teachers: 698 Participating Students: 42,078 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ALEXANDER CENTRAL HIGH APEX HIGH ARENDELL PARROTT ACADEMY ASHE COUNTY HIGH ASHEVILLE SCHOOL ATHENS DRIVE HIGH BANDYS HIGH BEN L SMITH HIGH BIBLE BAPTIST CHRISTIAN SCH BLUE RIDGE EARLY COLLEGE BREVARD HIGH BUNCOMBE CO EARLY COLLEGE BUNKER HILL HIGH BUNN HIGH CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCH CALVARY BAPTIST DAY SCHOOL CAPE FEAR CHRISTIAN ACADEMY CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CAREER READINESS @ MOSLEY PERFORMANCE LEARNING CTR CARMEL CHRISTIAN SCHOOL CAROLINA INTERNATIONAL SCH CARTER G WOODSON SCHOOL CARVER HIGH CENTRAL CABARRUS HIGH CENTRAL DAVIDSON HIGH CENTRAL HAYWOOD HIGH CFA ACADEMY CHARLES B AYCOCK HIGH CHARLES D OWEN HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE UNITED CHRISTIAN ACADEMY CHASE HIGH CHATHAM CHARTER SCHOOL CHERRYVILLE HIGH CHRIST COVENANT SCHOOL CITY OF MEDICINE ACADEMY CLAYTON HIGH CLEVELAND EARLY COLLEGE CLEVELAND HIGH CLINTON HIGH COASTAL CHRISTIAN HIGH COMMONWEALTH HIGH COMMUNITY BAPTIST SCHOOL CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN ACADEMY, FAYETTEVILLE CORNERSTONE CHRISTIAN SCHOOL CREST HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON D H CONLEY HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DAVIE EARLY COLLEGE HIGH DOUGLAS BYRD HIGH DURHAM SCHOOL OF THE ARTS E E SMITH HIGH EARLY COLLEGE @ GUILFORD EARLY COLLEGE EAST EAST CARTERET HIGH EAST FORSYTH HIGH EAST GASTON HIGH EAST MECKLENBURG HIGH EAST RUTHERFORD HIGH EAST SURRY HIGH EASTERN ALAMANCE HIGH EASTERN GUILFORD HIGH EASTERN RANDOLPH HIGH EASTERN WAYNE HIGH ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES EUGENE ASHLEY HIGH FIKE HIGH FIRST FLIGHT HIGH FLEMINGTON ACADEMY FLETCHER ACADEMY, RALEIGH FOREST HILLS HIGH FORSYTH COUNTRY DAY SCH FRANKLIN HIGH FRANKLINTON HIGH FRED T FOARD HIGH FUQUAYVARINA HIGH GARINGER HIGH GARNER MAGNET HIGH GASTON CHRISTIAN SCHOOL GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCH GRACE CHRISTIAN SCHOOL, SANFORD GRAMERCY CHRISTIAN SCHOOL GRANVILLE CENTRAL HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GRIMSLEY HIGH HALIFAX ACADEMY HARNETT CENTRAL HIGH HAVELOCK HIGH HAYWOOD CHRISTIAN ACADEMY HAYWORTH CHRISTIAN SCHOOL HEIDE TRASK SR HIGH HICKORY HIGH HIGH POINT CENTRAL HIGH HIGH POINT CHRISTIAN ACADEMY HILLSIDE HIGH HOKE COUNTY HIGH HOPEWELL HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLLEGE J F KENNEDY HIGH J F WEBB HIGH J F WEBB SCHOOL OF HEALTH & LIFE SCIENCES JAMES HUNT HIGH JAMES KENAN HIGH JOHN A HOLMES HIGH JOHN M MOREHEAD HIGH JOHN T HOGGARD HIGH JONES SENIOR HIGH KINGSWOOD SCHOOL LAKE NORMAN CHARTER LEE CHRISTIAN SCHOOL LEE COUNTY HIGH LEESVILLE ROAD HIGH LEJEUNE HIGH LIFESPRING ACADEMY LUCY RAGSDALE HIGH MAIDEN HIGH MALLARD CREEK HIGH MARVIN RIDGE HIGH MATTAMUSKEET EARLY COLLEGE METROLINA CHRISTIAN ACADEMY 16 MIDDLE COLLEGE AT NC A&T MIDDLE CREEK HIGH MIDWAY HIGH MILLBROOK HIGH MOORESVILLE HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN HERITAGE HIGH NASH CENTRAL HIGH NEW BERN HIGH NEW HANOVER HIGH NORTH BRUNSWICK HIGH NORTH BUNCOMBE HIGH NORTH JOHNSTON HIGH NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHEAST REGIONAL SCH OF BIOTECH & AGRISCIENCE NORTHEASTERN HIGH NORTHERN GUILFORD HIGH NORTHERN NASH HIGH NORTHERN VANCE HIGH NORTHSIDE CHRISTIAN ACADEMY NORTHWEST SCH OF THE ARTS OAKWOOD SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF EXEC LDRSHIP & ENTREPRENEURIAL DEVEL OLYMPIC SCH OF MATH, ENG, TECH & SCI OLYMPIC SCH OF RENAISSANCE – ARTS & TECH OLYMPIC TEAM HIGH OXFORD PREPARATORY HIGH PAGE HIGH PAMLICO COUNTY HIGH PANTHER CREEK HIGH PARKLAND HIGH PASQUOTANK COUNTY HIGH PENDER HIGH PERQUIMANS COUNTY HIGH PIEDMONT COMMUNITY CHARTER PIEDMONT HIGH PINE FOREST HIGH PISGAH HIGH PORTER RIDGE HIGH PROVIDENCE GROVE HIGH PROVIDENCE HIGH PUNGO CHRISTIAN ACADEMY QUEEN'S GRANT HIGH R J REYNOLDS HIGH R S CENTRAL HIGH RALEIGH CHARTER HIGH RANDLEMAN HIGH REAGAN HIGH RED SPRINGS HIGH REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RIVERSIDE HIGH, DURHAM RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROBBINSVILLE HIGH ROBESON CO EARLY COLLEGE ROCKINGHAM EARLY COLLEGE ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSEWOOD HIGH ROXBORO CHRISTIAN ACADEMY SAINT STEPHENS HIGH SALEM ACADEMY SALISBURY HIGH SCHOOL FOR CREATIVE STUDIES SEVENTYFIRST HIGH SHEETS MEM CHRISTIAN SCH SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH CENTRAL HIGH SOUTH COLUMBUS HIGH SOUTH CREEK HIGH SOUTH LENOIR HIGH SOUTH POINT HIGH SOUTH STOKES HIGH SOUTHEAST RALEIGH MAGNET SOUTHERN LEE HIGH SOUTHERN NASH HIGH SOUTHERN SCH OF ENERGY & SUSTAINABILITY SOUTHERN VANCE HIGH SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHSIDE HIGH SOUTHWEST EDGECOMBE HIGH SOUTHWESTERN RANDOLPH HIGH SPRING CREEK HIGH STUART W CRAMER HIGH SWANSBORO HIGH T C ROBERSON HIGH TABERNACLE CHRISTIAN SCHOOL, HICKORY THOMASVILLE HIGH TOPSAIL HIGH TRICOUNTY CHRISTIAN SCHOOL TRINITY ACADEMY OF RALEIGH TRINITY CHRISTIAN PREP SCH TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY HIGH TRITON HIGH UNION GROVE CHRISTIAN SCH UNION HIGH UNION PINES HIGH UNITED FAITH CHRISTIAN ACAD UWHARRIE CHARTER ACADEMY VERITAS CHRISTIAN ACADEMY VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE FOREST HIGH WAKE YOUNG WOMENS LDRSHIP ACADEMY WAKEFIELD HIGH WALLACEROSE HILL HIGH WASHINGTON HIGH WAYNE EARLY MIDDLE COLLEGE WEAVER ACADEMY WESLEYAN CHRISTIAN ACADEMY WEST BLADEN HIGH WEST CARTERET HIGH WEST COLUMBUS HIGH WEST CRAVEN HIGH WEST FORSYTH HIGH WEST HENDERSON HIGH WEST IREDELL HIGH WEST LINCOLN HIGH WESTERN HARNETT HIGH WESTERN VANCE HIGH WHEATMORE HIGH WHITE OAK HIGH WHITEVILLE HIGH WOODLAWN SCHOOL WOODS CHARTER North Carolina Early Mathematics Placement Testing A Treasure Chest of Mathematical Advice for the CollegeBound! www.ncempt.org Ellen Hilgoe, Associate Director Phone: 2523286418 Email: ncempt@ncempt.org 17 IV. Summary of 20152016 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 20142015 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 20152016 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 paperand pencil test in their classrooms. Interesting data is given below: Participants Using the 20152016 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2015 10,832 Spring 2016 18,213 Total for Year 29,045 NC EMPT Scores and Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20152016 for the return of Option #1 and Option #2 test results to 42,078 students was 0.5 days, our fastest time ever!! High Schools Participating in Testing Options #1 or #2, 20152016 Option #1 Option #2 43 91 135 High Schools Participating in Option #2 20152016 Fall 2015 Spring 2016 38 87 101 19 There are 32 questions on each test version. Test scores are grouped into four levels. Level 1 is the lowest level and Level 4 is the highest. A student placing into Levels 3 or 4 is considered collegeready in mathematics: EMPT Level Number of Correct Answers 1 011 2 1216 3 1724 4 2532 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 collegelevel mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for collegelevel 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 beginninglevel 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 collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful website addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2015 2016,” a handy reference tool for their collegebound 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 fiftyeight NC community colleges. A sample of this brochure follows as well. 20 e phone 2523286418 • fax 2523282166 email ncempt@ncempt.org http://www.ncempt.org Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director • Mary Guidry, Secretary NC EMPT • Building 123 • 1805 Charles Boulevard • Mail Stop 145 • East Carolina University • Greenville, NC 278584353 The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th1e State of North Carolina. You indicated that you wish to attend Elizabeth City State University, and that you expect to major in Medical Technologies and Allied Health Fields. The beginning math course(s) required for this major is(are) No Such Major Offered. If your NC EMPT Level is a 4 or 3, you are probably ready to begin with this(these) course(s). However, if your NC EMPT Level is a 2 or 1, you probably will need to take a remedial math course prior to beginning the math requirements for this major. Undergraduate and transfer students admitted to Elizabeth City State University who wish to will be placed according to their SAT/ACT as described below: Students with a SAT Math score of 430 or below OR an ACT Math score of 14 or below will be placed into Developmental Mathematics. Students with a SAT Math score from 440 to 470 OR an ACT Math score from 15 to 17 will be placed into College Algebra OR Mathematics for Liberal Arts. Students with a SAT Math score from 480 to 520 OR an ACT Math score from 18 to 20 will be placed into Precalculus. Students with a SAT Math score of 530 or higher OR an ACT Math score of 21 or higher will be placed into Calculus I. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/academics/catalogs. Open the undergraduate catalog and see pp. 241,242. We wish you the best in your continued studies. Note: Please recall that your NC EMPT score is a “mathematical snapshot” only of your present readiness for college mathematics. In particular, you must still take the mathematics placement test at the university or community college you choose to attend. The NC EMPT test score does NOT substitute for the mathematics placement test you will take at a university or college. 22 e phone 2523286418 • fax 2523282166 email ncempt@ncempt.org http://www.ncempt.org Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director • Mary Guidry, Secretary NC EMPT • Building 123 • 1805 Charles Boulevard • Mail Stop 145 • East Carolina University • Greenville, NC 278584353 The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th3e State of North Carolina. You indicated that you wish to attend UNC Greensboro, and that you expect to major in Computer Science in a Business Area. The beginning math course(s) required for this major is(are) Calculus for Business and the Social Sciences. If your NC EMPT Level is a 4 or 3, you are probably ready to begin with this(these) course(s). However, if your NC EMPT Level is a 2 or 1, you probably will need to take a remedial math course prior to beginning the math requirements for this major. The Math Placement Tests will determine your eligibility to enroll in MAT 120 (Calculus with Business Applications), 190 (single semester Precalculus), or 191 (Calculus I). Certain entry level courses have no prerequisites; students who wish to enroll in MAT 112 (Contemporary Topics in Mathematics), 115 (College Algebra), 150 (Precalculus I), or STA 108 (Elementary Introduction to Probability and Statistics) may do so without a placement test. Students with a sufficiently strong mathematics background who wish to enroll in MAT 120, 190, or 191 must take the placement test(s) or score 2 or higher on the AP Calculus Exam. The department has a series of placement tests, which students take online via their Canvas account. Additional information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/ For UNCG math course descriptions, visit: http://www.uncg.edu/mat/links/undergradbulletin, then click on Courses in the left column. Scroll down to and click on Mathematics Courses (MAT). We wish you the best in your continued studies. Note: Please recall that your NC EMPT score is a “mathematical snapshot” only of your present readiness for college mathematics. In particular, you must still take the mathematics placement test at the university or community college you choose to attend. The NC EMPT test score does NOT substitute for the mathematics placement test you will take at a university or college. 24 25 Elizabeth City State University Undergraduate and transfer students admitted to Elizabeth City State University who wish to are placed according to their SAT/ACT as outlined in the table below. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/academics/catalogs/. Open the undergraduate catalog and see pp. 241, 242. UNC Chapel Hill Most entering students are required to have results from the SAT Math Level 2 subject test or the ACT math test prior to placement in a math course at UNCCH.* 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 UNCCH. A score greater than or equal to 520 on the SAT Math Level 2 subject test or 27 on the ACT math test exempts the student from Math 110 (College Algebra). Math 110 counts as elective hours towards graduation, but does not fulfill the mathematics requirement. SAT Math Level 2 scores ranging from 520 through 590 allow the student to enroll in a number of mathematical science courses, including Math 117 (Finite Mathematics), 118 (Selected Topics in Mathematics), 152 (Calculus for Business and Social Sciences), 130 (Trigonometry and Analytic Geometry), Stor 151 (Statistics/Data Analysis), Comp 110 (Introduction to Programming), and a few others, all of which satisfy the general education requirement. A score greater than or equal to 600 on the SAT Math Level 2 subject test or 29 on the ACT math test is needed to place into Math 231 (Calculus I). For more information about the UNCCH Mathematics Department, visit: http://www.math.unc.edu/ For UNCCH math course descriptions, visit: http://www.math.unc.edu/forundergrads/coursedescriptions * SAT MATH Level 1 scores are also accepted: scores of 200510 allow placement into Math 110. Scores of 520 and above give placement credit for Math 110P and allow placement into Math 130 or 152. For those students who have never had trigonometry, the SAT MATH Subject Test – Level I is acceptable; however, the student cannot place into Math 231 with this version of the SAT. Appalachian State University Entering students' SAT math score will be used for placement into collegelevel 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 collegelevel mathematics must successfully complete MAT 0010, a 4dayaweek course that does not count towards graduation. Not placing into collegelevel 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 collegelevel mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/15_16_undergrad/11_artsandsciences.pdf. (See pages 197205.) 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 collegelevel 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 degreecounting 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 collegelevel courses. High school students who meet the GPA or ACT/SAT benchmarks will be exempt from diagnostic placement testing and will be considered "collegeready" for gateway math and English courses. Some community colleges are currently using Multiple Measures of Placement (MMP). All North Carolina community colleges will implement MMP by the fall of 2016. Students should check with their local college for more details. Fayetteville State University Prior to enrollment in a math class, firsttime 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 noncalculator based mathematics placement tests before registering for classes (unless they are transferring in appropriate credits). Students with a 480 or higher on the SATMath section or a 20 or higher on the ACT are exempt from placement testing. Students with less than 480 on the SATMath section or less than 20 on the ACT take an ACCUPLACER assessment (untimed) on elementary algebra and on intermediate algebra. Placement is then made to Introductory College Algebra or to College Algebra. Placement testing is available at the beginning of each semester, during the Early Orientation Programs, and by appointment. NC State University Entering freshmen at NC State are strongly encouraged to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer ori entation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 (Calculus I), which is the first course of the threesemester 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 onefourth and onethird of the students entering NCSU have taken the AP Calculus AB exam or the AP Calculus BC exam and have received placement based on their scores. For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU prerequisites and math course descriptions, visit: http://catalog.ncsu.edu/undergraduate/coursedescriptions/ma/ *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 121 or DMA 1080 are alternatives offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level 2 scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level 2 score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 099Intermediate 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 101Fundamental Algebra and Trigonometry I (for nonSTEM majors) or MATH 103College 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 110Precalculus for Engineering Sciences, or MATH 111College 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 131Calculus 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 nonSTEM 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/schoolscolleges1/cas/ academicdepartments/math/index.html For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/academicdepartments/math/courses.html. UNC Asheville Each incoming UNCAsheville student will be advised about which math math class is best to enroll in. This will be based on previous math classes taken. Calculus course sections will administer pretests at the start of each semester to check that students are enrolled in the most appropriate course. For more information about the UNCA Department of Mathematics, visit: https://math.unca.edu/ For UNCA math course descriptions, visit: https://registrar.unca.edu/coursecatalogs. Click on the current courses catalog (at the top of the list) and go to pp. 222228 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 dropdown calculator window is provided by ACCUPLACER during the test. A score of 74 or less on this test requires the student to enroll in a remedial math course. A score of 75 or more allows a student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making), or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores. For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It is very important that students take a mathematics course during their senior year of high school so that skills are retained. For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/ For ECU math course descriptions, visit: http://catalog.ecu.edu/content.php?catoid=8&navoid=524. Under Course Filter, choose the prefix "MATH" from the drop down menu and then click on Filter. For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test.") FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT Placement Criteria Course Placement SATMath (SATM) Score >= 600 AND MATH 142 – Calculus and Analytical Geometry I CollegeLevel Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry CollegeLevel Math Score >= 8099 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score = 500599 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 = 500599 OR MATH 123 – College Algebra, or MATH 126  Quantitative Reasoning Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________________________ SATM Score < 500 AND MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________ For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/ For FSU math course descriptions, visit: http://catalog.uncfsu.edu/undergraduate/coursedescriptions.htm (Scroll down to courses beginning with MATH.) NC Central University, continued continued . . . To prepare for the mathematics placement tests, you should review materials and work problems relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations; systems of equations; and computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics course in their senior year in high school. Requirements for a college major may be delayed if mathematics skills are below the expected level. For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/ math_cs/index.php For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math ECSU Mathematics Placement Criteria SAT MATH ACT MATH Placement Below 430 Below 14 Development Mathematics 