Final report... to the UNC General Administration from the NC EMPT Program Advisory Committee. 
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NC EMPT Project Summary 20132014 Connecting NC high schools, community colleges, and universities mathematically! The photo above illustrates the continued efforts of the North Carolina Early Mathematics Placement Testing Program to enable more communication between major partners. Included in these efforts are (l to r) Ellen Hilgoe, Associate Director of the NC EMPT Program; Stefanie Buckner, Southern Regional Education Board (SREB) Consultant, and Dr. Jennifer Curtis, K12 Math Section Chief for the NC Department of Public Instruction (NC DPI). All three educators spent a great deal of time during the summer of 2014 training hundreds of high school teachers in seven locations from Asheville to Wilmington. The topic studied was the new fourth math course being offered in fall 2014. Titled in NC as “Essentials for College Math,” the course targets high school students underprepared mathematically for college or career training (see p. 11). In addition to becoming a major player in the development and assessment of this new course, NC EMPT remains steady in its quest to provide nonthreatening and eyeopening advice to students enrolled in many other high school math courses: Algebra II, Math III, Advanced Functions and Modeling, Precalculus, Discrete Math, Statistics, and any other upperlevel courses. By allowing students to experience a “practice” mathematics placement test that is a facsimile of the actual tests given at NC community colleges and UNC institutions, NC EMPT offers a snapshot of current readiness. Most importantly, individualized results are received while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the collegelevel. In addition, a wealth of personalized information is given to participants regarding the required mathematics courses for the major of their choice and a description of the mathematics placement procedure currently used at the college or university of their choice. Scores are confidential and will not be shared or compared. Remarkably, these valuable NC EMPT services are provided freeofcharge to public and nonpublic high schools and students. Participation is voluntary and efforts to register for any or all of four testing windows annually are spearheaded by teachers. Despite crowded curriculums, 593 teachers empowered 30,631 students during the 20132014 year to help better prepare for collegelevel mathematics. NC EMPT has now served more than 640,000 students since its inception in 1996. The program has stayed abreast and communicated to high schools the myriad of changes in high school mathematics curriculum, mathematics admissions requirements at NC community colleges and UNC institutions, and beginning mathematics course requirements for a variety of majors at these colleges/universities. NC EMPT serves as a crucial bridge connecting high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. The program is strongly supported by the State of North Carolina, the UNC General Administration, and East Carolina University (ECU). Housed at ECU and organized under the Harriot College of Arts and Sciences, NC EMPT continues to thrive and serve the entire state. Early intervention is an important key in reducing the percentage of incoming college freshmen that require mathematics remediation. NC EMPT embraces the fact that immediate and professional feedback has the most effective impact for students, parents, and teachers. Turnaround time for test results remains the quickest in our history and averaged 0.82 days! The 20132014 year is clearly captured in the following document titled “NC EMPT Quick Stats, August 2014.” The year was characterized by an increase in mandated testing in fourth math courses in public high schools. The NC Board of Education and NC DPI continued to make sweeping changes in an effort to better prepare every child for college and career readiness. Students in the majority of fourthyear mathematics courses were administered common exams authored by DPI, the results of which were factored into the teachers’ yearly evaluations. Teachers worked diligently to thoroughly cover large curriculums in Advanced Functions and Modeling (AFM), Precalculus, and now in Discrete Math. For some, time for voluntary NC EMPT testing was lost and many NC EMPT testing materials ordered in good faith by teachers were not used. In addition, a harsh winter hampered participation and many instructional days were lost due to severe weather. Overall participation during 201314 decreased 17% from the previous year (see p. 17). The year was also characterized by increased efforts to reach teachers and administrators at both the high school and college level. A distribution list was painstakingly created and grew to more than 650 educators. Nine monthly NC EMPT email newsletters were shared. Included in the newsletters was timely information about: teaching resources, suggestions for using NC EMPT, helpful updates about NC community college math curriculum and placement changes, news about significant SAT changes in 2016, and the developing story of the new SREB fourth math course. The NC EMPT Advisory Board continued to have strong participation by members. In addition, Ellen Hilgoe, the associate director, was selected by the Southern Regional Education Board to become a trainer for the new “Essentials for College Math.” See Appendix B for more information about these summer 2014 trainings. Despite setbacks due to more mandated DPI testing and severe winter weather, NC EMPT remained steady. The program continued to operate with an inexpensive budget, high school mathematics teachers embraced a measure that is useful and doable, and students are reaping the rewards by BEING BETTER PREPARED. Registration and participation in NC EMPT is still freeofcharge to all public and nonpublic high schools and their students! NC EMPT Participation STRETCHES Across ALL of North Carolina! !" #$%& • • • !" #$%& • • ! ! " # $%&& ' • ()* #'# (%#!)!* + ,  ! )* &+,' )./0 % )' 0 A Survey of 20132014 Participating Teachers Found ♥ ./0 ♥ ..0 )* &+,' 1 ♥ ..0 )* &+,' , 2 2 ♥ 0 ♥ 0 , 1 !" #$%& % , , + , 23( )* &+,'3 4 5 • 6 • + • & * + • 6 $ + • , * • 7 + • 8 • & 9:;< 9:;= 4 !" #$%& 2 + + , 5 "3#"6 )& (7& Table of Contents I. From the Director……………………………………………………………….. 12 II. From the Associate Director…………………………………………………. 36 III. Introduction to the NC EMPT Program……………………………….… 720 IV. Summary of 20132014 Testing………………………………………….… 2150 V. Trends in NC EMPT Data, 19962014……………………………………. 5154 VI. Evaluation of the 20132014 Year...………………………………….….… 5566 VII. Appendix A – 20132014 Required Background Questions, Answer Key, and Parent/Guardian Brochure…………………………. 6774 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7580 IX. Appendix C – Helpful Resources for High School Teachers and Students....…………………………………………………………………………. 8188 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2014 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. NC EMPT employed several new promotional strategies during the 201314 school year to increase student participation. A new email distribution list was created which included high school math contact persons from the current and last three years of participating schools, as well as attendees from past math workshops and conferences. Several email messages were sent throughout the 201314 school year to members of this distribution list with uptodate EMPT information, deadlines, and links to helpful website tools. Moreover, a link which provides teachers, students, and parents with a sample "Math Placement Question of the Week" was added to NC EMPTs website www.ncempt.org. During the 201314 school year, 30,631 students from 216 high schools participated in NC EMPT testing. This was a decrease of 17% as compared to the 201213 year. Student participation in NC EMPT is a function of how many high school math teachers volunteer to take time out of their teaching calendars to give the NC EMPT test and then review the results. The 20122013 year completed the inclusion of even 1 more mandated Dept. of Public Instruction common exams for fourth year high school math courses, the results of which were included in their teacher performance. Moreover, NC experienced a harsh winter during 201314 and many school systems lost several school days due to inclement weather. Between additional mandated testing and less time to teach, Spring NC EMPT participation was the lowest it has been in years. The introduction of a new fourth high school math course in Fall 2014, "Essentials for College Math," provided a wonderful opportunity for NC EMPT to reach out to the teachers of collegebound students needing a bridge course in mathematics. The associate director of the NC EMPT, Ellen Hilgoe, helped write the new curriculum for this new course at the invitation of the Southern Regional Education Board, and was chosen as a master trainer for teachers of the new course in Spring 2014. She helped train more than 350 high school math teachers statewide through the end of August 2014. In addition, the NC EMPT test was chosen as the assessment tool for the new course, and this in itself will help increase participation numbers in NC EMPT. Since its inception in 1997, NC EMPT has become the longest running and largest EMPT program in the nation. This success is due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, and the many high school math teachers and students who participated in the program and helped to make it better. I especially want to thank Ms. Ellen Hilgoe, as well as her staff, as well as the NC EMPT Board for their unwavering and stellar efforts in making NC EMPT such a remarkable success. 