440470 1517 College Algebra OR Mathematics for Liberal Arts 480520 1820 Precalculus 530 or Higher 21 or Higher Calculus I 26 27 28 29 30 31 4% 0.50% 1% 0.20% 0.30% 6% 1% 1% 1% 0.01% 9% 3% 7% 0.60% 2% 6% 1% 1% 1% 0.04% 8% 5% 8% 1% 2% 2% 0.20% 0.10% 1% 0.04% 11% 6% 8% 1% 2% 1% 0.10% 0.10% 1% 0 500 1000 1500 2000 2500 3000 Algebra II or Math 3 Essentials for College Math (SREB Math Ready) Advanced Functions and Modeling Advanced Math or Algebra III or Advanced Algebra or Trigonometry Discrete Math Precalculus Probability or Statistics Calculus Other I am not currently enrolled in a math course Number of Students Placement Level by Current Math Course 20152016 Level 4 (highest) Level 3 Level 2 Level 1 32 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Number of Students Score NC EMPT Score Frequency 20152016 Freq… 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct Question # 20152016 Item Analysis 33 Question Objective # Correct % Correct 2 solve equation using distributive property 26537 91.37 3 simplify using laws of exponents 25054 86.26 9 solve word problem: units of measure 24881 85.66 16 solve formula given values 24879 85.66 1 order fractions from least to greatest 24437 84.13 14 find median given data set 24326 83.75 11 evaluate function 23668 81.49 29 solve word problem: rate, time, distance 23380 80.5 26 simplify using laws of exponents 22239 76.57 10 find measure of angle of triangle 21811 75.09 7 solve word problem: proportion 21667 74.6 19 identify equation of line given two points 21352 73.51 23 square a binomial 20676 71.19 15 identify equation of translated function 20340 70.03 32 solve word problem: quadratic function 20151 69.38 4 find slope of line given equation 19840 68.31 5 find volume of cube 19627 67.57 27 solve quadratic equation 19569 67.37 30 find domain of function given graph 18947 65.23 31 solve system of linear equations 18469 63.59 28 solve word problem: right triangle trig 18400 63.35 18 simplify a complex fraction 18351 63.18 13 factor a polynomial 18042 62.12 17 recognize function given data 17898 61.62 8 simplify radical and find reciprocal 17885 61.58 6 solve linear inequality 17381 59.84 22 subtract rational expressions 17380 59.84 24 find inverse of relation 17357 59.76 25 compare areas of two circles 17082 58.81 20 find side of special right triangle 15925 54.83 12 solve absolute value equation 15537 53.49 21 solve word problem: percent increase 15003 51.65 Item Analysis by Decreasing %, 20152016 34 1 NC Early Mathematics Placement Testing 20152016 NC EMPT Test Results, 20152016 Test Version Total Students Tested: 29,045 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 30% Level 3: 29% Mean Score: 16.1 out of 32, or 50% Level 2: 26% Level 4: 15% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. The last percentage listed for each question represents the number of students who did not answer the question. _____________________________________________________________________________________ Select the one best answer to each question. Place each answer on your bubble sheet. 1. Write these numbers in order from least to greatest: 0.65, 2 , 3, 0.5 3 5 Not answered A. 0.5, 0.65, 3, 2 5 3 B. 2 , 0.65, 3, 0.5 3 5 C. 3, 2 , 0.5, 0.65 5 3 7.84% 7.67% 3.99% D. 0.5, 3, 0.65, 2 5 3 E. 0.5, 3, 2 , 0.65 5 3 74.55% 5.76% 0.18% 2. If 5x (x 2) 18, then x A. 2 B. 3 C. 4 D. 5 E. 6 1.60% 3.06% 86.46% 7.13% 1.48% 0.28% 3. If 3n 27, what is the value of 4n 1? A. 64 B. 16 C. 9 D. 8 E. 4 9.86% 76.99% 5.42% 3.63% 3.44% 0.66% 35 36 37 4 NC Early Mathematics Placement Testing 20152016 13. Which is a factor of the polynomial b3 10b2 24b ? Not answered A. b 4 B. b2 C. b 2 D. b 6 E. b 12 37.84% 13.38% 28.10% 11.35% 7.14% 2.19% 14. A data set includes these numbers: 10, 2, 3, 5, 1, 7, 5, 2. If the smallest and largest numbers are removed from this set, what is the median of the remaining data? A. 3.5 B. 4 C. 5 D. 6 E. 7 7.40% 74.51% 11.75% 3.94% 1.86% 0.56% 15. If the graph of the parabola y x2 is translated 4 units up and 2 units to the left in the coordinate plane, then the translated graph has which of the following equations? A. y (x 2)2 4 B. y (x 4)2 2 C. y (x 2)2 4 29.21% 7.07% 4.65% D. y (x 4)2 2 E. y (x 2)2 4 7.43% 50.72% 0.91% 16. If C is the temperature in degrees Celsius and F is the temperature in degrees Fahrenheit, then 5( 32) . 9 C F If the temperature is 20 degrees Celsius, then which of the following is the temperature in degrees Fahrenheit? A. 78 B. 68 C. 44 D. 36 E. 4 4.47% 76.72% 7.78% 5.87% 4.04% 1.12% 38 39 6 NC Early Mathematics Placement Testing 20152016 21. On the first day of the semester, Shay scored a 60 on a math pretest. On the last day of the same semester, Shay scored a 75 on the posttest. By what percent did Shay’s score improve? A. 12% B. 15% C. 18% D. 20% E. 25% Not answered 5.96% 60.07% 4.39% 6.00% 22.17% 1.41% 22. Which of the following is an equivalent form of 2 3 x 5 ? A. 1 5x B. 1 x 5 C. 10 3 5 x x 11.22% 26.17% 18.65% D. 10 3 5 x x E. 10 3 5 x x 7.64% 34.11% 2.21% 23. In expanded form, (3x 2y)2 ? A. 9x2 12xy 4y2 B. 9x2 4y2 C. 6x2 4y2 51.46% 14.99% 6.11% D. 9x2 4y2 E. 3x2 6xy 2y2 21.35% 4.61% 1.48% 40 7 NC Early Mathematics Placement Testing 20152016 24. Given the relation 1,2 , 2,3 , 3,4 , what is the inverse of this relation? Not answered A. 1, 1 , 2, 1 , 3, 1 2 3 4 B. 1, 2 , 2, 3 , 3, 4 6.09% 34.65% C. 3,4 , 2,3 , 1,2 D. 1, 1 , 1 , 1 , 1 , 1 2 2 3 3 4 10.18% 12.73% E. 2,1 , 3,2 , 4,3 34.11% 2.24% 25. Circle A has a radius of 2. Circle B has a radius of 4. What is the difference between the areas of the two circles? A. 2 B. 4 C. 8 D. 12 E. 16 38.26% 17.53% 7.76% 32.64% 1.94% 1.88% 26. Simplify: 7x3y 4 2xy3 A. 3 12 14x y B. x4 y C. 14x4 y 22.27% 4.92% 60.98% D. 5x4 y E. 3 12 5x y 5.88% 3.52% 2.43% 27. Solve the quadratic equation 3x2 5x 2 0. Name the larger of the two solutions. A. x 1 B. 1 3 x C. 2 3 x D. x 1 E. x 2 6.50% 9.01% 19.86% 46.82% 14.93% 2.89% 41 42 9 NC Early Mathematics Placement Testing 20152016 32. Not answered The function P(x) 750x2 15,000x models the profit, P, in dollars for a company that manufactures large computers, where x is the number of computers produced. For which value of x will the company make a maximum profit? A. 2 B. 5 C. 10 D. 12 E. 20 9.34% 9.48% 50.63% 12.79% 14.34% 3.42 % 43 44 3512 3080 2650 2522 2266 2203 2202 1590 1492 731 664 606 601 599 542 542 471 417 380 371 275 157 95 93 65 2568 1795 1527 1966 2303 1988 2063 1552 1363 961 733 698 948 1106 739 705 908 745 618 564 501 439 364 297 193 0% 2% 4% 6% 8% 10% 12% 14% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Medical Technologies and Allied Health Fields PreMedicine, PreVeterinary Medicine or Pharmacy Social and Behavioral Sciences Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area Computer Science in a Mathematics, Engineering or Science Area PreK and Elementary Education Automotive Technology Engineering Technologies Humanities Agriculture Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Family and Consumer Sciences Secondary Education in a NonScience or Non Mathematics Area Architecture and Related Services Natural Resources and Conservation Ethnic, Cultural and Gender Studies Middle Grades Education Secondary Education in a Science and Mathematics Area Percentage of Students Anticipated College Major 20152016 First Choice Second Choice 45 46 182 311 275 5 6 29 22 1233 57 1345 279 90 19 247 92 11 1097 760 920 40 50 167 113 1482 136 1264 776 295 113 658 306 114 1861 525 902 57 94 318 169 744 91 537 596 321 151 453 290 181 2629 428 858 96 202 492 296 655 119 472 539 320 211 338 250 304 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State… Placement Level by School Planning to Attend (1) 20152016 Level 4 (highest) Level 3 Level 2 Level 1 47 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 2600 2800 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20152016 Level 4 (highest) Level 3 Level 2 Level 1 48 V. Trends in NC EMPT Data, 19962016 The NC EMPT Program has compiled data from a pilot semester (spring 1997) and nineteen full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 19981999 $5.46 20072008 $4.07 19992000 $4.55 20082009 $7.27 20002001 $4.24 20092010 $4.78 20012002 $3.62 20102011 $5.25 20022003 $4.02 20112012 $4.47 20032004 $4.96 20122013 $5.26 20042005 $3.79 20132014 $6.52 20052006 $3.59 20142015 $5.26 20062007 $3.86 20152016 $5.00 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 20092010 Business, Management, and Marketing 12% PreMed/ PreVet/ Pharmacy 10% Engineering 9% Nursing 9% 20102011 Business, Management, and Marketing 11% PreMed/ PreVet/ Pharmacy 10% Engineering 10% Nursing 9% 20112012 Business, Management, and Marketing 12% Engineering 11% Nursing 11% PreMed/ PreVet/ Pharmacy 11% 20122013 Business, Management, and Marketing 12% Engineering 10% Nursing 9% Visual and Performing Arts 9% 20132014 Business, Management, and Marketing 12% Engineering 10% Nursing 9% Visual and Performing Arts 9% 20142015 Business, Management, and Marketing 12% Engineering 10% Nursing 10% Visual and Performing Arts 9% 20152016 Business, Management, and Marketing 12% Engineering 11% Nursing 9% Visual and Performing Arts 9% Note that testing during 20082009 occurred only during the second half of the school year. 49 * Note that testing during 20082009 occurred only during the second half of the school year. * Note that testing during 20082009 occurred only during the second half of the school year. 8,195 27,456 27,030 33,833 38,261 41,520 38,821 33,549 43,714 47,925 46,418 43,063 23,476 37,434 38,969 44,217 37,090 30,631 38,903 42,078 0 10,000 20,000 30,000 40,000 50,000 60,000 Number of Students Students Participating in NC EMPT 19962016 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 253 269 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 201314 201415 201516 Number of Schools High Schools Participating in NC EMPT, 19962016 50 0% 10% 20% 30% 40% 50% 9697 9798 9899 9900 0001 0102 0203 0304 0405 0506 0607 0708 0809 0910 1011 1112 1213 1314 1415 1516 Year Grade Level of Participating Students 19962016 Sophomore Junior Senior 51 0% 10% 20% 30% 40% 50% 9697 9798 9899 9900 0001 0102 0203 0304 0405 0506 0607 0708 0809 0910 1011 1112 1213 1314 1415 1516 Year EMPT Level of Participating Students 19962016 Level 4 (highest) Level 3 Level 2 Level 1 52 0 5 10 15 20 25 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 15 16 Average Score Out of 32 Questions for Participants Each Year, 19962016 Ave. Score 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 15 16 Students Planning to Go to College After High School Graduation, 19962016 4year College 2year College 53 VI. Evaluation of the 20152016 Year Feedback from participating teachers is essential to the success of the program and responses are carefully reviewed and considered. The surveys in this section of the report were disseminated in May and June 2016 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2016. Spring Option #2 is our largest and last testing window of the school year. Included below is feedback from teachers following a block schedule or a traditional tenmonth school calendar, and from public (including charter and federal) and nonpublic schools. The surveys were created and distributed via email using Qualtrics software. This software was made available to the associate director by the Information Technology and Computing Services (ITCS) Department of East Carolina University. The teacher contacts were asked to discuss the survey statements and questions with other participating mathematics teachers in their departments before completing the survey. With 100 of 197 surveys completed, 51% of those polled responded. This response rate was the same as the previous year, 20142015. The associate director emailed four batches of surveys to school contact persons throughout May and June 2016 as schools completed their last rounds of EMPT testing. An email reminder to complete the survey was sent to contact persons in each batch one week later. Survey results were anonymous. This Survey of 20152016 Participating Teachers Found… ♥ 96% strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC. ♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 99% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 99% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 100% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students, parents, and teachers. 55 The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers, continue to make improvements, and maintain consistency in service. It is especially inspiring to receive a 100% vote of confidence with regard to the overall value of the service to high school students, parents, and teachers. The NC EMPT test is not mandatory and the fact that so many teachers voluntarily find room in their busy math curriculums to employ this early mathematics placement assessment is a testament to its value. Each year, NC EMPT Advisory Board members that represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2526 for a sample of this document. This important brochure is disseminated annually to each participating teacher and all public and nonpublic high school principals, math chairs, and counseling departments. According to question #9 in the survey, a healthy 93% of the contact persons responding found this brochure helpful in advising students. This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. An uplifting thirteen of the fifteen survey questions (87%) had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201415. The NC EMPT website was redesigned in the fall of 2013 and this included using Qualtrics software to recreate and improve our online registration form for testing. Improvements have continued in response to teacher requests and additional links and pages have been added. Replies to question #3 indicate that our redesign efforts have paid off handsomely: 96% of the respondents strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC (up from 89% in 201415). An important threeyear trend was noted in the responses to question #12, from 89% to 92% to 93%, for those teachers who strongly agreed or agreed. These positive responses were related to the statement, “Students found their NC EMPT experience useful for future college plans.” Question #11, “Students found their individualized student results letters valuable,” was the only question out of fifteen that showed a decline of more than two percentage points. The threeyear response trend since 20132014 showed that 94%, 95%, and 91% of the respondents indicated a strong agreement or agreement with this statement. Question #10, “Participating teachers took time to review test errors with students,” had a threeyear response change from 73% to 71% to 72% in the last three surveys. NC EMPT feedback would be more valuable to students if these percentages were higher. However, NC EMPT is competing for valuable instructional time along with many other tests, schedule changes, and missed class days due to severe weather. The best case scenario would be for teachers to return a test copy along with each student’s 56 individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the beneficial results letter personalized for their child. The NC EMPT website offers many supplementary worksheets, lists of top missed questions, and a math placement test question of the week that could then be assigned to students to reinforce mastery of the indicated weaknesses. The NC EMPT Program again enjoyed the services of webmaster Laurie Godwin, ECU tech support specialist. We also appreciated the patience and great help of Qualtrics expert Monica Moore from the ECU ITCS Academic Computing Department. A sample of the most recent Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2016 As our high school contact person, you play a pivotal role in the success of NC Early Mathematics Placement Testing. THANK YOU for your time and many efforts! We need, read, and react to your valuable feedback! The deadline for your response is June 30, 2016. 57 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational mailings were sent to high school math chairs statewide and to last year's contact persons in October 2015 and then in March 2016. NC EMPT enewsletters were emailed monthly. These mailings were helpful reminders of news and services available from the NC EMPT Program. 72 22 2 0 3 99 2. An online registration form for NC EMPT testing is available on the NC EMPT website. If you registered to test during 201516 using this online form, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 72 14 1 0 12 99 3. The NC EMPT website, www.ncempt.org , is an informative tool for college mathematics placement testing in NC. 75 19 1 0 3 98 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 90 9 0 0 0 99 5. Test administration took a total of 60 minutes or less. 65 25 7 2 1 100 Part A: Carefully read each statement below and respond by checking one box to the right of each. 58 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 6. Students were attentive and tested with a serious attitude. 29 60 8 0 3 100 7. The NC EMPT office promptly returned hard copies of test score summaries to teachers and individualized results letters to students. 92 6 1 0 1 100 8. The test score summary received by each teacher for each class period was helpful. 87 12 0 0 1 100 9. The blue brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20152016" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 67 26 3 1 3 100 10. Participating teachers took time to review test errors with students. 26 46 10 4 14 100 11. Students found their individualized student results letters valuable. 48 43 4 1 4 100 12. Students found their NC EMPT experience useful for future college plans. 37 55 2 1 4 99 13. The NC EMPT Program accomplished its goal of providing your participating high school students with a "reality check" of their readiness for collegelevel mathematics. 78 21 0 0 1 100 59 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 14. The NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level (consider the seniors from your high school that participated in the program and plan to attend college in fall 2016). 49 41 6 0 4 100 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 84 16 0 0 0 100 Part B: Please type your thoughts about the three questions below: 16. A new resource continued to be provided for students and teachers during the 2015 2016 school year on the NC EMPT website. It was a weekly posting of a practice college math placement "Test Question of the Week." Each new question also included the answer and solution to the previous week's question. A second website link compiled the "Past Test Questions of the Week." There are now 105 practice questions and solutions available. Did you and/or your students use this NC EMPT resource? Please explain why or why not. Please suggest any changes you would like to see in this resource. Number Comments: YES, we used these NC EMPT website resources: “Test Question of the Week” and “Past Test Questions of the Week”! 13 Awesome resource; good information; useful tool for great review. I love that it is available when needed. I appreciated having it available. I got lots of extra questions from this website. 7 Used these questions as class starters/bell ringers/warmup exercises. We worked two of these problems a day to practice. I used these questions to introduce upcoming topics. I group the questions by topic and give my student five questions a day to review. 60 3 We used this resource often and found the questions very helpful; very valuable and hope it continues. 3 A few of our math teachers used this resource. Teachers of appropriate classes used this resource sometimes. 2 These questions provided a glimpse of what to expect and kept my students focused on college; I believe this resource gave students a realistic view of what questions would look like on college math placement tests. 1 These are great questions that cause the students to process what they have learned during the course of the year. 1 There were many instances in which the solutions to the questions provided on the NC EMPT website were helpful in presenting answers using alternate strategies. 1 We used the questions often, 2 to 3 times a month. The students now look forward to doing them. Keep up the good work! 1 We used these questions and the “Top Ten Missed Questions.” They provided a nice review and I used one of these assignments along with some ACT prep work on a virtual snow day. 1 My students use the “Question of the Week” throughout the entire year! They are assigned the week’s question along with six additional questions that help them practice the same concept or skill. Over time, I saw growth in my students’ ability to recall information knowing that they would see old concepts reappear in the “Question of the Week.” 1 These questions helped to increase math literacy and fluency. 1 We discovered NC EMPT late in the spring, but loved the valuable website and resources. We will definitely use the practice questions during 201617! 1 I used these questions with my students after they received results from the NC EMPT test. 1 I used these questions in my lectures. 1 Yes, in fact, I made it a weekly requirement and students made a notebook of these questions. 1 Excellent resource and excellent NC EMPT staff! Our scores went up 80%. These questions and the NC EMPT tests are tools to help us see if our math curriculum is efficient. Thank you so much! 1 My students were given the Web location of these questions to use on their own outside of class. I am planning on changing that for next year, especially with my Precalculus students so that they are sure they have the algebra skills and extra practice needed. 1 I used the link to the questions, but I do not know if my students used the link. 61 1 A few eager students used the questions. 1 I did use this resource, but never accomplished an effective implementation. I tried giving students a problem once per week to work on an index card. Then they practiced more of these types of problems. The issue was that the level of my students was SOOO low that this activity ended up taking up a full class. I do think I will try this again in this manner and just “schedule” this time. I found these practice questions particularly useful for the topics that are not covered in the Essentials for College Math class, which is where I used the NC EMPT materials. I did not use these as often as I would have liked, but will try to implement them across all of my math classes next school year. 1 I used them a few times in my SREB Math Ready class. It was my first time teaching the course, so I was a little overwhelmed at times with planning all the activities of the class. I will use more of the questions next semester. Number Comments: NO, we did not use these NC EMPT website resources: “Test Question of the Week” or “Past Test Questions of the Week.” 15 Did not use the questions on the website this year, but definitely plan to next year! 8 I just did not have time to incorporate these. I did not take the time to investigate these. 8 I didn’t know the resource was there. I forgot they were posted. I didn’t notice them in time. 3 My students did not use these this year, but I think it is a very good idea and I plan to use it next year with all my students. 2 I did not use them, but know I really should. I need to be more vigilant about trying to implement them into my daily routine. 1 I did not mainly because I teach classes that have a NC Final Exam and I am already super crunched for time trying to fit in my required curriculum. I think it would be an amazingly helpful tool if there weren’t so many standardized tests. 1 I did not because I start my class with our most missed questions from past tests or homework. 1 Sometimes the current practice test question of the week was not related to the lessons for the week and was therefore not used. 1 We only used the “Top Thirty Missed Questions” due to time limitations in class. 1 Although I think these could be valuable resource, I was already utilizing ACT problems of the day and NC Final Exams practice questions and did not have time for another resource. I may be able to use them next year because the ACT website I used is no 62 longer available. 1 I did not use this resource, but if I taught a higher level of math again, I would. I will remind the teachers in my department about this next year. 1 I had great intentions…my bellringers generally refer to the previous day’s lesson or are prerequisite skills for the new lesson. The practice NC EMPT questions are good questions! I want to do a better job incorporating them next year. 1 A teacher new to our school was teaching the Algebra II and Algebra III courses and I completely forgot to inform her about this great resource. I will try to remember to have her access all of these materials next year. 1 I did not and probably should use the 105 practice questions…I have focused more on the SAT and ACT Prep questions. In my courses, I focus more on those preps than the early college prep. However, the new Math Ready course – Essentials for College Math – may be a better student base to utilize the 105 questions. 1 Didn’t use. NC EMPT was valuable as a reality check. However, the NC EMPT test is computation based and my course is experience based. So I didn’t spend extra time going over the practice questions. 1 We renewed our NC EMPT participation after a long respite. Only 1 in 3 teachers participating was familiar with NC EMPT plus all of us were teaching unfamiliar curriculum. SO this became a baseline year in many respects. We do, however, recognize this resource as potentially valuable and intend to use it next year. 1 I was out a lot due to illness. Will try to use next year. 1 I was not able to access the website at school due to time/lab constraints, although the resource and its link were shared with students. Number Suggestions for Changes to “Test Question of the Week” or “Past Test Questions of the Week.” 2 This is a great resource. You could also have people signup for a weekly email of the question. 1 I suggest that teachers of Math I, II, and III be familiar with these questions and possibly implement some of the questions or prerequisite skills needed in order to prepare students vs waiting until their senior year when they are preparing for the NC EMPT test. 1 I would be nice if the questions could be compiled into one document to print out. 1 Reminders to teachers would be helpful. 1 Share the resource with teachers early in the school year as a reminder. This may help 63 with more students and teachers using this resource. 17. Summaries of testing results are returned in various formats. Currently the contact person receives results for ALL students who tested: 1) Student Scores by EMPT Levels, 2) Correct Answers (# and % correct for each test question objective), 3) Student Summary – By Score (listing of all student scores and their EMPT levels from high to low), and 4) Student Answers (listing of questions answered correctly and incorrectly by each student). Each participating teacher receives: 5) Student Summary – By Teacher/Period (results for each class period including each of their students’ scores as a raw score and %, as well as the EMPT level earned). In your opinion, are all five reports useful? Would you omit any? Do you wish to change the format of any of the reports? Would you like to include a new report? If so, please describe. Number Comments About the Five NC EMPT Test Summary Reports Received by High Schools 61 I felt all five summary reports were useful. I am pleased with the current format of reports. I wouldn’t change anything. All reports provide great comprehensive information. We appreciate and are thankful for all the information. I looked at each report for different reasons…I liked them all. All reports are beneficial to me. 8 No suggestions for change at this time. I cannot think of any necessary changes at this time. Do not omit any of the reports! 4 The reports help the contact person know what is going on in every classroom and for each teacher to know what he/she needs to work on more in the future with their students. Reports are helpful for both teacher and students. 3 Please continue to provide all reports. This will be very helpful when we do yearly comparisons. I use all the data in the annual reports that I make to our upperschool director. None should be omitted unless it is a function of time or cost. 3 I would like the raw data available in an editable spreadsheet that I can edit and evaluate in whatever way we need. I would like to receive a copy of all the data in a digital format. This would make breaking the data down by subgroups a lot more efficient when using the results for remediation and presenting reports for administration. I make pdf copies of all the documents that are sent. 2 As math department chair, I liked getting all results to compare. That way, during our department meetings, we could see as a whole where our students stood algebraically. It also helps with placement for the next level course. The reports help me see how each student is progressing. 1 This is by far the best data I received from any testing! The data is AWESOME! It is broken down to pieces and is easily understandable. It is all very useful in preparing students for the NC EMPT test or just to see where their math level is. 64 1 I utilize all the reports. What I found particularly helpful was comparing the NC EMPT preassessment (Option #1 test) to the postassessment (Option #2 test) scores. The students appreciated the improvement (if there was any). 1 The first time (years ago) that I received the summary reports for multiple teachers, I have to admit it was a little overwhelming. That’s not a bad thing though. ALL of the information is so valuable. It only took a couple of tests to decipher the system. 1 Any report indicating the specific objectives missed by the students at our school – not just the most commonly missed questions – in general would be helpful to us. 1 I like all of the reports and just need more time to make better use of this feedback as we try as a school to help students reach their greatest potential. Lots of valuable NC EMPT data to process! Thanks, I appreciate the materials. 1 I like all the reports that are already included. I think it would be useful that if the students take the test twice (pre and posttest), then on the second time have their old scores with their new scores so they could see the results sidebyside. I think that would impact the students more. Also, in the one pamphlet that describes which universities allow a calculator and what type of calculator, it would be nice if some community colleges were listed and some more nonpublic universities. 1 Among all teachers using the NC EMPT, all reports are used by someone. Not all reports are used by everyone. One of my teachers tallied the results of 2014, 2015, and 2016 so we could see growth. That took a lot of time. You probably have a button to push that would do the same thing instantly. That would be useful to us. It would also be useful to know what math standard each question was addressing so we could see what areas are most in need of remediation. 1 I would be happy with just a digital report for all students that I could sort by either EMPT level or alphabetically. I really like the reports given to each teacher by class period, so that teachers can easily see what their classes did. Now that you offer a digital report (upon request – an Excel sheet of students’ names and their scores), I will be more likely to use that than the paper reports, and you could save time printing. 1 Summaries and formatting for all students were helpful. If possible, I would request that the report given to the contact person summarizing results for all students include 1 additional column: teacher class code. With this information, I could summarize the feedback according to math subject when taught by more than one teacher. I still was able to do this with the information provided now, but I had to go to each teacher and retrieve the information from each of their class summaries since I did not know which of their students was in a particular class. From reformatting, we created box and whisker plots per class subject for both Option 1 and 2 and determined we can do a better job working with guidance to place students in classes: Essentials for College Math, Advanced Functions and Modeling (AFM), and Honors Precalculus. A tragedy is to have a student who is capable of taking AFM or Precalculus, but is sitting in the Essentials class or vice versa. 1 It might be nice to see what percentile each student is amongst ALL students tested. 1 I do not know if report #4 (Student Answers  listing of questions answered correctly and incorrectly by each student) is necessary since the students all receive the results with their 65 test results letters. 1 I haven’t used report #4 – no time to disaggregate the information for each student. 1 As the contact person, I believe report #4 could be omitted if it is necessary to omit one. The teachers usually deal with commonly missed questions in the classroom. We collaborate as a team to determine commonalities in errors. 1 As the contact person, I do not use report #4. Instead I think it would be beneficial for each teacher to have the data from report #4 for each student (# and % correct) in each of their classes. This way the teachers could assess themselves and see what they may need to focus more on. 1 I would eliminate report #1 (Student Scores by EMPT Levels) and report #4 (Student Answers). The remaining reports should suffice for students, teachers, and administrators. 1 I do not know that we really need report #3 (Student Summary by Score) which includes each student’s EMPT level. This same information is also included in report #5 (Student Summary by Teacher/Period). 1 As the contact person, the report that I look at the most is report #1 (Student Scores by EMPT Levels) and I use it to monitor how the students at my school are performing as a whole. I also look at report #2 (Correct Answers) to see the area where we are the strongest and where we need to improve our instruction. I find the report that each teacher received (report #5) is helpful, but teachers could benefit more from a broken down student answers report like report #4 (Student Answers). This way each teacher could see which questions their individual students are having trouble with, without having to wade through all the students (in report #4). 18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you'd like us to hear, please write them below. Number Additional Comments 29 THANK YOU for your amazing service to high school mathematics departments! Thanks for being available and so helpful! Keep up the good work. We appreciate all you do for our students. This is a very beneficial tool. Thank you for administering this free program so well. NC EMPT is a valuable outside resource that encourages students to work hard. 8 I love NC EMPT and Ellen! :o) Everything is always so organized. Your hard work does not go unnoticed! Thanks for your communication and help throughout the year!! You were highly responsive to any email questions I had. 3 You were even quicker this year in getting results back! WOW! Your timely delivery of information and testing materials made all this very useful. 3 This is a great program and I plan on continuing to use it as long as you make it available. 66 67 Appendix A The 20152016 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure 69 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20152016, 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 outofstate 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. WinstonSalem State University 016. One of the NC Community Colleges B) My mostlikely college major will be in the following category: (Please mark only one of the twentyfive 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. PreK 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 NonScience or NonMathematics Area (e.g. teacher of art, business, drama/dance, English/language arts, family/consumer science, foreign language, health, history, music, physical education, social studies, special education, industrial arts,…) 014. Secondary Education in a Science or Mathematics Area (e.g. teacher of biology, chemistry, math, general science,…) 015. Computer Science in a Mathematics, Engineering, or Science Area (software development, networking, database,…) 016. Computer Science in a Business Area (e.g. animation, simulation and game development, information science, information technology, quality assurance analysis, webpage/digital/multimedia design,…) 017. Nursing College majors continued on back… 71 ASC005649 (Rev. 8/15) 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietician, emergency medical science, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. PreMedicine, PreVeterinary Medicine, or Pharmacy 020. Architecture and Related Services (e.g. city and community planning, transportation, environmental design architecture, landscape architecture,…) 021. Ethnic, Cultural, and Gender Studies (e.g. AfricanAmerican studies, Native American studies, Latin American Studies, Women’s studies, Religious studies…) 022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest management,…) 023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise science, parks recreation and leisure facilities management, sports and fitness management,…) 024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…) 025. Automotive Technology C) My second choice of a college major is: (Use the list in question B for your selection.) D) I am presently enrolled in the following math course: (Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.) 1. Algebra II or Math III 2. Essentials for College Math (SREB Math Ready) 3. Advanced Functions and Modeling 4. Advanced Math or Algebra III or Advanced Algebra or Trigonometry 5. Discrete Math 6. Precalculus 7. Probability or Statistics 8. Calculus 9. Other 10. I am not currently enrolled in a math course. E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you). F) Enter the period your math class meets. G) My plans initially after graduation are: 1. to attend a 4year college or university 5. to enter military service 2. to attend a 2year college or community/technical college 6. undecided 3. to first attend a 2year college and then attend a 4year college 4. to attend a trade school or apprenticeship program H) How many collegelevel math courses will be required for your first choice of college major? 1. None 4. I don’t know. 2. One course 5. Not applicable to me 3. Two or more courses I) Please indicate your race/ethnicity. (This question is optional.) 