2 II. From the Associate Director Ellen Hilgoe, August 2014 ! It is hard to believe that I have had the golden opportunity to serve at the helm of the NC EMPT Program Office for seventeen years! My twentyfive+ years in high school and college mathematics classrooms have also been invaluable in guiding me in this position. I am reminded that to grow I must change with the times. I used this year to reach out to teachers in new ways. Our new NC EMPT email distribution list has served as an amazing vehicle for quickly getting information out and receiving important communication back. I’ve spent a great deal of time redeveloping our website to make it more userfriendly, secure, and current. For example, the addition of the “Math Placement Question of the Week” link has provided a helpful tool for students and teachers. See a sample that follows. The goal of this link is to provide regular practice and banish rusty math skills! I am not alone in fostering NC EMPT accomplishments. My small but amazing staff is so dedicated and upbeat! They work extremely hard, particularly when weary from processing mounds of packages of opscans. I thank my leaders for their wise advice and support: Dr. Johannes Hattingh, ECU; Dr. Karrie Dixon, UNCGeneral Administration; and the NC EMPT Advisory Board. Most especially, I appreciate the hundreds of math teachers loyal to the program year after year. See their resourceful “Teacher Tips” that follow. Some of the NC EMPT Crew! (l to r): Administrative Support Associate Debby Hodges, ECU student worker Magen Smith, Associate Director Ellen Hilgoe; ECU student worker Holly Britton. Not pictured, but also very important to our success, are ECU student workers Samantha Arnold and Emily Fisher. Debby and Holly packaged the largest order for testing materials to date! We thank ECU Printing & Graphics and Mail Services for their topnotch help. We couldn’t do it without them! 3 4 5 5 EMPT testing is invaluable in my opinion. As the math chairman, I went to my principal and we put it on the school calendar; As a department, we just set aside a date to test all our upperlevel students; We schedule three days per semester near vacation time for testing (test, review results, practice weak areas); We schedule it into the calendar a year in advance. Generally the testing is done the same week every year. It is expected by everyone in the school that NC EMPT testing will take place during the designated week; We recognize the importance of this testing and its feedback, so we make it work. We establish a twoweek testing window so that teachers can fit the test in on a day convenient to them. 5 EMPT is easier to plan for when other school events are going on and you cannot start teaching a new topic effectively; We administer the test when we finished a unit; Testing is usually done when there is student participation in other things like the PSAT, PLAN, or ACT testing. Seniors are not involved in these, so it’s a great day to administer the EMPT. 5 When AP testing for Stats and Calculus is over, we always have extra class time. This is when we give the EMPT test and end up surprising quite a few of the overconfident students; My teachers gave the EMPT test after the final exams and EOC tests; During the regular final exam schedule, teachers gave the test during a class period when applicable students did not have an exam. 4 To save time and since we are on a 55minute class schedule, I had my students fill out the background information on the bubble sheets (opscan forms) the day before testing. Then we could be sure to devote fortyfive minutes for actual testtaking the next day. 4 We gave the EMPT test prior to the review for final exams so discussion of EMPT test results could be done during exam review. This helped review for the MSL as well. 4 Since we are a private school, it was easier to work EMPT into the schedule. We have far fewer mandated tests; Our school schedule is yearlong, so it wasn’t a big issue to work EMPT into our calendar; I always test in April so students in my yearlong classes have obtained more skills than they had in the previous fall; I am at a private school. I would not be willing to give up the class time for my students to take the EMPT test and then review the results once they are returned if I did not consider it a valuable source of information for my students. 4 I use EMPT to gather pre and posttest data for my students. I also use pretest results to help assign cooperative learning groups at the beginning of the semester; pretesting with Option #1 and posttesting with Option #2 allows me and my students to see growth in math skills important to their futures; We all gave the test in the fall. This gave us an indication of which concepts our students demonstrated strength in, as well as an indication of those that they found particularly challenging. We reviewed the results with the students. We administered the test again this spring so students could measure their progress in readying for collegelevel math courses. 2 I reviewed the Top Ten Missed Questions as a warmup at the beginning of a unit since there would be nothing new to review from the day before. I also reviewed small batches of the Top Thirty Missed Questions puzzle when a lesson was shorter than I thought it would be. Then I gave the EMPT test on an early release day; After my students got a reality check from their scores from the NC EMPT test, I assign the Top Thirty Missed Questions as homework (a copy can be found on www.ncempt.org) and then use the Top Ten Missed Questions during the next two weeks (a copy can be found at the same website) as bell ringers. This way I’ve gotten their attention and I can slowly build their confidence again. My students truly want to be prepared for college. 1 The NC EMPT test is the most convincing vehicle to use to motivate these seniors who will be taking a college placement test in a few short months. Thank you, thank you, thank you! 6 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 20132014 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see pp. 3743 and pp. 8386). 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 7 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 20132014 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Central Piedmont Community College Suzanne Williams Mathematics Division Dept. of Public Instruction Jennifer Curtis Chief, K12 Mathematics Educ. Division Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Chandler Chair, Dept. of Mathematics & Computer Science Fayetteville State University Dwight House Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Chair, Dept. of Mathematics NC Community College System Wanda White Director, Financial Aid & Student Success NC Community College System Cynthia Liston Assoc Vice President for Policy Research & Special Projects NC Central University Solomon Abraham Dept. of Mathematics & Computer Sci. NC State University John Griggs Department of Mathematics 8 NC State University Leslie Kurtz Department of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center UNCChapel Hill Joseph Plante Department of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Karrie Dixon Senior Associate Vice President for Academic and Student Affairs UNC Pembroke Steven Bourquin Chair, Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Nory Prochaska Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. John O. Adeyeye Chair, Dept. of Mathematics The NC EMPT Advisory Board communicates often via email, postal mail, and subcommittee work throughout the year. They met as a group on two occasions in 20132014, on October 25, 2013 and May 16, 2014. (l to r, 2nd row): Mohammad Kazemi, UNCC; Johannes Hattingh, ECU; Nory Prochaska, WCU; Bill Bauldry (ASU); Lisa Ashe (DPI); Solomon Abraham, NCCU; Ellen Hilgoe, ECU; Paul Duvall, UNCG; Peter Kendrick, UNCA; (l to r, 1st row): Joe Plante, UNCCH; Frank Ingram, WSSU; Jennifer Curtis, DPI; Cynthia Liston, NCCCS, Johannah Manor, DPI; Karrie Dixon, UNCGA. NC EMPT Advisory Board meets at the UNCGA Bldg in Chapel Hill, 51614 9 Outreach Efforts of the NC EMPT Program The following groups are contacted via email, postal mail, and in presentations 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 and mathematics department chairs University of North Carolina General Administration; institution chancellors, mathematics department chairs, and directors of admissions North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors North Carolina New Schools Project, Early College High Schools STEM Education (Science, Technology, Engineering, and Mathematics) East Carolina University High School Mathematics Contest NC Ready for Success, Director Dr. John Denning Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program. The associate director travels quite extensively to meet and greet high school mathematics teachers and administrators, and to attend and present at mathematics workshops and conferences. A variety of efforts and 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, 201314” (see Appendix C) and the new weekly resource “Math Placement Test Question of the Week” (see sample on p. 4). In addition, past math puzzles, such as the “Top Thirty Missed Questions” are still available for teachers to use as resources and are located on the program website. 10 As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for each participating teacher. The 2013 2014 gift was 7inch vinyl ruler with both English and metric measurements. The logo found on the ruler says it all, “Measuring absorption just got easier! Visit our website at www.ncempt.org.” NC EMPT is Making Waves… The ACT college assessment test is administered annually in NC to all public high school juniors to measure readiness for career and college. Nationwide, states invested in the Common Core State Standards use the ACT or some other measure to address this same situation. The Southern Regional Education Board (SREB) has worked tirelessly to create a new high school 4th 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 algebra skills stated as necessary for success in collegelevel mathematics by a large group of nationwide higher education faculty. Due to her experience with this SREB project and NC EMPT, and her desire to help better prepare high school students mathematically, Hilgoe was chosen by SREB and the NC Dept. of Public Instruction to become a SREB Math Ready master trainer for NC teachers at seven regional workshops during summer 2014. 11 A Quick Look at NC EMPT Participation Numbers 19972014 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 12 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 13 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 14 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 15 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 16 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 * A list of the 216 participating schools in 20132014 follows. Harsh Winter Weather Makes an Impact! From a teacher in Alamance County, March 2014: “We have been slammed. Just wanted to let you know that due to missing 4 days so far (not to be made up since county has been under a state of emergency), we have decided to not give the NC EMPT this semester. I regret this decision because of the valuable information that the students get, however we will need the days for instruction. I am sure we will be back on track with the test next semester.” Totals for 201314: Testing Windows: # Tests Requested: # Tests Returned for Scoring: Fall 2013, Option #1 7,920 4,817 Spring 2014, Option #1 4,984 2,375 Fall 2013, Option #2 15,659 8,456 Spring 2014, Option #2 25,400 14,983 Totals: 53,063 30,631 Total # High Schools Requesting Testing Materials: 259 Total # High Schools Returning Tests for Scoring: 216 High school contact persons who received 201314 test versions and did not use or return them will be encouraged to administer these in their math departments for fall and spring Option #1 testing in 201415. 