1. American Indian or Alaskan Native 5. Hispanic or Latino 2. Asian or Asian American or Pacific Islander 6. Middle Eastern or Arab 3. African American or Black 7. Multiracial 4. White 8. Other J) Which calculator will you use on this test? 1. None 3. A scientific calculator 2. A fourfunction calculator 4. A graphing calculator 72 Suggested Levels of the NC EMPT Program, 20152016 NC EMPT Predicted First Student Score Level College Course 011 1 Remedial Mathematics 1216 2 Borderlinedepends on indicated major 1724 3 First Course in College Math 2532 4 Second Course in College Math in some majors Explanations: Level 1: A Level 1 score indicates the student is not ready for collegelevel 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 beginninglevel 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 collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. NC EMPT Placement Exam Answer Key, 20152016, Option #2 Question # Correct Answer Question # Correct Answer 1 D 17 C 2 C 18 A 3 B 19 B 4 E 20 D 5 C 21 E 6 A 22 E 7 D 23 A 8 C 24 E 9 D 25 D 10 B 26 C 11 B 27 D 12 A 28 A 13 A 29 C 14 B 30 E 15 E 31 D 16 B 32 C 73 inequalities function a bsolute value (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 b f(x) 4 bo log d –c rational expressions graphing lines and curves quadratic equations parabolic functions factoring Actual college mathematics placement tests are often given during summer orientation sessions, just before college enrollment. Students should be warned not to let their mathematical skills “get rusty” and be reminded to study their arithmetic, algebra, and geometry skills just prior to the date of their actual college mathematics placement test. A Guide for Parents and Guardians 2015  2016 . . . a reality check of your child’s readiness for collegelevel mathematics Printed on recycled paper. ASC009456 (Rev. 8/15) 48,000 copies of this public document were printed at a cost of $1,610.69 or $.033 per copy. Visit our web site for a wealth of information about mathematics placement testing at NC community colleges and UNC institutions. For more information about NC EMPT, please contact your child’s mathematics teacher or: Ellen Hilgoe, Associate Director NC EMPT Program Building 123, Mail Stop 145 1805 Charles Blvd. East Carolina University Greenville, NC 278584353 Phone: 2523286418 Fax: 2523282166 Email: ncempt@ncempt.org North Carolina Early Mathematics Placement Testing The retention of mathematical skills is critical to the correct placement of a student during his or her first semester of college coursework. “ ” NC EMPT has been continuously directed by the faculty and staff at East Carolina University since the program’s inception in 1996. A program sponsored by the State of North Carolina 75 What is an early mathematics placement test? Many high school graduates, upon entering The University of North Carolina (UNC) at one of the fifteen universities or the fiftyeight North Carolina community colleges, will be given a mathematics placement test. Many nonpublic 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 thirtytwo NC EMPT test questions are based on arithmetic operations, algebra, and geometry. Participation by NC high schools, public and nonpublic, 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 graduation are often not received. Students spending time in remedial mathematics courses lose valuable time and are delayed in the completion of other coursework with mathematics prerequisites. The student is often unable to complete degree requirements within four years of college. When will my child take the NC EMPT test? The early placement test is a onehour test that is usually given during a high school class period. Students close to completing Algebra II or Math III, as well as students enrolled in higherlevel 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 institution or NC community college. Student Score (32 questions) NC EMPT Level Predicted First College Course Explanation Remedial Mathematics Borderline  depends on indicated major First Course in College Math Second Course in College Math in some majors Score indicates the student is not ready for college level math courses and must take remedial mathematics. Score indicates the student must take remedial mathematics in some choices of major. Score indicates the student is ready for a beginninglevel 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. Score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their Math Placement test to skip the first college math course, depending on the student’s choice of major. 0  11 12  16 17  24 25  32 1 2 3 4 Suggested Levels of the NC EMPT Program / 2015  2016 mathematics courses during each year of high school and to be sure that these skills are increased and maintained. We strongly advise ALL students to continue to take 76 Appendix B Promotion of NC EMPT Participation 20152016 77 Many emails and phone calls arrive daily from high school contact persons and personnel across the state. Teachers have questions about the testing process and timeline. These answers, along with the swift delivery of testing materials and results, require clear communication and organization. An immediate response from the associate director and/or the administrative support associate is a very effective asset of our small office. An informative and userfriendly website, an email distribution list that has grown to include more than two thousand educators, and monthly enewsletters help spread the news about NC EMPT’s free services. However, meeting teachers facetoface is also a powerful tool in answering questions and in spreading the word about the amazing early intervention services offered by the NC EMPT Program. By staying abreast of workshop and staff development offerings, the associate director tries to reach out to math teachers on their home turfs. By conferring with the mathematics staff at the NC Department of Public Instruction, public school secondary math coordinators, and the Mathematics and Science Education Centers at UNC campuses, the associate director searches for opportunities to present the NC EMPT Program and to provide a platform for teachers to learn, question, and make suggestions. Outreach efforts occur throughout the year, but increase a great deal during the summer months when groups of secondary mathematics teachers gather statewide for workshops and professional development. In addition, the associate director stays abreast of actual mathematics placement procedures currently used at UNC institutions and NC community colleges. The associate director carefully studied assessments of readiness for college algebra provided by the College Board’s Accuplacer (used by several UNC institutions), NC DAP (NC Diagnostic Assessment and Placement) test used statewide by 58 public community colleges), and ALEKS (McGrawHill Education’s Assessment and Learning in Knowledge Spaces). The process of preparing for a pilot of ALEKS at East Carolina University was an excellent experience for the director and associate director, and one that can be shared with the NC EMPT Advisory Board members. The following list includes many of the outreach efforts made by the associate director during the 20152016 year: Sept 8, 2015: met with Stephanie Woodley, Chair, Dept. of Mathematics and Physics, Pitt Community College, to discuss recent changes in NC community college mathematics placement procedures and developmental course curriculums, Greenville, NC EFFORTS TO PROMOTE THE NC EMPT PROGRAM STATEWIDE 79 Oct 23, 2015: organized and met with eighteen NC EMPT Advisory Board Members on the UNCChapel Hill campus for an annual facetoface meeting, Chapel Hill, NC Nov 3, 2015: met with advisory board member Dr. William Bauldry, Appalachian State Univ, for advice about the psychometrics of writing answers to test questions, Boone, NC Nov 4, 2015: attended the State Leadership Seminar in Mathematics sponsored by the NC Dept. of Public Instruction and NC Council of Teachers of Mathematics (NCCTM
Object Description
Description
Title  Final report... to the UNC General Administration from the NC EMPT Program Advisory Committee 
Other Title  North Carolina Early Mathematics Testing Program; North Carolina Early Mathematics Placement Testing Program; Final report... to the UNC Office of the President from the NC EMPT Program Advisory Committee 
Date  2015; 2016 
Description  2015/2016 
Digital CharacteristicsA  5.9 MB; 89 p. 
Digital Format  application/pdf 
Pres File NameM  pubs_serial_finalreportuncgeneral20152016.pdf 
Full Text  NC EMPT Project Summary 20152016 NC Early Mathematics Placement Testing Communication is the Key! Like the Summer 2016 Olympic Games in Rio, NC EMPT proudly carries its torch with nineteen years of service! The program strives to bring awareness to high school students, parents, teachers and administrators of students’ readiness for college level mathematics. By bringing key players to the table, the NC EMPT Advisory Board enables powerful conversation between key parties: High School mathematics faculty, the NC Dept. of Public Instruction, NC community colleges, and UNC institutions. Discussions center around these questions: What are the current postsecondary expectations of the mathematics skills students should have mastered before entering a college or university? How do these compare with the curriculums of current fourth year high school math courses? How can we help a larger percentage of students with college aspirations be ready for and successful in their beginning college math course? How can the need for and expenses related to mathematics remediation at the college level be reduced? Are all K16 players on the same page? Sponsored as an early intervention initiative by the State of North Carolina and gratefully housed on the campus of East Carolina University, NC EMPT straddles the high school and college mathematics worlds and fosters communication. By having high school students experience a test that is similar in content to actual college math placement tests, the program provides each student with a realistic early warning of their current mathematical standing. Participation is voluntary and initiated by the classroom teacher. Eligible students include those enrolled in Algebra II, Math III, Essentials for College Math, Advanced Functions and Modeling, Precalculus, Discrete Math, and any other fourthlevel math course. Results are individualized and confidential. Scores are not shared or compared. NC EMPT offers an honest assessment and mathematical advice about each student’s choice of major and postsecondary institution. Best of all, this NC EMPT service and all of its resources are offered free of charge to students, teachers, high schools, and parents. The 20152016 year was a year of continued growth. Amidst a sea of mandated testing, many NC high school math teachers found NC EMPT information invaluable and found time to allow more than 42,000 students to benefit from the experience. See the “NC EMPT Quick Stats” document that follows. In addition to providing an efficient and quality service during four testing windows throughout the school year, much energy has been centered on two areas. The first of these is Essentials for College Math (ECM). Now offered for the third year by more than 300 NC high schools, this course was developed by writers from five states, including the NC EMPT associate director, and was funded by the Southern Regional Education Board (SREB) in Atlanta, Ga. ECM was designed for students scoring just under established benchmarks for college math readiness, such as the ACT and SAT, and who need one last opportunity to master necessary skills before entering postsecondary education. A crucial bridge to success in college mathematics for many, ECM clearly fits NC EMPT’s goals. NC EMPT’s Option #1 (pretest) and Option #2 (posttest) versions offer a tangible yet nonthreatening assessment of readiness not only in ECM, but in other fourth year high school math courses. The associate director has become a master trainer of ECM and has presented NC EMPT resources to teachers in trainings during the past three summers. NC EMPT was presented with an $18,000 grant from SREB to study preand posttest NC EMPT results for students enrolled in ECM during the 20142015 year. Increased NC EMPT participation by ECM students was noted during 201516 with an 8.3% increase in student numbers as compared to last year. The associate director continues to stay abreast of changes in the high school Mathematics Standard Course of Study as determined by the NC Department of Public Instruction (NC DPI). After recently completing a review and revision of standards for NC Math I, II, and III courses, NC DPI will soon begin the same process for all fourthlevel math courses. The second area of focus included more indepth work to ensure that the NC EMPT test version created each year is a true representative of current math placement tests administered across NC community colleges and UNC institutions. A subcommittee of the NC EMPT Advisory Board reviews and edits the new version of the NC EMPT test each year. The associate director has thoroughly studied the NC DAP (North Carolina Diagnostic and Placement) Test used by 58 community colleges. The fifteen UNC institutions are autonomous in their choice of math placement testing procedures, but there are duplications. The associate director has also studied ACCUPLACER, COMPASS, and ALEKS, all of which are webbased (more information can be found in Appendix B). ALEKS offers a desired followup for each student with robust selfremediation modules. In addition, the director and associate director have conferenced with WebAssign of Raleigh to look at the possibility of offering an online version of the NC EMPT test once again. Support for the NC EMPT Program is strong. Early intervention and communication between all involved parties are paramount. NC EMPT has now served more than 720,000 students since its inception in 1996 and is recognized as a leader nationwide. The program continues to serve as a vital connection between high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. NC EMPT Participation STRETCHES 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 collegelevel mathematics. It helps students understand what skills must be improved so the appropriate degreecounting math course(s) can be taken and passed in college. It provides eyeopening 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 collegebound students. It is a nonthreatening, uptodate, “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 fiftyeight community colleges and fifteen UNC institutions. EYEOPENING 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 20152016 Participating Teachers Found… 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 9% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of readiness for collegelevel mathematics. 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. 100% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students and teachers. WHO should take the valuable practice math placement test offered by NC EMPT? High school students enrolled in: Algebra II NC Math III Essentials for College Math Advanced Functions and Modeling Precalculus Discrete Math Statistics and other upperlevel mathematics courses. Did you know that the NC EMPT Web site has a wealth of information about mathematics placement testing at colleges and universities statewide?! CHECK IT OUT: www.ncempt.org Register now at http://www.ncempt.org for the 20162017 year for any or all of four testing windows! Each pushpin in the state map to the left represents a participating high school during 20152016. Table of Contents I. From the Director……………………………………………………………….. 12 II. From the Associate Director…………………………………………………. 34 III. Introduction to the NC EMPT Program……………………………….… 518 IV. Summary of 20152016 Testing………………………………………….… 1948 V. Trends in NC EMPT Data, 19962016……………………………………. 4954 VI. Evaluation of the 20152016 Year...………………………………….…… 5568 VII. Appendix A – 20152016 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure…………………………………………………………………………….. 6976 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7784 IX. Appendix C – Helpful Resources for High School Teachers and Students....………………………………………………………………………….. 8592 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2016 The major goal of the NC EMPT Program is to help reduce the percentage of incoming college freshmen requiring mathematics remediation. The program provides nonthreatening and eyeopening advice at an opportune time – while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the collegelevel. 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 201516 school year, approximately 42,100 high school students participated in NC EMPT testing. Voluntary participation among the public and private high schools statewide was 36% and 30%, respectively. The new high school course "Essentials for College Math" continues to provide another excellent opportunity for NC EMPT to reach out to the teachers of collegebound students needing a bridge course in mathematics. Since its inception in 1997, NC EMPT has become the largest EMPT program in the nation. This success is due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, and the many high school math teachers and students who participated in the program and helped to make it better. In closing, I want to especially thank Ken Gurganus, who is retiring from UNCW, for his exceptional service to NC EMPT for seventeen years. I want to welcome Russell 1 Herman, Undergraduate Coordinator and Assistant Chair, Dept. of Mathematics & Statistics, UNCW, as a new board member. In addition, I welcome Susan Barbitta, Associate Director  Special Projects, NCCCS. I also appreciate the short tenure and work of Jay Wilkins of UNCP who has moved to a math position in the private sector. He will be replaced by Katie Floyd, Dept. of Mathematics and Computer Science, UNCP. Last, but certainly not least, I want to thank Ms. Ellen Hilgoe, her staff, as well as currently serving NC EMPT board members for their unwavering and stellar efforts in making NC EMPT such a remarkable success. 2 II. From the Associate Director Ellen Hilgoe, August 2016 ! Year nineteen and NC EMPT continues its successful journey! With three brand new student workers, a daunting learning curve loomed at the start of the new school year. Heartfelt thanks go to my assistant, Debby Hodges, for her wonderful teaching skills, great organization, and positive attitude. By the end of 20152016, our small band of very hard workers was returning test results to high schools with the best speed yet, 0.5 days! Voluntary participation by both public and nonpublic high schools statewide is on the rise! More than 42,000 students were given the NC EMPT opportunity during 2015 2016. By offering a “snapshot” of their mathematical standing while still in high school, NC EMPT hopes to give students the motivation to retain skills, or take corrective action, while there is still time and help available. We also saw a shift in grade level of students taking the early math placement exam due to an influx of seniors enrolled in the new Essentials for College Math course. Other popular courses taking advantage of NC EMPT services include Math III, Advanced Functions and Modeling, Precalculus, and Discrete Math. As always, we are especially appreciative of NC high school mathematics teachers and their willingness to devote classroom time to this valuable assessment. Thank you also to Dr. Johan Hattingh, NC EMPT Director, for his tireless support! (l to r): Associate Director Ellen Hilgoe and Administrative Support Associate Debby Hodges celebrated Easter at the NC EMPT office with paperfolded baskets (l to r): NC EMPT student workers Nicole Allen (ECU freshman, majoring in Engineering); Katelyn Lineberry (ECU junior, Public Health, Prepharmacy); West Williams (ECU freshman, Hospitality Leadership), and Holly Britton (ECU senior, Hospitality Leadership) 3 III. Introduction The NC EMPT Program hopes to raise awareness of the importance of mathematics, and strives to give future incoming college freshmen an early warning of the mathematics skills necessary for successful placement in collegelevel mathematics. By offering this nonthreatening 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 20152016 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see p. 21, p. 23, pp. 3543). 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 upperlevel math courses. This may include sophomores, juniors, or seniors. A new version of the NC EMPT test is created each year, and teachers are encouraged to test students near the end of their Algebra II and Math III, and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university mathematics placement tests consist primarily 5 of algebra questions. For a closer look at the North Carolina EMPT Program, please read the documents found in Appendix A. Historically, a variety of EMPT programs have been offered, or are currently being considered, in at least twentynine 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 fouryear 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 fulltime program manager and office assistant were added to the staff. The program reached out to all public and nonpubic high schools statewide in 19971998. Participation numbers increased to a high of 47,925 high school students in 20052006. 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 20152016 Advisory Board: Appalachian State University William Bauldry Dept. of Mathematical Sciences College of the Albemarle Lisa Meads Dept. of Mathematics NC Dept. of Public Instruction Jennifer Curtis Chief, K12 Mathematics Educ. Division NC Dept. of Public Instruction Lisa Ashe Secondary Mathematics Consultant NC Dept. of Public Instruction Joseph Reaper Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT, and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Jackson Chair, Dept. of Mathematics & Computer Science Fayetteville State University Radoslav Nickolov Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Chair, Dept. of Mathematics NC Community College System Wanda White Director, Student Services NC Community College System Wesley Beddard Associate Vice President for Programs 6 NC Central University Solomon Abraham Dept. of Mathematics & Physics NC State University Leslie Kurtz Dept. of Mathematics UNC Asheville Rudy Beharrysingh Director, Parsons Math Lab, Dept. of Mathematics UNCChapel Hill David Adalsteinsson Dept. of Mathematics UNC Charlotte Mohammad Kazemi Associate Chair, Department of Mathematics & Statistics UNC General Administration Karrie Dixon Vice President for Academic and Student Success UNC Greensboro Ratnasingham Shivaji Chair, Dept. of Mathematics & Statistics UNC Pembroke Jay Wilkins Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Ben Kearns Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. Frank Ingram Chair, Department of Mathematics The NC EMPT Advisory Board communicates often via email, postal mail, and subcommittee work throughout the year. Members represent all regions of North Carolina and all levels of K16 mathematics. The board met as a whole on October 23, 2015 on the campus of UNCChapel Hill. Outreach Efforts of the NC EMPT Program Sharing the news about the free and valuable services provided by NC EMPT consumes a great deal of time and effort by the NC EMPT staff. These efforts continued throughout the school year and summer months. The following groups were contacted via email or postal mail, and many were greeted facetoface in presentations by the associate director at workshops and conferences: North Carolina public and nonpublic high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents and secondary math coordinators NC community college presidents University of North Carolina General Administration; institution chancellors and mathematics department chairs North Carolina Department of Public Instruction 7 North Carolina Council of Teachers of Mathematics North Carolina STEM Education (Science, Technology, Engineering, and Mathematics) Center directors NC Parent Teacher Association East Carolina University High School Mathematics Contest NC GEAR UP (Gaining Early Awareness of Readiness for Undergraduate Programs) Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, California, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program, for a listing of the locations visited by the associate director during the 201516 year. Also included are photos from some of the workshops and conferences. A variety of media are used throughout the school year to encourage all public and nonpublic 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, 201516” (see pp. 8992 in Appendix C) and the new weekly resource “Math Placement Test Question of the Week” (see information and sample on pp. 8788). In addition, past math puzzles, such as the “Top Thirty Missed Questions” are still conveniently available for teachers to use as resources. As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for every participating teacher. The 2015 2016 gift was a popular white board eraser with the program’s logo: 8 NC EMPT Continues to Make Waves Nationally… The ACT college assessment test is administered statewide in NC during each school year to public high school juniors to help measure readiness for career and college. Nationwide, states often use the ACT or some other measure to address this same situation. The Southern Regional Education Board (SREB) has worked tirelessly to create a new high school fourth math course specifically designed to aid collegebound 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 collegelevel mathematics by a large group of highereducation 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 201415. These webinars offered great teaching tips and allowed teachers from several states to share their experiences teaching the course. Due to her involvement with this SREB project and NC EMPT and her desire to help better prepare high school students mathematically, Hilgoe was chosen by SREB to attend a “Master Trainers Meeting for SREB Readiness Courses” in April 2015 in Atlanta, GA. Other trainers invited to attend included math educators from Arkansas, North Carolina, New York, Kentucky, and West Virginia. The group prepared to train teachers during the summers of 2015 and 2016. Primary states implementing the SREB Math Ready course in public high schools statewide during 201516 include North Carolina, Mississippi, West Virginia, and Arkansas. The course is an option for high schools in Kentucky. Local school systems employing the Math Ready course include those located in Georgia, New York, Indiana, Ohio, Washington, Oregon, and Hawaii. During summers 2015 and 2016, Hilgoe attended North Carolina training sessions hosted by SREB and by the NC Department of Public Instruction and presented the NC EMPT Program at these regional workshops. Hilgoe emphasized to teachers that the two NC EMPT test versions offered each year by NC EMPT provide yet another insightful measure of students’ readiness for collegelevel mathematics. 9 A Quick Look at NC EMPT Participation Numbers 19972016 Pilot  Spring 1997: Total Number of NC High Schools Solicited 80 Total Number of NC High Schools That SignedUp for Testing 72 Total Number of NC High Schools That Actually Tested 66 Total Number of Students Tested 8,195 19971998: Total Number of NC High Schools Solicited 376 Total Number of NC High Schools That SignedUp for Testing 226 Total Number of NC High Schools That Actually Tested 205 Total Number of Students Tested 27,456 19981999: Total Number of NC High Schools Solicited 357 Total Number of NC High Schools That SignedUp for Testing 202 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 27,030 19992000: Total Number of NC High Schools Solicited 637 Pretesting (with the 19981999 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 9 Total Number of NC High Schools that Actually Tested 4 Total Number of Students Pretested 364 Placement Testing (with the new 19992000 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 19992000 33,833 20002001: Total Number of NC High Schools Solicited 658 Pretesting (with the 19992000 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 58 Total Number of NC High Schools that Actually Tested 37 Total Number of Students Pretested 3,259 Placement Testing (with the new 20002001 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 307 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 35,002 10 Grand Total of Participating High Schools (nonoverlapping) 288 Grand Total of Students Tested in 20002001 38,261 20012002: Total Number of NC High Schools Solicited 650 Pretesting (with the 20002001 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 67 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 3,716 Placement Testing (with the new 20012002 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20012002 41,520 20022003: Total Number of NC High Schools Solicited 648 (this includes 358 public and 290 nonpublic schools) Pretesting (with the 20012002 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 65 Total Number of NC High Schools that Actually Tested 50 Total Number of Students Pretested 4,422 Placement Testing (with the new 20022003 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20022003 38,821 20032004: Total Number of NC High Schools Solicited 643 (this includes 370 public and 273 nonpublic schools) Pretesting (with the 20022003 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 51 Total Number of NC High Schools that Actually Tested 34 Total Number of Students Pretested 4,084 Placement Testing (with the new 20032004 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20032004 33,549 11 20042005: Total Number of NC High Schools Solicited 629 (this includes 370 public and 259 nonpublic schools) Pretesting (with the 20032004 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 69 Total Number of NC High Schools that Actually Tested 68 Total Number of Students Pretested 6,339 Placement Testing (with the new 20042005 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20042005 43,714 20052006: Total Number of NC High Schools Solicited 626 (this includes 378 public and 248 nonpublic schools) Pretesting (with the 20042005 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 78 Total Number of NC High Schools that Actually Tested 65 Total Number of Students Pretested 5,919 Placement Testing (with the new 20052006 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20052006 47,925 20062007: Total Number of NC High Schools Solicited 752 (this includes 502 public and 250 nonpublic schools) Pretesting (with the 20052006 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 87 Total Number of NC High Schools that Actually Tested 73 Total Number of Students Pretested 7,016 Placement Testing (with the new 20062007 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20062007 46,418 12 20072008: Total Number of NC High Schools Solicited 780 (this includes 534 public and 246 nonpublic schools) Pretesting (with the 20062007 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 73 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 5,763 Placement Testing (with the new 20072008 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20072008 43,063 20082009: (Note that testing in 20082009 occurred only during the second half of the school year.) Total Number of NC High Schools Solicited 792 (this includes 542 public and 250 nonpublic schools) Pretesting (with the 20072008 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 33 Total Number of NC High Schools that Actually Tested 20 Total Number of Students Pretested 1,794 Placement Testing (with the new 20082009 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20082009 23,476 20092010: Total Number of NC High Schools Solicited 797 (this includes 548 public and 249 nonpublic schools) Pretesting (with the 20082009 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 61 Total Number of NC High Schools that Actually Tested 45 Total Number of Students Pretested 4,119 Placement Testing (with the new 20092010 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20092010 37,434 13 20102011: Total Number of NC High Schools Solicited 845 (602 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20092010 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 92 Total Number of NC High Schools that Actually Tested 70 Total Number of Students Pretested 5,955 Option #2: Testing (with the new 20102011 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20102011 38,969 20112012: Total Number of NC High Schools Solicited 844 (601 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20102011 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 96 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 6,701 Option #2: Testing (with the new 20112012 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20112012 44,217 20122013: Total Number of NC High Schools Solicited 771 (547 public including 29 charter and 2 federal, and 190 nonpublic schools) Option #1: Pretesting (with the 20112012 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 84 Total Number of NC High Schools that Actually Tested 87 Total Number of Students Pretested 8,252 Option #2: Testing (with the new 20122013 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20122013 37,090 14 20132014: Total Number of NC High Schools Solicited 775 (584 public including 33 charter and 3 federal, and 191 nonpublic schools) Option #1: Pretesting (with the 20122013 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 97 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 7,192 Option #2: Testing (with the new 20132014 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20132014 30,631 20142015: Total Number of NC High Schools Solicited 774 (585 public including 34 charter and 3 federal, and 189 nonpublic schools) Option #1: Pretesting (with the 20132014 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 142 Total Number of NC High Schools that Actually Tested 118 Total Number of Students Pretested 12,439 Option #2: Testing (with the new 20142015 version of the NC EMPT test): Total Number of NC High Schools That SignedUp 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 20142015 38,903 20152016: Total Number of NC High Schools Solicited 786 (556 public including 41 charter and 2 federal, and 187 nonpublic schools) Option #1: Pretesting (with the 20142015 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 168 Total Number of NC High Schools that Actually Tested 134 Total Number of Students Pretested 13,033 Option #2: Testing (with the new 20152016 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 277 Total Number of NC High Schools That Actually Tested 226 Total Number of Students Tested 29,045 Grand Total of Participating High Schools (nonoverlapping)* 269* Grand Total of Students Tested in 20152016 42,078 * A list of the 269 participating schools in 20152016 follows. 15 North Carolina Early Mathematics Placement Testing Program 20152016 Participating High Schools: 269 Participating Mathematics Teachers: 698 Participating Students: 42,078 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ALEXANDER CENTRAL HIGH APEX HIGH ARENDELL PARROTT ACADEMY ASHE COUNTY HIGH ASHEVILLE SCHOOL ATHENS DRIVE HIGH BANDYS HIGH BEN L SMITH HIGH BIBLE BAPTIST CHRISTIAN SCH BLUE RIDGE EARLY COLLEGE BREVARD HIGH BUNCOMBE CO EARLY COLLEGE BUNKER HILL HIGH BUNN HIGH CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCH CALVARY BAPTIST DAY SCHOOL CAPE FEAR CHRISTIAN ACADEMY CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CAREER READINESS @ MOSLEY PERFORMANCE LEARNING CTR CARMEL CHRISTIAN SCHOOL CAROLINA INTERNATIONAL SCH CARTER G WOODSON SCHOOL CARVER HIGH CENTRAL CABARRUS HIGH CENTRAL DAVIDSON HIGH CENTRAL HAYWOOD HIGH CFA ACADEMY CHARLES B AYCOCK HIGH CHARLES D OWEN HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE UNITED CHRISTIAN ACADEMY CHASE HIGH CHATHAM CHARTER SCHOOL CHERRYVILLE HIGH CHRIST COVENANT SCHOOL CITY OF MEDICINE ACADEMY CLAYTON HIGH CLEVELAND EARLY COLLEGE CLEVELAND HIGH CLINTON HIGH COASTAL CHRISTIAN HIGH COMMONWEALTH HIGH COMMUNITY BAPTIST SCHOOL CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN ACADEMY, FAYETTEVILLE CORNERSTONE CHRISTIAN SCHOOL CREST HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON D H CONLEY HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DAVIE EARLY COLLEGE HIGH DOUGLAS BYRD HIGH DURHAM SCHOOL OF THE ARTS E E SMITH HIGH EARLY COLLEGE @ GUILFORD EARLY COLLEGE EAST EAST CARTERET HIGH EAST FORSYTH HIGH EAST GASTON HIGH EAST MECKLENBURG HIGH EAST RUTHERFORD HIGH EAST SURRY HIGH EASTERN ALAMANCE HIGH EASTERN GUILFORD HIGH EASTERN RANDOLPH HIGH EASTERN WAYNE HIGH ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES EUGENE ASHLEY HIGH FIKE HIGH FIRST FLIGHT HIGH FLEMINGTON ACADEMY FLETCHER ACADEMY, RALEIGH FOREST HILLS HIGH FORSYTH COUNTRY DAY SCH FRANKLIN HIGH FRANKLINTON HIGH FRED T FOARD HIGH FUQUAYVARINA HIGH GARINGER HIGH GARNER MAGNET HIGH GASTON CHRISTIAN SCHOOL GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCH GRACE CHRISTIAN SCHOOL, SANFORD GRAMERCY CHRISTIAN SCHOOL GRANVILLE CENTRAL HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GRIMSLEY HIGH HALIFAX ACADEMY HARNETT CENTRAL HIGH HAVELOCK HIGH HAYWOOD CHRISTIAN ACADEMY HAYWORTH CHRISTIAN SCHOOL HEIDE TRASK SR HIGH HICKORY HIGH HIGH POINT CENTRAL HIGH HIGH POINT CHRISTIAN ACADEMY HILLSIDE HIGH HOKE COUNTY HIGH HOPEWELL HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLLEGE J F KENNEDY HIGH J F WEBB HIGH J F WEBB SCHOOL OF HEALTH & LIFE SCIENCES JAMES HUNT HIGH JAMES KENAN HIGH JOHN A HOLMES HIGH JOHN M MOREHEAD HIGH JOHN T HOGGARD HIGH JONES SENIOR HIGH KINGSWOOD SCHOOL LAKE NORMAN CHARTER LEE CHRISTIAN SCHOOL LEE COUNTY HIGH LEESVILLE ROAD HIGH LEJEUNE HIGH LIFESPRING ACADEMY LUCY RAGSDALE HIGH MAIDEN HIGH MALLARD CREEK HIGH MARVIN RIDGE HIGH MATTAMUSKEET EARLY COLLEGE METROLINA CHRISTIAN ACADEMY 16 MIDDLE COLLEGE AT NC A&T MIDDLE CREEK HIGH MIDWAY HIGH MILLBROOK HIGH MOORESVILLE HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN HERITAGE HIGH NASH CENTRAL HIGH NEW BERN HIGH NEW HANOVER HIGH NORTH BRUNSWICK HIGH NORTH BUNCOMBE HIGH NORTH JOHNSTON HIGH NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHEAST REGIONAL SCH OF BIOTECH & AGRISCIENCE NORTHEASTERN HIGH NORTHERN GUILFORD HIGH NORTHERN NASH HIGH NORTHERN VANCE HIGH NORTHSIDE CHRISTIAN ACADEMY NORTHWEST SCH OF THE ARTS OAKWOOD SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF EXEC LDRSHIP & ENTREPRENEURIAL DEVEL OLYMPIC SCH OF MATH, ENG, TECH & SCI OLYMPIC SCH OF RENAISSANCE – ARTS & TECH OLYMPIC TEAM HIGH OXFORD PREPARATORY HIGH PAGE HIGH PAMLICO COUNTY HIGH PANTHER CREEK HIGH PARKLAND HIGH PASQUOTANK COUNTY HIGH PENDER HIGH PERQUIMANS COUNTY HIGH PIEDMONT COMMUNITY CHARTER PIEDMONT HIGH PINE FOREST HIGH PISGAH HIGH PORTER RIDGE HIGH PROVIDENCE GROVE HIGH PROVIDENCE HIGH PUNGO CHRISTIAN ACADEMY QUEEN'S GRANT HIGH R J REYNOLDS HIGH R S CENTRAL HIGH RALEIGH CHARTER HIGH RANDLEMAN HIGH REAGAN HIGH RED SPRINGS HIGH REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RIVERSIDE HIGH, DURHAM RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROBBINSVILLE HIGH ROBESON CO EARLY COLLEGE ROCKINGHAM EARLY COLLEGE ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSEWOOD HIGH ROXBORO CHRISTIAN ACADEMY SAINT STEPHENS HIGH SALEM ACADEMY SALISBURY HIGH SCHOOL FOR CREATIVE STUDIES SEVENTYFIRST HIGH SHEETS MEM CHRISTIAN SCH SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH CENTRAL HIGH SOUTH COLUMBUS HIGH SOUTH CREEK HIGH SOUTH LENOIR HIGH SOUTH POINT HIGH SOUTH STOKES HIGH SOUTHEAST RALEIGH MAGNET SOUTHERN LEE HIGH SOUTHERN NASH HIGH SOUTHERN SCH OF ENERGY & SUSTAINABILITY SOUTHERN VANCE HIGH SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHSIDE HIGH SOUTHWEST EDGECOMBE HIGH SOUTHWESTERN RANDOLPH HIGH SPRING CREEK HIGH STUART W CRAMER HIGH SWANSBORO HIGH T C ROBERSON HIGH TABERNACLE CHRISTIAN SCHOOL, HICKORY THOMASVILLE HIGH TOPSAIL HIGH TRICOUNTY CHRISTIAN SCHOOL TRINITY ACADEMY OF RALEIGH TRINITY CHRISTIAN PREP SCH TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY HIGH TRITON HIGH UNION GROVE CHRISTIAN SCH UNION HIGH UNION PINES HIGH UNITED FAITH CHRISTIAN ACAD UWHARRIE CHARTER ACADEMY VERITAS CHRISTIAN ACADEMY VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE FOREST HIGH WAKE YOUNG WOMENS LDRSHIP ACADEMY WAKEFIELD HIGH WALLACEROSE HILL HIGH WASHINGTON HIGH WAYNE EARLY MIDDLE COLLEGE WEAVER ACADEMY WESLEYAN CHRISTIAN ACADEMY WEST BLADEN HIGH WEST CARTERET HIGH WEST COLUMBUS HIGH WEST CRAVEN HIGH WEST FORSYTH HIGH WEST HENDERSON HIGH WEST IREDELL HIGH WEST LINCOLN HIGH WESTERN HARNETT HIGH WESTERN VANCE HIGH WHEATMORE HIGH WHITE OAK HIGH WHITEVILLE HIGH WOODLAWN SCHOOL WOODS CHARTER North Carolina Early Mathematics Placement Testing A Treasure Chest of Mathematical Advice for the CollegeBound! www.ncempt.org Ellen Hilgoe, Associate Director Phone: 2523286418 Email: ncempt@ncempt.org 17 IV. Summary of 20152016 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 20142015 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 20152016 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 paperand pencil test in their classrooms. Interesting data is given below: Participants Using the 20152016 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2015 10,832 Spring 2016 18,213 Total for Year 29,045 NC EMPT Scores and Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20152016 for the return of Option #1 and Option #2 test results to 42,078 students was 0.5 days, our fastest time ever!! High Schools Participating in Testing Options #1 or #2, 20152016 Option #1 Option #2 43 91 135 High Schools Participating in Option #2 20152016 Fall 2015 Spring 2016 38 87 101 19 There are 32 questions on each test version. Test scores are grouped into four levels. Level 1 is the lowest level and Level 4 is the highest. A student placing into Levels 3 or 4 is considered collegeready in mathematics: EMPT Level Number of Correct Answers 1 011 2 1216 3 1724 4 2532 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 collegelevel mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for collegelevel 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 beginninglevel 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 collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful website addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2015 2016,” a handy reference tool for their collegebound 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 fiftyeight NC community colleges. A sample of this brochure follows as well. 20 e phone 2523286418 • fax 2523282166 email ncempt@ncempt.org http://www.ncempt.org Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director • Mary Guidry, Secretary NC EMPT • Building 123 • 1805 Charles Boulevard • Mail Stop 145 • East Carolina University • Greenville, NC 278584353 The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th1e State of North Carolina. You indicated that you wish to attend Elizabeth City State University, and that you expect to major in Medical Technologies and Allied Health Fields. The beginning math course(s) required for this major is(are) No Such Major Offered. If your NC EMPT Level is a 4 or 3, you are probably ready to begin with this(these) course(s). However, if your NC EMPT Level is a 2 or 1, you probably will need to take a remedial math course prior to beginning the math requirements for this major. Undergraduate and transfer students admitted to Elizabeth City State University who wish to will be placed according to their SAT/ACT as described below: Students with a SAT Math score of 430 or below OR an ACT Math score of 14 or below will be placed into Developmental Mathematics. Students with a SAT Math score from 440 to 470 OR an ACT Math score from 15 to 17 will be placed into College Algebra OR Mathematics for Liberal Arts. Students with a SAT Math score from 480 to 520 OR an ACT Math score from 18 to 20 will be placed into Precalculus. Students with a SAT Math score of 530 or higher OR an ACT Math score of 21 or higher will be placed into Calculus I. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/academics/catalogs. Open the undergraduate catalog and see pp. 241,242. We wish you the best in your continued studies. Note: Please recall that your NC EMPT score is a “mathematical snapshot” only of your present readiness for college mathematics. In particular, you must still take the mathematics placement test at the university or community college you choose to attend. The NC EMPT test score does NOT substitute for the mathematics placement test you will take at a university or college. 22 e phone 2523286418 • fax 2523282166 email ncempt@ncempt.org http://www.ncempt.org Dr. Johannes Hattingh, Director Ellen Hilgoe, Associate Director • Mary Guidry, Secretary NC EMPT • Building 123 • 1805 Charles Boulevard • Mail Stop 145 • East Carolina University • Greenville, NC 278584353 The North Carolina Early Mathematics Placement Testing Program is sponsored by2 th3e State of North Carolina. You indicated that you wish to attend UNC Greensboro, and that you expect to major in Computer Science in a Business Area. The beginning math course(s) required for this major is(are) Calculus for Business and the Social Sciences. If your NC EMPT Level is a 4 or 3, you are probably ready to begin with this(these) course(s). However, if your NC EMPT Level is a 2 or 1, you probably will need to take a remedial math course prior to beginning the math requirements for this major. The Math Placement Tests will determine your eligibility to enroll in MAT 120 (Calculus with Business Applications), 190 (single semester Precalculus), or 191 (Calculus I). Certain entry level courses have no prerequisites; students who wish to enroll in MAT 112 (Contemporary Topics in Mathematics), 115 (College Algebra), 150 (Precalculus I), or STA 108 (Elementary Introduction to Probability and Statistics) may do so without a placement test. Students with a sufficiently strong mathematics background who wish to enroll in MAT 120, 190, or 191 must take the placement test(s) or score 2 or higher on the AP Calculus Exam. The department has a series of placement tests, which students take online via their Canvas account. Additional information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/ For UNCG math course descriptions, visit: http://www.uncg.edu/mat/links/undergradbulletin, then click on Courses in the left column. Scroll down to and click on Mathematics Courses (MAT). We wish you the best in your continued studies. Note: Please recall that your NC EMPT score is a “mathematical snapshot” only of your present readiness for college mathematics. In particular, you must still take the mathematics placement test at the university or community college you choose to attend. The NC EMPT test score does NOT substitute for the mathematics placement test you will take at a university or college. 24 25 Elizabeth City State University Undergraduate and transfer students admitted to Elizabeth City State University who wish to are placed according to their SAT/ACT as outlined in the table below. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/academics/catalogs/. Open the undergraduate catalog and see pp. 241, 242. UNC Chapel Hill Most entering students are required to have results from the SAT Math Level 2 subject test or the ACT math test prior to placement in a math course at UNCCH.* 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 UNCCH. A score greater than or equal to 520 on the SAT Math Level 2 subject test or 27 on the ACT math test exempts the student from Math 110 (College Algebra). Math 110 counts as elective hours towards graduation, but does not fulfill the mathematics requirement. SAT Math Level 2 scores ranging from 520 through 590 allow the student to enroll in a number of mathematical science courses, including Math 117 (Finite Mathematics), 118 (Selected Topics in Mathematics), 152 (Calculus for Business and Social Sciences), 130 (Trigonometry and Analytic Geometry), Stor 151 (Statistics/Data Analysis), Comp 110 (Introduction to Programming), and a few others, all of which satisfy the general education requirement. A score greater than or equal to 600 on the SAT Math Level 2 subject test or 29 on the ACT math test is needed to place into Math 231 (Calculus I). For more information about the UNCCH Mathematics Department, visit: http://www.math.unc.edu/ For UNCCH math course descriptions, visit: http://www.math.unc.edu/forundergrads/coursedescriptions * SAT MATH Level 1 scores are also accepted: scores of 200510 allow placement into Math 110. Scores of 520 and above give placement credit for Math 110P and allow placement into Math 130 or 152. For those students who have never had trigonometry, the SAT MATH Subject Test – Level I is acceptable; however, the student cannot place into Math 231 with this version of the SAT. Appalachian State University Entering students' SAT math score will be used for placement into collegelevel 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 collegelevel mathematics must successfully complete MAT 0010, a 4dayaweek course that does not count towards graduation. Not placing into collegelevel 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 collegelevel mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/15_16_undergrad/11_artsandsciences.pdf. (See pages 197205.) 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 collegelevel 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 degreecounting 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 collegelevel courses. High school students who meet the GPA or ACT/SAT benchmarks will be exempt from diagnostic placement testing and will be considered "collegeready" for gateway math and English courses. Some community colleges are currently using Multiple Measures of Placement (MMP). All North Carolina community colleges will implement MMP by the fall of 2016. Students should check with their local college for more details. Fayetteville State University Prior to enrollment in a math class, firsttime 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 noncalculator based mathematics placement tests before registering for classes (unless they are transferring in appropriate credits). Students with a 480 or higher on the SATMath section or a 20 or higher on the ACT are exempt from placement testing. Students with less than 480 on the SATMath section or less than 20 on the ACT take an ACCUPLACER assessment (untimed) on elementary algebra and on intermediate algebra. Placement is then made to Introductory College Algebra or to College Algebra. Placement testing is available at the beginning of each semester, during the Early Orientation Programs, and by appointment. NC State University Entering freshmen at NC State are strongly encouraged to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer ori entation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 (Calculus I), which is the first course of the threesemester 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 onefourth and onethird of the students entering NCSU have taken the AP Calculus AB exam or the AP Calculus BC exam and have received placement based on their scores. For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU prerequisites and math course descriptions, visit: http://catalog.ncsu.edu/undergraduate/coursedescriptions/ma/ *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 121 or DMA 1080 are alternatives offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level 2 scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level 2 score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 099Intermediate 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 101Fundamental Algebra and Trigonometry I (for nonSTEM majors) or MATH 103College 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 110Precalculus for Engineering Sciences, or MATH 111College 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 131Calculus 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 nonSTEM 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/schoolscolleges1/cas/ academicdepartments/math/index.html For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/academicdepartments/math/courses.html. UNC Asheville Each incoming UNCAsheville student will be advised about which math math class is best to enroll in. This will be based on previous math classes taken. Calculus course sections will administer pretests at the start of each semester to check that students are enrolled in the most appropriate course. For more information about the UNCA Department of Mathematics, visit: https://math.unca.edu/ For UNCA math course descriptions, visit: https://registrar.unca.edu/coursecatalogs. Click on the current courses catalog (at the top of the list) and go to pp. 222228 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 dropdown calculator window is provided by ACCUPLACER during the test. A score of 74 or less on this test requires the student to enroll in a remedial math course. A score of 75 or more allows a student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making), or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores. For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It is very important that students take a mathematics course during their senior year of high school so that skills are retained. For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/ For ECU math course descriptions, visit: http://catalog.ecu.edu/content.php?catoid=8&navoid=524. Under Course Filter, choose the prefix "MATH" from the drop down menu and then click on Filter. For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test.") FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT Placement Criteria Course Placement SATMath (SATM) Score >= 600 AND MATH 142 – Calculus and Analytical Geometry I CollegeLevel Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry CollegeLevel Math Score >= 8099 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score = 500599 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 = 500599 OR MATH 123 – College Algebra, or MATH 126  Quantitative Reasoning Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________________________ SATM Score < 500 AND MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________ For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/ For FSU math course descriptions, visit: http://catalog.uncfsu.edu/undergraduate/coursedescriptions.htm (Scroll down to courses beginning with MATH.) NC Central University, continued continued . . . To prepare for the mathematics placement tests, you should review materials and work problems relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations; systems of equations; and computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics course in their senior year in high school. Requirements for a college major may be delayed if mathematics skills are below the expected level. For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/ math_cs/index.php For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math ECSU Mathematics Placement Criteria SAT MATH ACT MATH Placement Below 430 Below 14 Development Mathematics 440470 1517 College Algebra OR Mathematics for Liberal Arts 480520 1820 Precalculus 530 or Higher 21 or Higher Calculus I 26 27 28 29 30 31 4% 0.50% 1% 0.20% 0.30% 6% 1% 1% 1% 0.01% 9% 3% 7% 0.60% 2% 6% 1% 1% 1% 0.04% 8% 5% 8% 1% 2% 2% 0.20% 0.10% 1% 0.04% 11% 6% 8% 1% 2% 1% 0.10% 0.10% 1% 0 500 1000 1500 2000 2500 3000 Algebra II or Math 3 Essentials for College Math (SREB Math Ready) Advanced Functions and Modeling Advanced Math or Algebra III or Advanced Algebra or Trigonometry Discrete Math Precalculus Probability or Statistics Calculus Other I am not currently enrolled in a math course Number of Students Placement Level by Current Math Course 20152016 Level 4 (highest) Level 3 Level 2 Level 1 32 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Number of Students Score NC EMPT Score Frequency 20152016 Freq… 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct Question # 20152016 Item Analysis 33 Question Objective # Correct % Correct 2 solve equation using distributive property 26537 91.37 3 simplify using laws of exponents 25054 86.26 9 solve word problem: units of measure 24881 85.66 16 solve formula given values 24879 85.66 1 order fractions from least to greatest 24437 84.13 14 find median given data set 24326 83.75 11 evaluate function 23668 81.49 29 solve word problem: rate, time, distance 23380 80.5 26 simplify using laws of exponents 22239 76.57 10 find measure of angle of triangle 21811 75.09 7 solve word problem: proportion 21667 74.6 19 identify equation of line given two points 21352 73.51 23 square a binomial 20676 71.19 15 identify equation of translated function 20340 70.03 32 solve word problem: quadratic function 20151 69.38 4 find slope of line given equation 19840 68.31 5 find volume of cube 19627 67.57 27 solve quadratic equation 19569 67.37 30 find domain of function given graph 18947 65.23 31 solve system of linear equations 18469 63.59 28 solve word problem: right triangle trig 18400 63.35 18 simplify a complex fraction 18351 63.18 13 factor a polynomial 18042 62.12 17 recognize function given data 17898 61.62 8 simplify radical and find reciprocal 17885 61.58 6 solve linear inequality 17381 59.84 22 subtract rational expressions 17380 59.84 24 find inverse of relation 17357 59.76 25 compare areas of two circles 17082 58.81 20 find side of special right triangle 15925 54.83 12 solve absolute value equation 15537 53.49 21 solve word problem: percent increase 15003 51.65 Item Analysis by Decreasing %, 20152016 34 1 NC Early Mathematics Placement Testing 20152016 NC EMPT Test Results, 20152016 Test Version Total Students Tested: 29,045 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 30% Level 3: 29% Mean Score: 16.1 out of 32, or 50% Level 2: 26% Level 4: 15% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. The last percentage listed for each question represents the number of students who did not answer the question. _____________________________________________________________________________________ Select the one best answer to each question. Place each answer on your bubble sheet. 1. Write these numbers in order from least to greatest: 0.65, 2 , 3, 0.5 3 5 Not answered A. 0.5, 0.65, 3, 2 5 3 B. 2 , 0.65, 3, 0.5 3 5 C. 3, 2 , 0.5, 0.65 5 3 7.84% 7.67% 3.99% D. 0.5, 3, 0.65, 2 5 3 E. 0.5, 3, 2 , 0.65 5 3 74.55% 5.76% 0.18% 2. If 5x (x 2) 18, then x A. 2 B. 3 C. 4 D. 5 E. 6 1.60% 3.06% 86.46% 7.13% 1.48% 0.28% 3. If 3n 27, what is the value of 4n 1? A. 64 B. 16 C. 9 D. 8 E. 4 9.86% 76.99% 5.42% 3.63% 3.44% 0.66% 35 36 37 4 NC Early Mathematics Placement Testing 20152016 13. Which is a factor of the polynomial b3 10b2 24b ? Not answered A. b 4 B. b2 C. b 2 D. b 6 E. b 12 37.84% 13.38% 28.10% 11.35% 7.14% 2.19% 14. A data set includes these numbers: 10, 2, 3, 5, 1, 7, 5, 2. If the smallest and largest numbers are removed from this set, what is the median of the remaining data? A. 3.5 B. 4 C. 5 D. 6 E. 7 7.40% 74.51% 11.75% 3.94% 1.86% 0.56% 15. If the graph of the parabola y x2 is translated 4 units up and 2 units to the left in the coordinate plane, then the translated graph has which of the following equations? A. y (x 2)2 4 B. y (x 4)2 2 C. y (x 2)2 4 29.21% 7.07% 4.65% D. y (x 4)2 2 E. y (x 2)2 4 7.43% 50.72% 0.91% 16. If C is the temperature in degrees Celsius and F is the temperature in degrees Fahrenheit, then 5( 32) . 