17 North Carolina Early Mathematics Placement Testing Program 20132014 Participating High Schools: 216 Participating Mathematics Teachers: 593 Participating Students: 30,631 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ALBEMARLE HIGH ALIMAN SCHOOL ANDREWS HIGH ANTIOCH CHRISTIAN ACADEMY APEX HIGH ARENDELL PARROTT ACADEMY ASHBROOK HIGH ASHE COUNTY HIGH ASHEVILLE HIGH ASHEVILLE SCHOOL AYDENGRIFTON HIGH BEAR GRASS CHARTER SCHOOL BEREAN BAPTIST ACADEMY BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BRUNSWICK CO EARLY COLL BUNKER HILL HIGH BUNN HIGH CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCH CALVARY BAPTIST DAY SCHOOL CAMDEN COUNTY HIGH CAMTECH HIGH CAPE FEAR CHRISTIAN ACAD CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CARMEL CHRISTIAN SCHOOL CARTER G WOODSON SCHOOL CARY ACADEMY CARY HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE UNITED CHRISTIAN ACADEMY CHATHAM CENTRAL HIGH CHEROKEE HIGH CHERRYVILLE HIGH CLOVER GARDEN SCHOOL COASTAL CHRISTIAN HIGH SCHOOL COMMUNITY BAPTIST SCHOOL COMMUNITY CHRISTIAN SCHOOL CONCORD HIGH CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN SCH CRAMERTON CHRISTIAN ACAD CREST HIGH CROATAN HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON CURRITUCK COUNTY HIGH CUTHBERTSON HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DISCOVERY HIGH DURHAM SCHOOL OF THE ARTS EAST BURKE HIGH EAST COLUMBUS HIGH EAST GASTON HIGH EAST RUTHERFORD HIGH EAST WAKE ACADEMY EAST WAKE SCH OF ARTS, EDUC, & GLOBAL STUDIES EAST WILKES HIGH EASTERN GUILFORD HIGH EASTERN RANDOLPH HIGH ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES FAITH CHRISTIAN SCHOOL, ROCKY MOUNT FARMVILLE CENTRAL HIGH FAYETTEVILLE CHRISTIAN SCH FIKE HIGH FIRST FLIGHT HIGH FLETCHER ACADEMY, RALEIGH FOREST HILLS HIGH FORSYTH COUNTRY DAY SCH FRANKLIN ACADEMY FRANKLIN HIGH FRED T FOARD HIGH FREEDOM HIGH GARINGER HIGH GASTON CHRISTIAN SCHOOL GASTON DAY SCHOOL GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCH GRAMERCY CHRISTIAN SCHOOL GRANVILLE CENTRAL HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GREENVILLE CHRISTIAN ACAD HARDING UNIVERSITY HIGH HARRELLS CHRISTIAN ACADEMY HAVELOCK HIGH HAWBRIDGE SCHOOL HAYWOOD CHRISTIAN ACADEMY HIBRITEN HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HICKORY RIDGE HIGH HIGH POINT CHRISTIAN ACAD HOBGOOD ACADEMY HOKE COUNTY HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLL HIGH J F WEBB HIGH JOHN PAUL II CATHOLIC HIGH SCHOOL JOHN T HOGGARD HIGH JORDANMATTHEWS HIGH KESTREL HEIGHTS SCHOOL KINGS MOUNTAIN HIGH KINSTON HIGH LAKE NORMAN CHARTER LAWRENCE ACADEMY LEE CHRISTIAN SCHOOL LEE COUNTY HIGH LEE EARLY COLLEGE LEESVILLE ROAD HIGH LEJEUNE HIGH MAIDEN HIGH MALLARD CREEK HIGH MANTEO HIGH MARIE G DAVIS MILITARY & GLOBAL LEADER ACAD MASSEY HILL CLASSICAL HIGH MATTAMUSKEET EARLY COLLEGE HIGH MCDOWELL HIGH METROLINA CHRISTIAN ACAD MIDDLE CREEK HIGH MILLBROOK HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH NASH CENTRAL HIGH NASHROCKY MOUNT EARLY COLLEGE HIGH NEEDHAM BROUGHTON HIGH NEUSE CHRISTIAN ACADEMY NEW BERN HIGH NEW HANOVER HIGH NORTH FORSYTH HIGH NORTH LENOIR HIGH NORTH PITT HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHERN GUILFORD HIGH NORTHSIDE HIGH, JACKSONVILLE NORTHSIDE HIGH, PINETOWN NORTHWEST CABARRUS HIGH NORTHWEST SCH OF THE ARTS OAKWOOD SCHOOL 18 OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HEALTH, & PUBLIC ADMIN OLYMPIC SCH OF RENAISSANCE PAISLEY IB MAGNET SCHOOL PASQUOTANK COUNTY HIGH PERSON HIGH PIEDMONT HIGH PINE FOREST HIGH PUNGO CHRISTIAN ACADEMY PURNELL SWETT HIGH RANDLEMAN HIGH REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RIVER MILL ACADEMY ROANOKE RAPIDS HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSMAN HIGH ROXBORO CHRISTIAN ACADEMY RUTHERFORD EARLY COLL HIGH SALEM ACADEMY SAMPSON EARLY COLL HIGH SHEETS MEMORIAL CHRISTIAN SCHOOL SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH DAVIDSON HIGH SOUTH GRANVILLE HIGH OF HEALTH AND LIFE SCIENCES SOUTH GRANVILLE HIGH OF INTEGRATED TECH & LDR SOUTH POINT HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN HIGH SCH OF ENGINEERING SOUTHERN LEE HIGH SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHWEST EDGECOMBE HIGH ST THOMAS MORE ACADEMY STARMOUNT HIGH TABERNACLE CHRISTIAN SCHOOL, HICKORY TRICOUNTY CHRISTIAN SCH TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY PREP SCHOOL TRITON HIGH TUSCOLA HIGH UNION GROVE CHRISTIAN SCH UNION PINES HIGH VANDALIA CHRISTIAN SCHOOL VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE YOUNG WOMEN’S LEADERSHIP ACADEMY WALLACEROSE HILL HIGH WALTER M WILLIAMS HIGH WASHINGTON HIGH WEAVER ACADEMY WEDDINGTON HIGH WESLEYAN CHRISTIAN ACAD WEST CARTERET HIGH WEST COLUMBUS HIGH WEST CRAVEN HIGH WEST DAVIDSON HIGH WEST HENDERSON HIGH WEST MECKLENBURG HIGH WESTOVER HIGH WHEATMORE HIGH WILKES CENTRAL HIGH WILLIAM AMOS HOUGH HIGH WILSON CHRISTIAN ACADEMY WOODLAWN SCHOOL WOODS CHARTER EVERYONE benefits from students’ participation in NC EMPT: high school students, teachers, administrators, and parents! North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! http://www.ncempt.org 19 IV. Summary of 20132014 Testing Two versions of the NC EMPT test were administered during the year. For those schools interested in pretesting early in a new term for diagnostic and motivational purposes, the previous 20122013 version was used (pretesting data for Option #1 can be found on page 17). Option #2, used by the vast majority of schools, involves administering the new 20132014 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 paperandpencil test in their classrooms. Interesting data is given below: Participants Using the 20132014 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2013 8,456 Spring 2014 14,983 Total for Year 23,439 NC EMPT Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20132014 for the return of Option #1 and Option #2 test results to 30,631 students was 0.8 days, our fastest time ever! The resulting scores were classified into one of four EMPT levels. Beginning in 19992000, the numeration of these levels was aligned with the achievement levels designed by the North Carolina State Board of Education in High Schools Participating in Testing Options #1 or #2, 20132014 Option #1 Option #2 27 45 144 High Schools Participating in Option #2 20132014 Fall 2013 Spring 2014 35 54 100 21 the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the highest: 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 Web site addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters at two different levels follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2013 2014,” 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. 22 23 24 25 26 Western Carolina University Undergraduate and transfer students admitted to Western Carolina University who wish to take mathematics beyond entry level courses* are placed according to the WCU Mathematics Placement Criteria show in the table. WCU Mathematics Placement Criteria For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/8462.asp For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the keyword "MATH," and then click on individual math courses.) UNC Wilmington All entering freshmen without a placement test exemption at the University of North Carolina at Wilmington take a mathematics placement test during Orientation. The test results, along with the student’s intended major, will be used to determine the most appropriate Precalculus, Calculus, or General Education mathematics course for the student. The student’s advisor will help in this selection. Students who have received a score of 22 or better on the ACT Math Test or who have received a score of 2 or better on the Advanced Placement AB or BC Calculus Test are exempted from the placement test. These scores may be used to place students into the appropriate UNCW mathematics course. WinstonSalem State University MATH CUTOFF SCORES AND COURSE PLACEMENT Placement Test Taken . SCORE Course Placement Elementary Algebra............................... 0  41 ............................... MAT 1306 (Basic Algebra) Elementary Algebra............................... 42  ............................... MAT 1311 (College Algebra), or . MAT 1323 (Fundamentals of Mathematics) College Level Math................................ 10  59 ............................... MAT 1311 (College Algebra) College Level Math................................ 60  75 ............................... MAT 1312 (Precalculus I) College Level Math................................ 76  85 ............................... MAT 1312H (Honors version) College Level Math................................ 86  103 ............................... MAT 1313 (Precalculus II) College Level Math................................ 104  ............................... MAT 2317 (Calculus I) UNC Charlotte Most entering freshmen at the University of North Carolina at Charlotte take a mathematics placement exam during the SOAR (Student Orientation and Registration) program prior to their first semester of courses. The 20132014 Mathematics Placement Test at UNC Charlotte is noncalculator based and consists of 25 questions on algebra. A score of 0 – 11 mandates a student to enroll in MATH 0900, a Basic Mathematics Skills course offered by a local community college on the UNC Charlotte campus. The student will receive 1 hour college credit for this course. A score of 1217 means that the student may register to take MATH 1100 (College Algebra) or MATH 1103 (Precalculus), depending upon the major. A score of 18 or higher means that the student may register for MATH 1120 (Single Variable Calculus) or MATH 1241 (Differential and Integral Calculus I). It is very important that students be prepared and not let their mathematical skills deteriorate prior to the date of the placement test. Students are well advised to take their mathematics courses as soon as they enroll in college, before they lose the skills that they have gained in high school. Students who are applying for AP Mathematics (Calculus or Statistics) credit need not take the placement exam. For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduatecatalogs/current/coursedescription/MATH UNC Greensboro All entering students at UNCG may enroll in MAT 112 (Contemporary Topics in Mathematics), MAT 115 (College Algebra), MAT 150 (Precalculus I), or STA 108 (Elementary Intro. to Probability and Statistics). These courses do not have prerequisites and hence no student is required to take the Mathematics Placement Test in order to enroll into one of them. Science or Business majors with very stong background in precalculus or calculus should consult (at least two months prior to the beginning of a semester via email address: matplace@uncg.edu) with the Department of Mathematics and Statistics in order to discuss the possibility of taking the Mathematics Placement Test. The Mathematics Placement Test is an hour long, 20question, noncalculator based test administered online (at any time and at any location). Eligibility of being placed in a more advanced course depends on the performance on this test. Additional information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html. For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/index.html For UNCG math course descriptions, visit: http://uncg.smartcatalogiq.com/en/20132014/UndergraduateBulletin/Academic DepartmentsProgramsCourses/MathematicsandStatisticsDepartment/MATMathematics#mycatalog_close WinstonSalem State University The majority of entering freshmen at WinstonSalem State University take a mathematics placement exam during their orientation session prior to their first semester of college courses. The placement test given for mathematics is the ACCUPLACER Computerized Placement Test. The students are given the Elementary Algebra and the CollegeLevel