9 C F If the temperature is 20 degrees Celsius, then which of the following is the temperature in degrees Fahrenheit? A. 78 B. 68 C. 44 D. 36 E. 4 4.47% 76.72% 7.78% 5.87% 4.04% 1.12% 38 39 6 NC Early Mathematics Placement Testing 20152016 21. On the first day of the semester, Shay scored a 60 on a math pretest. On the last day of the same semester, Shay scored a 75 on the posttest. By what percent did Shay’s score improve? A. 12% B. 15% C. 18% D. 20% E. 25% Not answered 5.96% 60.07% 4.39% 6.00% 22.17% 1.41% 22. Which of the following is an equivalent form of 2 3 x 5 ? A. 1 5x B. 1 x 5 C. 10 3 5 x x 11.22% 26.17% 18.65% D. 10 3 5 x x E. 10 3 5 x x 7.64% 34.11% 2.21% 23. In expanded form, (3x 2y)2 ? A. 9x2 12xy 4y2 B. 9x2 4y2 C. 6x2 4y2 51.46% 14.99% 6.11% D. 9x2 4y2 E. 3x2 6xy 2y2 21.35% 4.61% 1.48% 40 7 NC Early Mathematics Placement Testing 20152016 24. Given the relation 1,2 , 2,3 , 3,4 , what is the inverse of this relation? Not answered A. 1, 1 , 2, 1 , 3, 1 2 3 4 B. 1, 2 , 2, 3 , 3, 4 6.09% 34.65% C. 3,4 , 2,3 , 1,2 D. 1, 1 , 1 , 1 , 1 , 1 2 2 3 3 4 10.18% 12.73% E. 2,1 , 3,2 , 4,3 34.11% 2.24% 25. Circle A has a radius of 2. Circle B has a radius of 4. What is the difference between the areas of the two circles? A. 2 B. 4 C. 8 D. 12 E. 16 38.26% 17.53% 7.76% 32.64% 1.94% 1.88% 26. Simplify: 7x3y 4 2xy3 A. 3 12 14x y B. x4 y C. 14x4 y 22.27% 4.92% 60.98% D. 5x4 y E. 3 12 5x y 5.88% 3.52% 2.43% 27. Solve the quadratic equation 3x2 5x 2 0. Name the larger of the two solutions. A. x 1 B. 1 3 x C. 2 3 x D. x 1 E. x 2 6.50% 9.01% 19.86% 46.82% 14.93% 2.89% 41 42 9 NC Early Mathematics Placement Testing 20152016 32. Not answered The function P(x) 750x2 15,000x models the profit, P, in dollars for a company that manufactures large computers, where x is the number of computers produced. For which value of x will the company make a maximum profit? A. 2 B. 5 C. 10 D. 12 E. 20 9.34% 9.48% 50.63% 12.79% 14.34% 3.42 % 43 44 3512 3080 2650 2522 2266 2203 2202 1590 1492 731 664 606 601 599 542 542 471 417 380 371 275 157 95 93 65 2568 1795 1527 1966 2303 1988 2063 1552 1363 961 733 698 948 1106 739 705 908 745 618 564 501 439 364 297 193 0% 2% 4% 6% 8% 10% 12% 14% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Medical Technologies and Allied Health Fields PreMedicine, PreVeterinary Medicine or Pharmacy Social and Behavioral Sciences Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area Computer Science in a Mathematics, Engineering or Science Area PreK and Elementary Education Automotive Technology Engineering Technologies Humanities Agriculture Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Family and Consumer Sciences Secondary Education in a NonScience or Non Mathematics Area Architecture and Related Services Natural Resources and Conservation Ethnic, Cultural and Gender Studies Middle Grades Education Secondary Education in a Science and Mathematics Area Percentage of Students Anticipated College Major 20152016 First Choice Second Choice 45 46 182 311 275 5 6 29 22 1233 57 1345 279 90 19 247 92 11 1097 760 920 40 50 167 113 1482 136 1264 776 295 113 658 306 114 1861 525 902 57 94 318 169 744 91 537 596 321 151 453 290 181 2629 428 858 96 202 492 296 655 119 472 539 320 211 338 250 304 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State… Placement Level by School Planning to Attend (1) 20152016 Level 4 (highest) Level 3 Level 2 Level 1 47 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 2600 2800 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20152016 Level 4 (highest) Level 3 Level 2 Level 1 48 V. Trends in NC EMPT Data, 19962016 The NC EMPT Program has compiled data from a pilot semester (spring 1997) and nineteen full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 19981999 $5.46 20072008 $4.07 19992000 $4.55 20082009 $7.27 20002001 $4.24 20092010 $4.78 20012002 $3.62 20102011 $5.25 20022003 $4.02 20112012 $4.47 20032004 $4.96 20122013 $5.26 20042005 $3.79 20132014 $6.52 20052006 $3.59 20142015 $5.26 20062007 $3.86 20152016 $5.00 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 20092010 Business, Management, and Marketing 12% PreMed/ PreVet/ Pharmacy 10% Engineering 9% Nursing 9% 20102011 Business, Management, and Marketing 11% PreMed/ PreVet/ Pharmacy 10% Engineering 10% Nursing 9% 20112012 Business, Management, and Marketing 12% Engineering 11% Nursing 11% PreMed/ PreVet/ Pharmacy 11% 20122013 Business, Management, and Marketing 12% Engineering 10% Nursing 9% Visual and Performing Arts 9% 20132014 Business, Management, and Marketing 12% Engineering 10% Nursing 9% Visual and Performing Arts 9% 20142015 Business, Management, and Marketing 12% Engineering 10% Nursing 10% Visual and Performing Arts 9% 20152016 Business, Management, and Marketing 12% Engineering 11% Nursing 9% Visual and Performing Arts 9% Note that testing during 20082009 occurred only during the second half of the school year. 49 * Note that testing during 20082009 occurred only during the second half of the school year. * Note that testing during 20082009 occurred only during the second half of the school year. 8,195 27,456 27,030 33,833 38,261 41,520 38,821 33,549 43,714 47,925 46,418 43,063 23,476 37,434 38,969 44,217 37,090 30,631 38,903 42,078 0 10,000 20,000 30,000 40,000 50,000 60,000 Number of Students Students Participating in NC EMPT 19962016 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 253 269 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 201314 201415 201516 Number of Schools High Schools Participating in NC EMPT, 19962016 50 0% 10% 20% 30% 40% 50% 9697 9798 9899 9900 0001 0102 0203 0304 0405 0506 0607 0708 0809 0910 1011 1112 1213 1314 1415 1516 Year Grade Level of Participating Students 19962016 Sophomore Junior Senior 51 0% 10% 20% 30% 40% 50% 9697 9798 9899 9900 0001 0102 0203 0304 0405 0506 0607 0708 0809 0910 1011 1112 1213 1314 1415 1516 Year EMPT Level of Participating Students 19962016 Level 4 (highest) Level 3 Level 2 Level 1 52 0 5 10 15 20 25 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 15 16 Average Score Out of 32 Questions for Participants Each Year, 19962016 Ave. Score 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 15 16 Students Planning to Go to College After High School Graduation, 19962016 4year College 2year College 53 VI. Evaluation of the 20152016 Year Feedback from participating teachers is essential to the success of the program and responses are carefully reviewed and considered. The surveys in this section of the report were disseminated in May and June 2016 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2016. Spring Option #2 is our largest and last testing window of the school year. Included below is feedback from teachers following a block schedule or a traditional tenmonth school calendar, and from public (including charter and federal) and nonpublic schools. The surveys were created and distributed via email using Qualtrics software. This software was made available to the associate director by the Information Technology and Computing Services (ITCS) Department of East Carolina University. The teacher contacts were asked to discuss the survey statements and questions with other participating mathematics teachers in their departments before completing the survey. With 100 of 197 surveys completed, 51% of those polled responded. This response rate was the same as the previous year, 20142015. The associate director emailed four batches of surveys to school contact persons throughout May and June 2016 as schools completed their last rounds of EMPT testing. An email reminder to complete the survey was sent to contact persons in each batch one week later. Survey results were anonymous. This Survey of 20152016 Participating Teachers Found… ♥ 96% strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC. ♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 99% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 99% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 100% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students, parents, and teachers. 55 The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers, continue to make improvements, and maintain consistency in service. It is especially inspiring to receive a 100% vote of confidence with regard to the overall value of the service to high school students, parents, and teachers. The NC EMPT test is not mandatory and the fact that so many teachers voluntarily find room in their busy math curriculums to employ this early mathematics placement assessment is a testament to its value. Each year, NC EMPT Advisory Board members that represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2526 for a sample of this document. This important brochure is disseminated annually to each participating teacher and all public and nonpublic high school principals, math chairs, and counseling departments. According to question #9 in the survey, a healthy 93% of the contact persons responding found this brochure helpful in advising students. This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. An uplifting thirteen of the fifteen survey questions (87%) had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201415. The NC EMPT website was redesigned in the fall of 2013 and this included using Qualtrics software to recreate and improve our online registration form for testing. Improvements have continued in response to teacher requests and additional links and pages have been added. Replies to question #3 indicate that our redesign efforts have paid off handsomely: 96% of the respondents strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC (up from 89% in 201415). An important threeyear trend was noted in the responses to question #12, from 89% to 92% to 93%, for those teachers who strongly agreed or agreed. These positive responses were related to the statement, “Students found their NC EMPT experience useful for future college plans.” Question #11, “Students found their individualized student results letters valuable,” was the only question out of fifteen that showed a decline of more than two percentage points. The threeyear response trend since 20132014 showed that 94%, 95%, and 91% of the respondents indicated a strong agreement or agreement with this statement. Question #10, “Participating teachers took time to review test errors with students,” had a threeyear response change from 73% to 71% to 72% in the last three surveys. NC EMPT feedback would be more valuable to students if these percentages were higher. However, NC EMPT is competing for valuable instructional time along with many other tests, schedule changes, and missed class days due to severe weather. The best case scenario would be for teachers to return a test copy along with each student’s 56 individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the beneficial results letter personalized for their child. The NC EMPT website offers many supplementary worksheets, lists of top missed questions, and a math placement test question of the week that could then be assigned to students to reinforce mastery of the indicated weaknesses. The NC EMPT Program again enjoyed the services of webmaster Laurie Godwin, ECU tech support specialist. We also appreciated the patience and great help of Qualtrics expert Monica Moore from the ECU ITCS Academic Computing Department. A sample of the most recent Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2016 As our high school contact person, you play a pivotal role in the success of NC Early Mathematics Placement Testing. THANK YOU for your time and many efforts! We need, read, and react to your valuable feedback! The deadline for your response is June 30, 2016. 57 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational mailings were sent to high school math chairs statewide and to last year's contact persons in October 2015 and then in March 2016. NC EMPT enewsletters were emailed monthly. These mailings were helpful reminders of news and services available from the NC EMPT Program. 72 22 2 0 3 99 2. An online registration form for NC EMPT testing is available on the NC EMPT website. If you registered to test during 201516 using this online form, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 72 14 1 0 12 99 3. The NC EMPT website, www.ncempt.org , is an informative tool for college mathematics placement testing in NC. 75 19 1 0 3 98 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 90 9 0 0 0 99 5. Test administration took a total of 60 minutes or less. 65 25 7 2 1 100 Part A: Carefully read each statement below and respond by checking one box to the right of each. 58 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 6. Students were attentive and tested with a serious attitude. 29 60 8 0 3 100 7. The NC EMPT office promptly returned hard copies of test score summaries to teachers and individualized results letters to students. 92 6 1 0 1 100 8. The test score summary received by each teacher for each class period was helpful. 87 12 0 0 1 100 9. The blue brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20152016" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 67 26 3 1 3 100 10. Participating teachers took time to review test errors with students. 26 46 10 4 14 100 11. Students found their individualized student results letters valuable. 48 43 4 1 4 100 12. Students found their NC EMPT experience useful for future college plans. 37 55 2 1 4 99 13. The NC EMPT Program accomplished its goal of providing your participating high school students with a "reality check" of their readiness for collegelevel mathematics. 78 21 0 0 1 100 59 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 14. The NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level (consider the seniors from your high school that participated in the program and plan to attend college in fall 2016). 49 41 6 0 4 100 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 84 16 0 0 0 100 Part B: Please type your thoughts about the three questions below: 16. A new resource continued to be provided for students and teachers during the 2015 2016 school year on the NC EMPT website. It was a weekly posting of a practice college math placement "Test Question of the Week." Each new question also included the answer and solution to the previous week's question. A second website link compiled the "Past Test Questions of the Week." There are now 105 practice questions and solutions available. Did you and/or your students use this NC EMPT resource? Please explain why or why not. Please suggest any changes you would like to see in this resource. Number Comments: YES, we used these NC EMPT website resources: “Test Question of the Week” and “Past Test Questions of the Week”! 13 Awesome resource; good information; useful tool for great review. I love that it is available when needed. I appreciated having it available. I got lots of extra questions from this website. 7 Used these questions as class starters/bell ringers/warmup exercises. We worked two of these problems a day to practice. I used these questions to introduce upcoming topics. I group the questions by topic and give my student five questions a day to review. 60 3 We used this resource often and found the questions very helpful; very valuable and hope it continues. 3 A few of our math teachers used this resource. Teachers of appropriate classes used this resource sometimes. 2 These questions provided a glimpse of what to expect and kept my students focused on college; I believe this resource gave students a realistic view of what questions would look like on college math placement tests. 1 These are great questions that cause the students to process what they have learned during the course of the year. 1 There were many instances in which the solutions to the questions provided on the NC EMPT website were helpful in presenting answers using alternate strategies. 1 We used the questions often, 2 to 3 times a month. The students now look forward to doing them. Keep up the good work! 1 We used these questions and the “Top Ten Missed Questions.” They provided a nice review and I used one of these assignments along with some ACT prep work on a virtual snow day. 1 My students use the “Question of the Week” throughout the entire year! They are assigned the week’s question along with six additional questions that help them practice the same concept or skill. Over time, I saw growth in my students’ ability to recall information knowing that they would see old concepts reappear in the “Question of the Week.” 1 These questions helped to increase math literacy and fluency. 1 We discovered NC EMPT late in the spring, but loved the valuable website and resources. We will definitely use the practice questions during 201617! 1 I used these questions with my students after they received results from the NC EMPT test. 1 I used these questions in my lectures. 1 Yes, in fact, I made it a weekly requirement and students made a notebook of these questions. 1 Excellent resource and excellent NC EMPT staff! Our scores went up 80%. These questions and the NC EMPT tests are tools to help us see if our math curriculum is efficient. Thank you so much! 1 My students were given the Web location of these questions to use on their own outside of class. I am planning on changing that for next year, especially with my Precalculus students so that they are sure they have the algebra skills and extra practice needed. 1 I used the link to the questions, but I do not know if my students used the link. 61 1 A few eager students used the questions. 1 I did use this resource, but never accomplished an effective implementation. I tried giving students a problem once per week to work on an index card. Then they practiced more of these types of problems. The issue was that the level of my students was SOOO low that this activity ended up taking up a full class. I do think I will try this again in this manner and just “schedule” this time. I found these practice questions particularly useful for the topics that are not covered in the Essentials for College Math class, which is where I used the NC EMPT materials. I did not use these as often as I would have liked, but will try to implement them across all of my math classes next school year. 1 I used them a few times in my SREB Math Ready class. It was my first time teaching the course, so I was a little overwhelmed at times with planning all the activities of the class. I will use more of the questions next semester. Number Comments: NO, we did not use these NC EMPT website resources: “Test Question of the Week” or “Past Test Questions of the Week.” 15 Did not use the questions on the website this year, but definitely plan to next year! 8 I just did not have time to incorporate these. I did not take the time to investigate these. 8 I didn’t know the resource was there. I forgot they were posted. I didn’t notice them in time. 3 My students did not use these this year, but I think it is a very good idea and I plan to use it next year with all my students. 2 I did not use them, but know I really should. I need to be more vigilant about trying to implement them into my daily routine. 1 I did not mainly because I teach classes that have a NC Final Exam and I am already super crunched for time trying to fit in my required curriculum. I think it would be an amazingly helpful tool if there weren’t so many standardized tests. 1 I did not because I start my class with our most missed questions from past tests or homework. 1 Sometimes the current practice test question of the week was not related to the lessons for the week and was therefore not used. 1 We only used the “Top Thirty Missed Questions” due to time limitations in class. 1 Although I think these could be valuable resource, I was already utilizing ACT problems of the day and NC Final Exams practice questions and did not have time for another resource. I may be able to use them next year because the ACT website I used is no 62 longer available. 1 I did not use this resource, but if I taught a higher level of math again, I would. I will remind the teachers in my department about this next year. 1 I had great intentions…my bellringers generally refer to the previous day’s lesson or are prerequisite skills for the new lesson. The practice NC EMPT questions are good questions! I want to do a better job incorporating them next year. 1 A teacher new to our school was teaching the Algebra II and Algebra III courses and I completely forgot to inform her about this great resource. I will try to remember to have her access all of these materials next year. 1 I did not and probably should use the 105 practice questions…I have focused more on the SAT and ACT Prep questions. In my courses, I focus more on those preps than the early college prep. However, the new Math Ready course – Essentials for College Math – may be a better student base to utilize the 105 questions. 1 Didn’t use. NC EMPT was valuable as a reality check. However, the NC EMPT test is computation based and my course is experience based. So I didn’t spend extra time going over the practice questions. 1 We renewed our NC EMPT participation after a long respite. Only 1 in 3 teachers participating was familiar with NC EMPT plus all of us were teaching unfamiliar curriculum. SO this became a baseline year in many respects. We do, however, recognize this resource as potentially valuable and intend to use it next year. 1 I was out a lot due to illness. Will try to use next year. 1 I was not able to access the website at school due to time/lab constraints, although the resource and its link were shared with students. Number Suggestions for Changes to “Test Question of the Week” or “Past Test Questions of the Week.” 2 This is a great resource. You could also have people signup for a weekly email of the question. 1 I suggest that teachers of Math I, II, and III be familiar with these questions and possibly implement some of the questions or prerequisite skills needed in order to prepare students vs waiting until their senior year when they are preparing for the NC EMPT test. 1 I would be nice if the questions could be compiled into one document to print out. 1 Reminders to teachers would be helpful. 1 Share the resource with teachers early in the school year as a reminder. This may help 63 with more students and teachers using this resource. 