Mathematics parts of this placement test, both of which are calculator based. For more information about the WSSU Mathematics Department, visit: http://www.wssu.edu/collegeartsscience/departments/ mathematics/default.aspx For WSSU math course descriptions, visit: http://www.wssu.edu/collegeartsscience/departments/mathematics/mathematicscoursedescriptions. aspx NORETHM CARPOLITNA For more information, contact: Ellen Hilgoe, NC EMPT Associate Director Building 123, 1805 Charles Boulevard, Mail Stop 145, East Carolina University, Greenville, NC 278584353 Phone: 2523286418 • Fax: 2523282166 • Email: ncempt@ncempt.org 4,200 copies of this public document were printed at a cost of $558.48, or $.13 per copy. ASC006215 (rev. 10/13) Printed on recycled paper. inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring *An early intervention and outreach program of the State of North Carolina. A North Carolina Early Mathematics Placement Testing* Program . . . a comprehensive listing of placement procedures and preparation suggestions for students preparing for college entrance testing UNC Pembroke Freshmen entering the University of North Carolina at Pembroke take a departmentaldeveloped mathematics placement test during their orientation session prior to their fall semester of classes. The 20132014 mathematics placement test at the University of North Carolina at Pembroke is a revised, calculator optional, 42question test of two batteries. A score of less than 8 on battery one requires the student to enroll in Math 104, a remedial mathematics course. Subsequent scores offer recommendations for enrollment rather than requirements, but statistical data supports our recommendations for placement. A score range of 8 to 11 on battery one will place students into Math 105 – Math 107 (low), which means the student has the option of taking either Math 105 (Introduction to College Mathematics) or Math 107 (College Algebra). We recommend Math 105. A score range of 12 to 15 on battery one will place students into Math 105 – Math 107 (high), which means the student has the option of taking either Math 105 or Math 107. We recommend Math 107. A score range of 0 to 3 on battery two will place students into Math 108 (Plane Trigonometry). A score range of 4 to 7 on battery two will place students into Math 109 (College Algebra and Trig). A score of over 8 on battery two will place students into Math 221 (Calculus I). Math 105, 107, 108, 109 and Math 221 satisfy general education mathematics requirements. A student cannot receive credit for any mathematics course based on his placement score. Advanced Placement Testing is available through the University of North Carolina or North Carolina Testing Services. For more information about the UNCP Department of Mathematics and Computer Science, visit: http://www.uncp.edu/mathcs/ For UNCP math course descriptions, visit: http://www.uncp.edu/catalog/pdf/math_cs.pdf (See pages 208212 of the document.) continued . . . The UNCW mathematics placement test covers Algebra I, Algebra II, Advanced Math and some Trigonometry. Students take the test on a computer (no computer skills are necessary!); it is multiplechoice and untimed; a nongraphing calculator is available on each computer. For more detailed placement information, see the web site: http://www.uncw.edu/math/placement.html Most mathematics courses require minimum placement results before a freshman, without appropriate advanced placement or college transfer credit, can enroll in the course. Progress toward satisfying requirements for a major can be delayed if a student’s mathematics skills are not brought up to the college level in a timely manner. It is important that students take a mathematics course during their senior year in high school so that skills do not become rusty! For more information about the UNCW Department of Mathematics and Statistics, visit: http://www.uncw.edu/math For UNCW math course descriptions, visit: http://catalogue.uncw.edu/. (Scroll down on the left and in box labeled "Search Catalogue" type in "math course descriptions.") UNC Wilmington, continued 20132014 Mathematics section of SAT AP Calculus Placement (ACT) (less than 3 years old) <540 (23) College Algebra (Math 130) >540 (23) 2 Precalculus (Math 146) >580 (25) 2 Calculus I (Math 153) AB>2 Calculus II (Math 255) BC>2 Calculus III (Math 256) *There are no placement criteria for students taking only Math 101  Mathematical Concepts, Math 130  College Algebra or Math 170  Applied Statistics. UNC Chapel Hill Most entering students are required to have results from the SAT Math Level 2 subject test or the ACT math test prior to placement in a math course at 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 subject test or 27 on the ACT math test exempts the student from Math 110 (College Algebra). Math 110 counts as elective hours towards graduation, but does not fulfill the mathematics requirement. Scores ranging from 520 through 590 allow the student to enroll in a number of mathematical science courses, including Math 117 (Finite Mathematics), 118 (Selected Topics in Mathematics), 152 (Calculus for Business and Social Sciences), 130 (Trigonometry and Analytic Geometry), Stor 151 (Statistics/ Data Analysis), Comp 110 (Introduction to Programming), and a few others, all of which satisfy the general education requirement. A score greater than or equal to 600 on the SAT Math Level 2 subject test or 29 on the ACT math test is needed to place into Math 231 (Calculus I). For more information about the UNCCH Mathematics Department, visit: http://www.math.unc.edu/ For UNCCH math course descriptions, visit: http://www.math.unc.edu/forundergrads/coursedescriptions * For those students who have never had trigonometry, the SAT Subject Test – Mathematics Level I is acceptable; however, the student cannot place into Math 231 with this version of the SAT. Appalachian State University Entering students' SAT math score will be used for placement into 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 college level mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with an ND designator. For example, a student must place into 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/12_13_undergrad/11_artsandsciences.pdf. (See pages 101107.) North Carolina Community Colleges Most students entering a community college in North Carolina take a mathematics placement test during their summer orientation or prior to their first semester of college courses. Community colleges use different placement tests which might include COMPASS, ACCUPLACER/CPT, ASSET, and the new North Carolina Diagnostic Assessment and Placement Test (NC DAP). Cutscores to enter collegelevel math courses are standarized across all 58 colleges and test results are transferable. The NC EMPT practice placement test includes topics from numeration, algebra, and geometry. Community college math placement exams will also ask students to demonstrate proficiency in artithmetic skills, such as fractions, decimals, and percents. It is important that students brush up on these skills. In addition, between 2013 and 2015, North Carolina community colleges are implementing a new policy for incoming students. Your high school grade point average and courses, or your ACT or SAT scores might exempt you from taking a placement test and allow you to directly enroll in collegelevel courses, so you'll want to check with your local campus for details. Students may contact the Mathematics Department of their chosen community college for information about additional math courses that may further prepare them for college. Elizabeth City State University ECSU uses ACCUPLACER, a computer adaptive test, to determine appropriate placement of students into mathematics courses. The placement test is administered to new freshmen and transfer students during the summer orientation sessions and at other designated periods throughout the academic year. Students with SAT (Math) scores greater than or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations, algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental mathematics course, GE 109 (Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more may enroll in GE 118 (PreCalculus). The calculatorbased test contains multiplechoice questions that are untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior year to provide a “smooth” transition into college level mathematics. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/undergrad_catalog/7435.htm 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. To prepare for the mathematics placement tests, you should review materials and work problems relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations; systems of equations; and NC State University Entering freshmen at NC State are strongly encouraged to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer orientation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 (Calculus I), which is the first course of the 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 placement opportunities, visit http://www.math.ncsu.edu/undergrad/whichclass. php, and then click "Placement Information." For prerequisites for all courses, see http://www2. acs.ncsu.edu/reg_records/crs_cat/MA.html. For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math course number for description.) *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 161 is an equivalent course offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level II scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level II score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 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 II 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 II 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 II 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/math/ For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/math/courses.html UNC Asheville Each incoming UNCAsheville student is asked to visit the Math Placement website before his/her summer registration appointment. This can be done at home or on campus by visiting the Math Department Website: http://math. unca.edu/. Click For Students in the blue menu on the right and then select Math Placement in the drop down menu. The website gives the answers to important questions regarding course requirements. It customizes the information needed for students to make the best course selection for their individual plans by asking students about their intended major and math background. We expect that the majority of new students will be able to click their way through the website to determine which math course to take, without ever needing to take a math placement test. However, there are some individual circumstances where a placement test is crucial. Consequently, a 20question, multiplechoice, calculatorbased exam is built into the site. The website supplies all of the placement information directly to the students to help them make the most informed math course decision possible. Obviously, it is in each student’s best interest to do the website test without help from anyone else. Calculus course sections will administer pretests at the start of the semester to check that these students are enrolled in the most appropriate course. For more information about the UNCA Department of Mathematics, visit: http://math.unca.edu/ For UNCA math course descriptions, visit: http://registrar.unca.edu/coursecatalogs. Click on the current courses catalog (at the top of the list) and go to pp. 221225 within the catalog. East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam prior to their first college courses. Starting Fall 2013, ECU uses 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://www.ecu.edu/csacad/Ugcat/CoursesM.cfm#math For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Accuplacer Math Placement Test." Then click on "Review 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 Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________________________ SATM Score < 500 and MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________ For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/ For FSU math course descriptions, visit: http://catalog.uncfsu.edu/ug/courses.htm (Scroll down to courses beginning with MATH.) NC Central University, continued continued . . . computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics course in their senior year in high school. Requirements for a college major may be delayed if mathematics skills are below the expected level. For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/math_cs/ index.php For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math 29 30 31 32 33 2% 1% 0.1% 0.1% 5% 1% 4% 1% 1% 8% 8% 0.40% 0.2% 7% 2% 1% 0% 0.3% 8% 9% 0.4% 0.1% 3% 2% 0.3% 1% 0.3% 13% 13% 1% 0.2% 2% 4% 0.2% 2% 1% 0 500 1000 1500 2000 2500 3000 3500 Algebra II or Integrated Math 3 or Math III Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra or Trigonometry Integrated Math 4 or Math IV PreCalculus Probability, or Statistics, or Discrete Math Calculus Other I am not currently enrolled in a math course Number of Students Placement Level by Current Math Course 20132014 Level 4 (highest) Level 3 Level 2 Level 1 34 0 200 400 600 800 1000 1200 1400 1 2 3 4 5 6 7 8 91011121314151617181920212223242526272829303132 Number of Students Score NC EMPT Score Frequency 20132014 Freq… 0 10 20 30 40 50 60 70 80 90 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 Percent Correct Question # 20132014 Item Analysis 35 Question Objective # Correct % Correct 8 solve word problem: ratio 19475 83.09 16 solve area formula given values 19033 81.2 13 simplify complex fraction 18167 77.51 2 simplify using distributive property 17886 76.31 25 find greatest common factor of polynomial 17857 76.18 31 given parallel lines, find measure of angle 17638 75.25 27 solve word problem: apply Pythagorean Th 17545 74.85 4 find slope of line given equation 17168 73.25 11 evaluate function 17154 73.19 12 solve linear equation for variable 16422 70.06 5 apply perimeter & area of rectangle 16138 68.85 20 solve system of 2 linear equations 15918 67.91 3 simplify using laws of exponents 15839 67.58 26 solve exponential equation 15799 67.4 21 solve word problem: percent decrease 15750 67.2 23 find value using right triangle trig 15738 67.14 1 compare numbers 15714 67.04 19 find equation of line given 2 points 15683 66.91 15 find equation of translated parabola 15476 66.03 7 solve word problem: percent 15452 65.92 10 use distance and midpoint formulas 15436 65.86 14 solve word problem: mode and % 15088 64.37 30 solve word problem: quadratic function 14576 62.19 22 simplify using scientific notation 14526 61.97 9 square a binomial with radical term 14216 60.65 28 solve quadratic equation 14071 60.03 29 divide polynomial by monomial 14029 59.85 18 subtract rational expressions 13901 59.31 24 find domain of square root function 13654 58.25 6 solve linear inequality 12632 53.89 32 solve word problem: calculate total cost 11586 49.43 17 recognize function given data 11004 46.95 Item Analysis by Decreasing %, 20132014 36 1 NC Early Mathematics Placement Testing 20132014 NC EMPT Test Results, 20132014 Test Version Total Students Tested: 23,439 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 36% Level 3: 28% Mean Score: 15.2 out of 32, or 48% Level 2: 24% Level 4: 13% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. The last percentage listed for each question represents the number of students who did not answer the question. _____________________________________________________________________________________ Select the one best answer to each question. Place each answer on your bubble sheet. 1. Which of the following statements is true? A. 9 1 28 4 B. 7 6.9 C. 1 0.135 8 D. 3 11 5 15 E. 2 0.666 3 Not answered 3.74% 2.50% 1.81% 48.77% 42.80% 0 .38% 2. Simplify: 2 x2 3x 3x x 4 A. x2 6x B. 5x2 18x C. 5x2 6x 62.58% 6.09% 5.83% D. x2 18x E. x2 6x 16.30% 8.61% 0.59% 3. Which of the following is equal to 2 5y ? A. 2 1 5y B. 2 1 25y C. 2 25 y D. 2 25 y E. 2 1 25 y 29.69% 48.04% 8.98% 6.51% 5.59% 1.19% 37 38 3 NC Early Mathematics Placement Testing 20132014 9. Simplify: 2 2 7 A. 11 B. 28 C. 4+2 7 D. 11 4 7 E. 11 2 14 34.23% 5.05% 20.12% 37.33% 2.48% 0.79% 10. The endpoints of the diameter of a circle have coordinates 2,0 and 2,3 . Find the length of the radius of this circle. A. 1.25 B. 2.5 C. 5 D. 5 E. 6.25 13.73% 46.02% 19.85% 10.97% 4.91% 4.52% 11. If f x 2x 4 , then find f 3 . A. 10 B. 2 C. 2 D. 3 E. 10 19.82% 5.91% 11.32% 4.55% 57.57% 0.83% 12. If 2c d 3d 2c , what is d in terms of c ? A. 3 c B. 2 c C. c D. 2c E. 3c 9.46% 13.53% 51.57% 15.65% 7.07% 2.72% 13. The complex fraction 3 1 2 7 1.5 2 is equivalent to A. 5 4 B. 4 11 C. 4 5 D. 11 4 E. None of these. 65.12% 3.19% 4.33% 3.00% 23.33% 1.03% 39 4 NC Early Mathematics Placement Testing 20132014 14. Weights of Students Weight in lbs. Frequency 5160 3 6170 6 7180 14 8190 13 91100 21 101110 8 111120 3 121130 2 Total 70 15. If the graph of y x2 is translated 3 units to the right and 2 units down in the standard coordinate system, then the translated graph has which of the following equations? A. 2 y x 3 2 B. 2 y x 3 2 C. 2 y x 3 2 6.28% 6.02% 35.99% D. 2 y x 2 3 E. 2 y x 3 2 3.56% 47.01% 1.14% 16. The area formula for a trapezoid is 1 2 1 2 A h b b . If 2 1 A 12, h 7, and b 3, find b . A. 3 7 B. 18 7 C. 3 D. 6 E. 11 70.64% 10.61% 7.56% 7.34% 2.46% 1.39% 17. What kind of function would best model the data below, where x is the independent variable and y is the dependent variable? x 3 2 1 0 1 2 3 y 54 16 2 0 2 16 54 A. quadratic B. rational C. cubic D. linear E. exponential 21.73% 9.86% 16.81% 35.59% 13.82% 2.19% The intervals of weights of a group of middle school children are recorded in the table to the right. What percent of the group is found in the mode? A. 7% B. 13% C. 14% 12.92% 11.12% 11.93% D. 21% E. 30% 17.06% 44.26% 2.71% 40 5 NC Early Mathematics Placement Testing 20132014 18. Which of the following is an equivalent form of 2 1 a b ? A. 1 a b B. 2b a ab C. 2a b ab D. 2b a a b E. 1 ab 32.52% 35.00% 12.16% 9.50% 8.65% 2.17% 19. Which equation represents a line that contains the points 1, 7 and 1, 1 ? A. y 3x 4 B. y 3x 7 C. 3x y 4 9.48% 15.72% 13.65% D. 3x y 4 E. 1 4 3 y x 49.21% 9.09% 2.85% 20. The graphs of the lines y 3 x and x 2 intersect at a point. What is the y coordinate of that point? A. 5 B. 3 C. 1 D. 0 E. 2 49.49% 12.42% 13.96% 6.00% 15.67% 2.46% 21. If an athlete’s weight decreases from 160 pounds to 152 pounds, what is the percent decrease? A. 0.05% B. 5% C. 5.3% D. 8% E. 8.5% 17.87% 48.01% 9.78% 19.47% 2.82% 2.05% 41 6 NC Early Mathematics Placement Testing 20132014 22. Simplify (4 x 10 2)3. Write the answer in scientific notation. A. 12 x 10 6 B. 64 x 10 6 C. 1.2 x 10 5 9.31% 39.14% 4.29% D. 6.4 x 10 7 E. 6.4 x 10 5 5.76% 39.60% 1.90% 23. In the given right triangle, QRS, find the value of cos S. A. 24 7 B. 25 24 C. 24 25 D. 7 24 E. 7 25 7.81% 9.48% 47.80% 15.72% 15.44% 3.75% 24. The domain of the function defined by the equation f (x) x 2 is A. x x 2 B. x x 0 C. x x 2 33.23% 9.64% 16.94% D. x x 2 E. All real numbers. 6.37% 29.55% 4.27% 25. The greatest common factor of 4a2b2c3 2a2bc2 6a4b2 is A. 2abc B. 2a3b3 C. 2a2b2c2 10.08% 5.93% 14.19% D. 2a3b2 E. 2a2b 4.60% 62.40% 2.80% 7 24 R 25 Q S 42 7 NC Early Mathematics Placement Testing 20132014 26. Find the solution of the equation 86 3x 4. A. 20 9 x B. 2 3 x C. 14 9 x 8.84% 17.52% 11.63% D. 16 9 x E. 11 6 x 49.32% 7.79% 4.90% 27. A 20foot wire stretches from the top of a pole to a point on the ground 12 feet from the base of the pole. If the ground is level and forms a right angle with the pole, what is the height, in feet, of the pole? A. 8 B. 13 C. 16 D. 18 E. 30 14.55% 6.96% 60.74% 9.32% 4.44% 3.99% 28. The quadratic equation 2x2 5x 3 has two solutions. Find the smaller of the two solutions. A. x 3 B. 3 2 x C. 1 2 x 38.01% 16.34% 13.02% D. 1 2 x E. x 3 23.00% 4.59% 5.04% 43 44 45 2796 2459 2153 2143 1900 1876 1859 1256 1167 531 528 523 423 413 403 394 390 388 329 317 190 157 77 70 54 2014 1406 1255 1755 1649 1845 1696 1145 1019 656 735 748 823 840 674 584 579 604 495 546 427 317 243 172 243 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Engineering Nursing Visual and Performing Arts PreMedicine, PreVeterinary Medicine or Pharmacy Medical Technologies and Allied Health Fields Social and Behavioral Sciences Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area PreK and Elementary Education Humanities Parks, Recreation, Leisure and Fitness Studies Engineering Technologies Automotive Technology Computer Science in a Mathematics, Engineering or Science Area Mathematical and Physical Sciences Agriculture Secondary Education in a NonScience or Non Mathematics Area Family and Consumer Sciences Architecture and Related Services Natural Resources and Conservation Middle Grades Education Secondary Education in a Science and Mathematics Area Ethnic, Cultural and Gender Studies Percentage of Students Anticipated College Major 20132014 First Choice Second Choice 46 47 93 203 149 6 5 19 10 846 46 1046 156 57 27 152 39 9 575 684 636 19 23 94 40 1318 136 1267 556 212 108 525 220 34 929 549 684 30 34 148 94 717 105 561 498 195 121 409 250 98 2163 563 888 48 176 420 241 697 105 498 658 315 244 402 283 234 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) 20132014 Level 4 (highest) Level 3 Level 2 Level 1 48 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20132014 Level 4 (highest) Level 3 Level 2 Level 1 49 V. Trends in NC EMPT Data, 19962014 The NC EMPT Program has compiled data from a pilot semester and seventeen 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 20062007 $3.86 19992000 $4.55 20072008 $4.07 20002001 $4.24 20082009 $7.27 20012002 $3.62 20092010 $4.78 20022003 $4.02 20102011 $5.25 20032004 $4.96 20112012 $4.47 20042005 $3.79 20122013 $5.26 20052006 $3.59 20132014 $6.52 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 20072008 Business/Administrative Sciences 13% Social and Behavioral Sciences 13% Engineering 12% PreMed/ PreVet/ Pharmacy 9% 20082009 Business, Management, and Marketing 13% PreMed/ PreVet/ Pharmacy 10% Visual and Performing Arts 9% Engineering 9% 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% Note that testing during 20082009 occurred only during the second half of the school year. 51 * 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 