17. Summaries of testing results are returned in various formats. Currently the contact person receives results for ALL students who tested: 1) Student Scores by EMPT Levels, 2) Correct Answers (# and % correct for each test question objective), 3) Student Summary – By Score (listing of all student scores and their EMPT levels from high to low), and 4) Student Answers (listing of questions answered correctly and incorrectly by each student). Each participating teacher receives: 5) Student Summary – By Teacher/Period (results for each class period including each of their students’ scores as a raw score and %, as well as the EMPT level earned). In your opinion, are all five reports useful? Would you omit any? Do you wish to change the format of any of the reports? Would you like to include a new report? If so, please describe. Number Comments About the Five NC EMPT Test Summary Reports Received by High Schools 61 I felt all five summary reports were useful. I am pleased with the current format of reports. I wouldn’t change anything. All reports provide great comprehensive information. We appreciate and are thankful for all the information. I looked at each report for different reasons…I liked them all. All reports are beneficial to me. 8 No suggestions for change at this time. I cannot think of any necessary changes at this time. Do not omit any of the reports! 4 The reports help the contact person know what is going on in every classroom and for each teacher to know what he/she needs to work on more in the future with their students. Reports are helpful for both teacher and students. 3 Please continue to provide all reports. This will be very helpful when we do yearly comparisons. I use all the data in the annual reports that I make to our upperschool director. None should be omitted unless it is a function of time or cost. 3 I would like the raw data available in an editable spreadsheet that I can edit and evaluate in whatever way we need. I would like to receive a copy of all the data in a digital format. This would make breaking the data down by subgroups a lot more efficient when using the results for remediation and presenting reports for administration. I make pdf copies of all the documents that are sent. 2 As math department chair, I liked getting all results to compare. That way, during our department meetings, we could see as a whole where our students stood algebraically. It also helps with placement for the next level course. The reports help me see how each student is progressing. 1 This is by far the best data I received from any testing! The data is AWESOME! It is broken down to pieces and is easily understandable. It is all very useful in preparing students for the NC EMPT test or just to see where their math level is. 64 1 I utilize all the reports. What I found particularly helpful was comparing the NC EMPT preassessment (Option #1 test) to the postassessment (Option #2 test) scores. The students appreciated the improvement (if there was any). 1 The first time (years ago) that I received the summary reports for multiple teachers, I have to admit it was a little overwhelming. That’s not a bad thing though. ALL of the information is so valuable. It only took a couple of tests to decipher the system. 1 Any report indicating the specific objectives missed by the students at our school – not just the most commonly missed questions – in general would be helpful to us. 1 I like all of the reports and just need more time to make better use of this feedback as we try as a school to help students reach their greatest potential. Lots of valuable NC EMPT data to process! Thanks, I appreciate the materials. 1 I like all the reports that are already included. I think it would be useful that if the students take the test twice (pre and posttest), then on the second time have their old scores with their new scores so they could see the results sidebyside. I think that would impact the students more. Also, in the one pamphlet that describes which universities allow a calculator and what type of calculator, it would be nice if some community colleges were listed and some more nonpublic universities. 1 Among all teachers using the NC EMPT, all reports are used by someone. Not all reports are used by everyone. One of my teachers tallied the results of 2014, 2015, and 2016 so we could see growth. That took a lot of time. You probably have a button to push that would do the same thing instantly. That would be useful to us. It would also be useful to know what math standard each question was addressing so we could see what areas are most in need of remediation. 1 I would be happy with just a digital report for all students that I could sort by either EMPT level or alphabetically. I really like the reports given to each teacher by class period, so that teachers can easily see what their classes did. Now that you offer a digital report (upon request – an Excel sheet of students’ names and their scores), I will be more likely to use that than the paper reports, and you could save time printing. 1 Summaries and formatting for all students were helpful. If possible, I would request that the report given to the contact person summarizing results for all students include 1 additional column: teacher class code. With this information, I could summarize the feedback according to math subject when taught by more than one teacher. I still was able to do this with the information provided now, but I had to go to each teacher and retrieve the information from each of their class summaries since I did not know which of their students was in a particular class. From reformatting, we created box and whisker plots per class subject for both Option 1 and 2 and determined we can do a better job working with guidance to place students in classes: Essentials for College Math, Advanced Functions and Modeling (AFM), and Honors Precalculus. A tragedy is to have a student who is capable of taking AFM or Precalculus, but is sitting in the Essentials class or vice versa. 1 It might be nice to see what percentile each student is amongst ALL students tested. 1 I do not know if report #4 (Student Answers  listing of questions answered correctly and incorrectly by each student) is necessary since the students all receive the results with their 65 test results letters. 1 I haven’t used report #4 – no time to disaggregate the information for each student. 1 As the contact person, I believe report #4 could be omitted if it is necessary to omit one. The teachers usually deal with commonly missed questions in the classroom. We collaborate as a team to determine commonalities in errors. 1 As the contact person, I do not use report #4. Instead I think it would be beneficial for each teacher to have the data from report #4 for each student (# and % correct) in each of their classes. This way the teachers could assess themselves and see what they may need to focus more on. 1 I would eliminate report #1 (Student Scores by EMPT Levels) and report #4 (Student Answers). The remaining reports should suffice for students, teachers, and administrators. 1 I do not know that we really need report #3 (Student Summary by Score) which includes each student’s EMPT level. This same information is also included in report #5 (Student Summary by Teacher/Period). 1 As the contact person, the report that I look at the most is report #1 (Student Scores by EMPT Levels) and I use it to monitor how the students at my school are performing as a whole. I also look at report #2 (Correct Answers) to see the area where we are the strongest and where we need to improve our instruction. I find the report that each teacher received (report #5) is helpful, but teachers could benefit more from a broken down student answers report like report #4 (Student Answers). This way each teacher could see which questions their individual students are having trouble with, without having to wade through all the students (in report #4). 18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you'd like us to hear, please write them below. Number Additional Comments 29 THANK YOU for your amazing service to high school mathematics departments! Thanks for being available and so helpful! Keep up the good work. We appreciate all you do for our students. This is a very beneficial tool. Thank you for administering this free program so well. NC EMPT is a valuable outside resource that encourages students to work hard. 8 I love NC EMPT and Ellen! :o) Everything is always so organized. Your hard work does not go unnoticed! Thanks for your communication and help throughout the year!! You were highly responsive to any email questions I had. 3 You were even quicker this year in getting results back! WOW! Your timely delivery of information and testing materials made all this very useful. 3 This is a great program and I plan on continuing to use it as long as you make it available. 66 67 Appendix A The 20152016 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure 69 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20152016, 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 outofstate 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. WinstonSalem State University 016. One of the NC Community Colleges B) My mostlikely college major will be in the following category: (Please mark only one of the twentyfive 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. PreK 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 NonScience or NonMathematics Area (e.g. teacher of art, business, drama/dance, English/language arts, family/consumer science, foreign language, health, history, music, physical education, social studies, special education, industrial arts,…) 014. Secondary Education in a Science or Mathematics Area (e.g. teacher of biology, chemistry, math, general science,…) 015. Computer Science in a Mathematics, Engineering, or Science Area (software development, networking, database,…) 016. Computer Science in a Business Area (e.g. animation, simulation and game development, information science, information technology, quality assurance analysis, webpage/digital/multimedia design,…) 017. Nursing College majors continued on back… 71 ASC005649 (Rev. 8/15) 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietician, emergency medical science, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. PreMedicine, PreVeterinary Medicine, or Pharmacy 020. Architecture and Related Services (e.g. city and community planning, transportation, environmental design architecture, landscape architecture,…) 021. Ethnic, Cultural, and Gender Studies (e.g. AfricanAmerican studies, Native American studies, Latin American Studies, Women’s studies, Religious studies…) 022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest management,…) 023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise science, parks recreation and leisure facilities management, sports and fitness management,…) 024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…) 025. Automotive Technology C) My second choice of a college major is: (Use the list in question B for your selection.) D) I am presently enrolled in the following math course: (Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.) 1. Algebra II or Math III 2. Essentials for College Math (SREB Math Ready) 3. Advanced Functions and Modeling 4. Advanced Math or Algebra III or Advanced Algebra or Trigonometry 5. Discrete Math 6. Precalculus 7. Probability or Statistics 8. Calculus 9. Other 10. I am not currently enrolled in a math course. E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you). F) Enter the period your math class meets. G) My plans initially after graduation are: 1. to attend a 4year college or university 5. to enter military service 2. to attend a 2year college or community/technical college 6. undecided 3. to first attend a 2year college and then attend a 4year college 4. to attend a trade school or apprenticeship program H) How many collegelevel math courses will be required for your first choice of college major? 1. None 4. I don’t know. 2. One course 5. Not applicable to me 3. Two or more courses I) Please indicate your race/ethnicity. (This question is optional.) 1. American Indian or Alaskan Native 5. Hispanic or Latino 2. Asian or Asian American or Pacific Islander 6. Middle Eastern or Arab 3. African American or Black 7. Multiracial 4. White 8. Other J) Which calculator will you use on this test? 1. None 3. A scientific calculator 2. A fourfunction calculator 4. A graphing calculator 72 Suggested Levels of the NC EMPT Program, 20152016 NC EMPT Predicted First Student Score Level College Course 011 1 Remedial Mathematics 1216 2 Borderlinedepends on indicated major 1724 3 First Course in College Math 2532 4 Second Course in College Math in some majors Explanations: Level 1: A Level 1 score indicates the student is not ready for collegelevel 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 beginninglevel 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 collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. NC EMPT Placement Exam Answer Key, 20152016, Option #2 Question # Correct Answer Question # Correct Answer 1 D 17 C 2 C 18 A 3 B 19 B 4 E 20 D 5 C 21 E 6 A 22 E 7 D 23 A 8 C 24 E 9 D 25 D 10 B 26 C 11 B 27 D 12 A 28 A 13 A 29 C 14 B 30 E 15 E 31 D 16 B 32 C 73 inequalities function a bsolute value (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 b f(x) 4 bo log d –c rational expressions graphing lines and curves quadratic equations parabolic functions factoring Actual college mathematics placement tests are often given during summer orientation sessions, just before college enrollment. Students should be warned not to let their mathematical skills “get rusty” and be reminded to study their arithmetic, algebra, and geometry skills just prior to the date of their actual college mathematics placement test. A Guide for Parents and Guardians 2015  2016 . . . a reality check of your child’s readiness for collegelevel mathematics Printed on recycled paper. ASC009456 (Rev. 8/15) 48,000 copies of this public document were printed at a cost of $1,610.69 or $.033 per copy. Visit our web site for a wealth of information about mathematics placement testing at NC community colleges and UNC institutions. For more information about NC EMPT, please contact your child’s mathematics teacher or: Ellen Hilgoe, Associate Director NC EMPT Program Building 123, Mail Stop 145 1805 Charles Blvd. East Carolina University Greenville, NC 278584353 Phone: 2523286418 Fax: 2523282166 Email: ncempt@ncempt.org North Carolina Early Mathematics Placement Testing The retention of mathematical skills is critical to the correct placement of a student during his or her first semester of college coursework. “ ” NC EMPT has been continuously directed by the faculty and staff at East Carolina University since the program’s inception in 1996. A program sponsored by the State of North Carolina 75 What is an early mathematics placement test? Many high school graduates, upon entering The University of North Carolina (UNC) at one of the fifteen universities or the fiftyeight North Carolina community colleges, will be given a mathematics placement test. Many nonpublic 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 thirtytwo NC EMPT test questions are based on arithmetic operations, algebra, and geometry. Participation by NC high schools, public and nonpublic, 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 graduation are often not received. Students spending time in remedial mathematics courses lose valuable time and are delayed in the completion of other coursework with mathematics prerequisites. The student is often unable to complete degree requirements within four years of college. When will my child take the NC EMPT test? The early placement test is a onehour test that is usually given during a high school class period. Students close to completing Algebra II or Math III, as well as students enrolled in higherlevel 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 institution or NC community college. Student Score (32 questions) NC EMPT Level Predicted First College Course Explanation Remedial Mathematics Borderline  depends on indicated major First Course in College Math Second Course in College Math in some majors Score indicates the student is not ready for college level math courses and must take remedial mathematics. Score indicates the student must take remedial mathematics in some choices of major. Score indicates the student is ready for a beginninglevel 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. Score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their Math Placement test to skip the first college math course, depending on the student’s choice of major. 0  11 12  16 17  24 25  32 1 2 3 4 Suggested Levels of the NC EMPT Program / 2015  2016 mathematics courses during each year of high school and to be sure that these skills are increased and maintained. We strongly advise ALL students to continue to take 76 Appendix B Promotion of NC EMPT Participation 20152016 77 Many emails and phone calls arrive daily from high school contact persons and personnel across the state. Teachers have questions about the testing process and timeline. These answers, along with the swift delivery of testing materials and results, require clear communication and organization. An immediate response from the associate director and/or the administrative support associate is a very effective asset of our small office. An informative and userfriendly website, an email distribution list that has grown to include more than two thousand educators, and monthly enewsletters help spread the news about NC EMPT’s free services. However, meeting teachers facetoface is also a powerful tool in answering questions and in spreading the word about the amazing early intervention services offered by the NC EMPT Program. By staying abreast of workshop and staff development offerings, the associate director tries to reach out to math teachers on their home turfs. By conferring with the mathematics staff at the NC Department of Public Instruction, public school secondary math coordinators, and the Mathematics and Science Education Centers at UNC campuses, the associate director searches for opportunities to present the NC EMPT Program and to provide a platform for teachers to learn, question, and make suggestions. Outreach efforts occur throughout the year, but increase a great deal during the summer months when groups of secondary mathematics teachers gather statewide for workshops and professional development. In addition, the associate director stays abreast of actual mathematics placement procedures currently used at UNC institutions and NC community colleges. The associate director carefully studied assessments of readiness for college algebra provided by the College Board’s Accuplacer (used by several UNC institutions), NC DAP (NC Diagnostic Assessment and Placement) test used statewide by 58 public community colleges), and ALEKS (McGrawHill Education’s Assessment and Learning in Knowledge Spaces). The process of preparing for a pilot of ALEKS at East Carolina University was an excellent experience for the director and associate director, and one that can be shared with the NC EMPT Advisory Board members. The following list includes many of the outreach efforts made by the associate director during the 20152016 year: Sept 8, 2015: met with Stephanie Woodley, Chair, Dept. of Mathematics and Physics, Pitt Community College, to discuss recent changes in NC community college mathematics placement procedures and developmental course curriculums, Greenville, NC EFFORTS TO PROMOTE THE NC EMPT PROGRAM STATEWIDE 79 Oct 23, 2015: organized and met with eighteen NC EMPT Advisory Board Members on the UNCChapel Hill campus for an annual facetoface meeting, Chapel Hill, NC Nov 3, 2015: met with advisory board member Dr. William Bauldry, Appalachian State Univ, for advice about the psychometrics of writing answers to test questions, Boone, NC Nov 4, 2015: attended the State Leadership Seminar in Mathematics sponsored by the NC Dept. of Public Instruction and NC Council of Teachers of Mathematics (NCCTM 
OCLC number  40549609 