0 10,000 20,000 30,000 40,000 50,000 60,000 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 Number of Students Students Participating in NC EMPT, 19962014 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 201314 Number of Schools High Schools Participating in NC EMPT, 19962014 52 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 Year Grade Level of Participating Students 19962014 Sophomore Junior Senior 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 Year EMPT Level of Participating Students 19962014 Level 4 (highest) Level 3 Level 2 Level 1 53 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 Year Average Score Out of 32 Questions for Participants Each Year, 19962014 Series1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 Year Students Planning to Go to College After High School Graduation, 19962014 4year College 2year College 54 VI. Evaluation of the 20132014 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 2014 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2014. This is our largest and last testing window of the school year. Included are teachers from spring calendars (block schedule or traditional tenmonth) and from both public 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 96 of 175 surveys anonymously returned, 55% of those polled responded. This response rate decreased as compared to the rate from the previous year of 2012 2013 (62%). The associate director emailed three small batches of surveys to school contact persons throughout May and June 2014 as schools completed their last rounds of EMPT testing. An email reminder was sent to contact persons in each batch one week later. A Survey of 20132014 Participating Teachers Found… ♥ 95% strongly agreed or agreed that the green brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20132014" included in each teacher's results package was useful to teachers in advising collegebound students. ♥ 98% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 99% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 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. ♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 100% Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 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 test is a testament to its value. Each year, NC EMPT Advisory Board members who represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2728 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, 95% of the contact persons responding found this brochure helpful in advising students (down from 98% the previous year). This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. A reassuring twelve of the fifteen survey questions (80%), up from eight of fifteen of the questions from the previous year (53%), had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201213. Also complimentary was the fact that the percentage of teachers who strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level increased from 89% in 201213 to 90% in 201314, the highest percentage since 2010. Responses to survey question #6 indicated that 88% of teachers felt that their “students were attentive and tested with a serious attitude,” a positive increase from 83% last year to 88% in 20132014. Questions #11 and #12 both had strong increases as compared to last year and indicate that students more strongly valued the NC EMPT experience. However, question #10, “participating teachers took time to review test errors with students,” had a response change from 77% last year to 73% in 20132014. This could be an indication of the competition for instructional time due to many other tests, schedule changes, and missed class days due to severe weather. The best case scenario would be for teachers to return a test copy along with each student’s individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the valuable results letter personalized for their child. The NC EMPT website offers many supplementary worksheets, lists of top missed questions, and a math placement test question of the week that could then be assigned to students to reinforce mastery of the indicated weaknesses. 56 The NC EMPT Program reestablished and enjoyed the continuity of one webmaster throughout 20132014. The webmaster was and will remain Laurie Godwin, an ECU tech support specialist. During spring and summer 2013, the associate director and her administrative support specialist worked alongside Godwin and several other helpful staff members from ITCS Academic Computing. They worked together to redesign the website and the online registration form. The entire website was updated, streamlined, and made more secure by being placed on an ECU central server. The new website made its debut on August 1, 2013. These many diligent efforts were mirrored in survey question 2: “The online registration form was userfriendly and reliable.” Percentages improved from 49% in 20122013 to 78% in 20132014 with strong agreement or agreement. Each academic year, fewer and fewer teachers use the paper version of the registration form and the online version has become the most often used form. A sample of the Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2014 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, 2014. 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 and last year's contact persons in September/October 2013 and then in March 2014. Monthly enewsletters were sent as well. These mailings were helpful reminders of news and services available from the NC EMPT Program. 79 15 1 0 1 96 2. The online registration form found on the NC EMPT website was redesigned last summer. If you registered to test online during 201314, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 65 9 1 0 20 95 3. The NC EMPT website, www.ncempt.org, was also redesigned last summer. The site is an informative tool for college mathematics placement testing in NC. 61 21 0 0 14 96 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 86 10 0 0 0 96 5. Test administration took a total of 60 minutes or less. 61 31 3 1 0 96 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. 32 52 11 0 1 96 7. The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 88 7 0 0 1 96 8. The test score summary received by each teacher for each class period was helpful. 85 8 1 0 1 95 9. The green brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20132014" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 71 19 2 1 2 95 10. Participating teachers took time to review test errors with students. 24 46 13 0 13 96 11. Students found their individualized student results letters valuable. 47 43 0 0 6 96 12. Students found their NC EMPT experience useful for future college plans. 36 49 5 0 6 96 59 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. 74 20 1 0 0 95 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 2014). 39 47 8 0 2 96 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 73 23 0 0 0 96 Part B: Please type your thoughts about the three questions below: #16. A new resource was provided for students and teachers during the 201314 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 link compiled the "Past Test Questions of the Week." Did you and/or your students use this new NC EMPT resource? Please explain why or why not. Number Comments About the Use of the New Online Tool: “Test Question of the Week” 34 No. Not enough time to take advantage of this resource; our standard curriculum is so packed with objectives to cover that I really didn’t consider adding this into the instruction. I will reconsider next year!; With the new Common Core curriculum and five new math 60 teachers in the dept., we did not have time to explore new things. I hope to get more teachers involved next year; I planned to check out the new NC EMPT website, but never found the time. I will look it over this summer; Time constraints, but I will definitely incorporate next year; Due to the number of NC and CMS testing days already on the calendar, coupled with the Common Core requirements, I just could not find the time to use this resource. HOWEVER, I have already started thinking about a way to incorporate it into my junior and senior level nonAP classes as a part of a graded homework or test assignment!; No, but will use next year as extra credit questions on tests. 17 Yes. Used as a warmup (bellringer) which gave students the understanding that “this is important;” used as a class opener every Friday; this helped students see the types of questions they would be tested on; these questions will help students review all the math skills they have learned instead of just using the skills that are required for the one math class they are currently in; used to augment weekly quiz/test reviews; used to review for NC EMPT testing; it was helpful and userfriendly; Yes! I love this resource. I also have had seniors come back to me before their real college placement tests to get practice questions – you’ve provided just what they need!; used as an opener for new sessions, prep for SAT exam, and preassessment for college ready discussions; will have my students make a booklet of possible test questions. 9 No, only because I did not find out about the online questions until late in the school year. I hope to use them next year; I didn’t use them because we didn’t incorporate the questions from the beginning of the year; did not know this resource was available; didn’t plan early enough in advance to get my students using this great tool early. 8 No, my time management is the only reason; I failed to add it to the daily schedule, but will in the future. 6 No. 4 No, couldn’t use due to time crunch caused by so many missed snow days. As it was, I couldn’t cover all the objectives. 4 No, I don’t use my projector every day and so couldn’t put the questions on the screen; we have limited computer lab resources because we are a small school; technology issues. 4 N/A. I am the counselor at our school. I am not sure if our teachers used this or not, but I did forward all the information about the questions to our math teachers. I think it’s a great idea!; I am the dept. chair and teaching Math 1, so I was not able to use them, but I did encourage my dept. to use them, especially Precalculus; my teachers may have used, but I’m unsure. I am the math coach in the building. 3 Yes, I did, but should have used them more. This is a great tool! 1 Yes, used math questions in Math Club, but not in actual classes. 1 No, I was busy using ACT practice questions. 1 No, it was inappropriate to advise my administration of the need to include this in the lesson plans of the math teachers this year, but after our test results, we will be including it 61 next year. 1 No, I use the NC EMPT test as a measure for student college readiness and as a measure for my instruction. I don’t want the students “to prepare for the test,” rather I would like to know that their performance on the test reflects what they have learned. #17. Overall, NC EMPT student participation numbers were down during 201314. As the contact person, did you have difficulty including as many eligible students from your high school in NC EMPT testing as in the past? (This includes students enrolled in Alg II/Integrated Math III/Math III and all upperlevel math courses.) If so, what reasons did math teachers give for having fewer students participate? Number Comments on Difficulty in Including all Eligible Students in NC EMPT Testing, 201314 13 Not enough time. With the number of snow days, missed days of instruction, new NC Final Exams, new Common Core Curriculum, etc. it was difficult to give up even more class time for NC EMPT; not all my teachers felt they could “spare a day” to give the EMPT test; with PSAT and ACT, we felt there were too many test administered already; we had a difficult time “getting our hands on” students due to weather closings and then had the pressure to cover material. 9 We had no problems, all our eligible students participated this year; I did not have any trouble getting other teachers to do this in my school; I actually had more teachers want to do the testing throughout this year; All our students took the test unless they were absent. 3 This testing took away from instructional time; not all students take the NC EMPT test seriously; many of my colleagues are much more concerned with student performance on common exams (EOC or….) than they are about the NC EMPT measurement. 3 We had no problem. This testing is very easy to use for AFM and Precalculus students. 2 N/A. 1 We decided not to test in the fall. We waited until spring and tested all students except Calculus. 1 The NC EMPT test is too important not to do it. 62 #18. From 20072009, NC EMPT partnered with WebAssign of Raleigh and offered high schools both paper/pencil and webbased testing. Then grant monies ran out and we continued with just the paper/pencil version. We're exploring future options. Would you and your math faculty be interested in using a webbased version of the test in the future? Number Interest in a Webbased Version of the NC EMPT Test 32 Yes! Absolutely; we are going 1:1 next year so this would be perfect; we have mobile carts that students can use; we could do that; I could get computer lab time and see how they like it. 27 No. We prefer the paper version because we do not have enough computers to handle this well; it is difficult to get computer access for all students in a single class; only if our school receives money for more technology which does not look promising; our computer labs are not very uptodate; we are competing with so many other tests and assessments, both local and statewide, which require students to use computers; even though most of our students have their own computers, I prefer that they all take the paper test at the same time in my classroom; we sometimes experience network issues; limited computer space; I am not comfortable enough with the technical issues of computerized testing. 17 No. I really like the advantages of the paper and pencil version. It is much easier to fit into our schedule; paper version can be completed almost everywhere and anytime!; scheduling computer time in labs would elongate the process; I like the printed copy so I can hand them back and review the most missed questions; we are already a 1:1 school, however for the NC EMPT test, I prefer the paper version. 11 No, not at this time. 6 Possibly, but with some hesitation. 3 Yes, we would get test results even faster. 1 Whichever version is easiest and cheaper for your testing facility; If ACT and SAT testing are going online, the webbased testing would be good practice. 1 Yes, webbased would work, but students probably would not try as hard. 1 Since NC Final Exams are given paperandpencil, I would like to stay with the paper test. 1 Yes, if the webbased version is iPad compatible because our school will be utilizing iPads with a 1:1 technology initiative. Also, we feel that it would be important for the students to still receive the paper score reports with all the information they currently contain. We feel the reports are a major part of what opens some students’ eyes. 1 It will need to be discussed with testing leaders of the county who seem to be stretched out at this time. 1 How do incoming college freshmen typically take their math placement exams in North Carolina? If they take it using pencil and paper, then I think we should test the NC EMPT in that way. However, if students are able to test at their college using a webbased version, then 63 I, as a high school teacher, would like to give my students that experience. Can EMPT learn about how the exam is administered in NC constituent colleges and include that information in the green brochure? I'd even be willing to administer the exam in multiple ways to our students, depending upon where they want to go. My vote is to practice in high school the same way they are expected to take the exam when they get to college. #19. 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. When finished with the survey, please remember to submit your answers by clicking on the box with the two arrowheads on the bottom right. 23 Thank you for offering NC EMPT to high school students. The test is so valuable to my students and I appreciate the program greatly as their teacher; please continue to offer this terrific service; thank you for all the support you give to the learners of this great state; thank you for including our Christian school. Our class size is small, but the students are very hard workers. We were very pleased with their test scores; this is a wellneeded program; the information you provide is current and important. 17 I love the NC EMPT Program! Keep up the good work; I believe that the program is very well run, especially for one this size and this ambitious; I think everyone at NC EMPT does a great job; you are always wonderful to work with; thank you for making the process so easy; fast, responsive, supportive – I cannot say enough good things about Ellen and her staff; I appreciate the EMPT team that makes this all happen. They are a wonderful asset to our young people; we are redesigning our math curriculum and remediation due to NC MEPT test results. Thank you for this valuable tool! 9 This is an excellent program that helped to open the eyes of my students. Several were shocked at their level of preparedness; thank you for helping us in showing students some reality; the results give all stakeholders a clear picture of students’ strengths and weaknesses as well as informing them on next steps in terms of college preparation; you give our students an honest look at their math abilities as they think about going to college and I personally appreciate what you are doing; I support this program 100%. I think it opens the eyes of juniors and seniors who don’t realize they actually have to take ANOTHER math test the summer after graduating high school; every year I see students “light bulbs” turn on after taking the EMPT test; my students who were juniors last year actually asked me to test them again this year! This is just the way we want this to work! 7 Thank you for being so PROMPT in returning the results in such an organized fashion; thank you for all you do to get the information back to students in such a timely manner; your turnaround time is awesome! 2 The individualized student results reports are invaluable. If administered near the beginning of the semester, results offer important information to the teacher; the feedback is AWESOME! 2 Online testing would be so helpful; as a 1:1 environment, we would love a webbased version of the test. It would be much more cost efficient. 64 65 Appendix A The 20132014 Required Background Questions, Answer Key, and Parent/Guardian Brochure 67 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20132014, 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… 69 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. PreMedicine, PreVeterinary Medicine, or Pharmacy 020. Architecture and Related Services (e.g. city and community planning, environmental design architecture, landscape architecture,…) 021. Ethnic, Cultural, and Gender Studies (e.g. AfricanAmerican studies, Native American studies, Latin American Studies, Women’s studies,…) 022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest management,…) 023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise science, parks recreation and leisure facilities management, sports and fitness management,…) 024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…) 025. Automotive Technology C) My second choice of a college major is: (Use the list in question B for your selection.) D) I am presently enrolled in the following math course: (Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.) 1. Algebra II or Integrated Math III or Common Core Math III 6. Probability or Statistics or Discrete Math 2. Advanced Functions and Modeling 7. Calculus 3. Advanced Math or Algebra III or Advanced Algebra or 8. Other Trigonometry 9. I am not currently enrolled in a math class. 4. Integrated Math IV or Common Core Math IV 5. PreCalculus 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. none of these 3. to initially 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. Multiracial 3. African American or Black 7. Other 4. White J) Which calculator will you use on this test? 1. None 3. A scientific calculator 2. A fourfunction calculator 4. A graphing calculator 70 Suggested Levels of the NC EMPT Program, 20132014 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. Note: The level numbers have been reversed from the order used in 19961999 so that NC EMPT levels will more closely align with the NC Department of Public Instruction goals for public school children. Level 4 is now the highest level. NC EMPT Placement Exam Answer Key, 20132014, Option #2 Question # Correct Answer Question # Correct Answer 1 D 17 C 2 A 18 B 3 B 19 D 4 D 20 A 5 C 21 B 6 B 22 E 7 B 23 C 8 C 24 A 9 D 25 E 10 B 26 D 11 E 27 C 12 C 28 A 13 A 29 C 14 E 30 A 15 E 31 E 16 A 32 D 71 inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring Actual college mathematics placement tests are often given during summer orientation sessions, just before college enrollment. Students should be warned not to let their mathematical skills “get rusty” and be reminded to study their algebra and geometry skills just prior to the date of their actual college mathematics placement test. A Guide for Parents and Guardians 2013  2014 . . . a reality check of your child’s readiness for collegelevel mathematics Printed on recycled paper. ASC009456 (Rev. 8/13) 35,000 copies of this public document were printed at a cost of $1,453.48 or $.041 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 136 Building 123, 1805 Charles Blvd. Mail Stop 145 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 t h e hcoisr roerc th perla ficermste nsetm oefs tae rs toufd ceonltl edgeu rcoinugrsework. “ ” 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 What is an early mathematics placement test? The vast majority of high school graduates, upon entering The University of North Carolina (UNC) at one of the fifteen universities or the fiftyeight 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
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  2014 
Description  2013/2014 
Digital CharacteristicsA  7.76 MB; 86 p. 
Digital Format 
application/pdf 
Pres File NameM  pubs_serial_finalreportuncgeneral20132014.pdf 
Full Text  NC EMPT Project Summary 20132014 Connecting NC high schools, community colleges, and universities mathematically! The photo above illustrates the continued efforts of the North Carolina Early Mathematics Placement Testing Program to enable more communication between major partners. Included in these efforts are (l to r) Ellen Hilgoe, Associate Director of the NC EMPT Program; Stefanie Buckner, Southern Regional Education Board (SREB) Consultant, and Dr. Jennifer Curtis, K12 Math Section Chief for the NC Department of Public Instruction (NC DPI). All three educators spent a great deal of time during the summer of 2014 training hundreds of high school teachers in seven locations from Asheville to Wilmington. The topic studied was the new fourth math course being offered in fall 2014. Titled in NC as “Essentials for College Math,” the course targets high school students underprepared mathematically for college or career training (see p. 11). In addition to becoming a major player in the development and assessment of this new course, NC EMPT remains steady in its quest to provide nonthreatening and eyeopening advice to students enrolled in many other high school math courses: Algebra II, Math III, Advanced Functions and Modeling, Precalculus, Discrete Math, Statistics, and any other upperlevel courses. By allowing students to experience a “practice” mathematics placement test that is a facsimile of the actual tests given at NC community colleges and UNC institutions, NC EMPT offers a snapshot of current readiness. Most importantly, individualized results are received while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the collegelevel. In addition, a wealth of personalized information is given to participants regarding the required mathematics courses for the major of their choice and a description of the mathematics placement procedure currently used at the college or university of their choice. Scores are confidential and will not be shared or compared. Remarkably, these valuable NC EMPT services are provided freeofcharge to public and nonpublic high schools and students. Participation is voluntary and efforts to register for any or all of four testing windows annually are spearheaded by teachers. Despite crowded curriculums, 593 teachers empowered 30,631 students during the 20132014 year to help better prepare for collegelevel mathematics. NC EMPT has now served more than 640,000 students since its inception in 1996. The program has stayed abreast and communicated to high schools the myriad of changes in high school mathematics curriculum, mathematics admissions requirements at NC community colleges and UNC institutions, and beginning mathematics course requirements for a variety of majors at these colleges/universities. NC EMPT serves as a crucial bridge connecting high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. The program is strongly supported by the State of North Carolina, the UNC General Administration, and East Carolina University (ECU). Housed at ECU and organized under the Harriot College of Arts and Sciences, NC EMPT continues to thrive and serve the entire state. Early intervention is an important key in reducing the percentage of incoming college freshmen that require mathematics remediation. NC EMPT embraces the fact that immediate and professional feedback has the most effective impact for students, parents, and teachers. Turnaround time for test results remains the quickest in our history and averaged 0.82 days! The 20132014 year is clearly captured in the following document titled “NC EMPT Quick Stats, August 2014.” The year was characterized by an increase in mandated testing in fourth math courses in public high schools. The NC Board of Education and NC DPI continued to make sweeping changes in an effort to better prepare every child for college and career readiness. Students in the majority of fourthyear mathematics courses were administered common exams authored by DPI, the results of which were factored into the teachers’ yearly evaluations. Teachers worked diligently to thoroughly cover large curriculums in Advanced Functions and Modeling (AFM), Precalculus, and now in Discrete Math. For some, time for voluntary NC EMPT testing was lost and many NC EMPT testing materials ordered in good faith by teachers were not used. In addition, a harsh winter hampered participation and many instructional days were lost due to severe weather. Overall participation during 201314 decreased 17% from the previous year (see p. 17). The year was also characterized by increased efforts to reach teachers and administrators at both the high school and college level. A distribution list was painstakingly created and grew to more than 650 educators. Nine monthly NC EMPT email newsletters were shared. Included in the newsletters was timely information about: teaching resources, suggestions for using NC EMPT, helpful updates about NC community college math curriculum and placement changes, news about significant SAT changes in 2016, and the developing story of the new SREB fourth math course. The NC EMPT Advisory Board continued to have strong participation by members. In addition, Ellen Hilgoe, the associate director, was selected by the Southern Regional Education Board to become a trainer for the new “Essentials for College Math.” See Appendix B for more information about these summer 2014 trainings. Despite setbacks due to more mandated DPI testing and severe winter weather, NC EMPT remained steady. The program continued to operate with an inexpensive budget, high school mathematics teachers embraced a measure that is useful and doable, and students are reaping the rewards by BEING BETTER PREPARED. Registration and participation in NC EMPT is still freeofcharge to all public and nonpublic high schools and their students! NC EMPT Participation STRETCHES Across ALL of North Carolina! !" #$%& • • • !" #$%& • • ! ! " # $%&& ' • ()* #'# (%#!)!* + ,  ! )* &+,' )./0 % )' 0 A Survey of 20132014 Participating Teachers Found ♥ ./0 ♥ ..0 )* &+,' 1 ♥ ..0 )* &+,' , 2 2 ♥ 0 ♥ 0 , 1 !" #$%& % , , + , 23( )* &+,'3 4 5 • 6 • + • & * + • 6 $ + • , * • 7 + • 8 • & 9:;< 9:;= 4 !" #$%& 2 + + , 5 "3#"6 )& (7& Table of Contents I. From the Director……………………………………………………………….. 12 II. From the Associate Director…………………………………………………. 36 III. Introduction to the NC EMPT Program……………………………….… 720 IV. Summary of 20132014 Testing………………………………………….… 2150 V. Trends in NC EMPT Data, 19962014……………………………………. 5154 VI. Evaluation of the 20132014 Year...………………………………….….… 5566 VII. Appendix A – 20132014 Required Background Questions, Answer Key, and Parent/Guardian Brochure…………………………. 6774 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7580 IX. Appendix C – Helpful Resources for High School Teachers and Students....…………………………………………………………………………. 8188 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2014 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. NC EMPT employed several new promotional strategies during the 201314 school year to increase student participation. A new email distribution list was created which included high school math contact persons from the current and last three years of participating schools, as well as attendees from past math workshops and conferences. Several email messages were sent throughout the 201314 school year to members of this distribution list with uptodate EMPT information, deadlines, and links to helpful website tools. Moreover, a link which provides teachers, students, and parents with a sample "Math Placement Question of the Week" was added to NC EMPTs website www.ncempt.org. During the 201314 school year, 30,631 students from 216 high schools participated in NC EMPT testing. This was a decrease of 17% as compared to the 201213 year. Student participation in NC EMPT is a function of how many high school math teachers volunteer to take time out of their teaching calendars to give the NC EMPT test and then review the results. The 20122013 year completed the inclusion of even 1 more mandated Dept. of Public Instruction common exams for fourth year high school math courses, the results of which were included in their teacher performance. Moreover, NC experienced a harsh winter during 201314 and many school systems lost several school days due to inclement weather. Between additional mandated testing and less time to teach, Spring NC EMPT participation was the lowest it has been in years. The introduction of a new fourth high school math course in Fall 2014, "Essentials for College Math," provided a wonderful opportunity for NC EMPT to reach out to the teachers of collegebound students needing a bridge course in mathematics. The associate director of the NC EMPT, Ellen Hilgoe, helped write the new curriculum for this new course at the invitation of the Southern Regional Education Board, and was chosen as a master trainer for teachers of the new course in Spring 2014. She helped train more than 350 high school math teachers statewide through the end of August 2014. In addition, the NC EMPT test was chosen as the assessment tool for the new course, and this in itself will help increase participation numbers in NC EMPT. Since its inception in 1997, NC EMPT has become the longest running and largest EMPT program in the nation. This success is due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, and the many high school math teachers and students who participated in the program and helped to make it better. I especially want to thank Ms. Ellen Hilgoe, as well as her staff, as well as the NC EMPT Board for their unwavering and stellar efforts in making NC EMPT such a remarkable success. 2 II. From the Associate Director Ellen Hilgoe, August 2014 ! It is hard to believe that I have had the golden opportunity to serve at the helm of the NC EMPT Program Office for seventeen years! My twentyfive+ years in high school and college mathematics classrooms have also been invaluable in guiding me in this position. I am reminded that to grow I must change with the times. I used this year to reach out to teachers in new ways. Our new NC EMPT email distribution list has served as an amazing vehicle for quickly getting information out and receiving important communication back. I’ve spent a great deal of time redeveloping our website to make it more userfriendly, secure, and current. For example, the addition of the “Math Placement Question of the Week” link has provided a helpful tool for students and teachers. See a sample that follows. The goal of this link is to provide regular practice and banish rusty math skills! I am not alone in fostering NC EMPT accomplishments. My small but amazing staff is so dedicated and upbeat! They work extremely hard, particularly when weary from processing mounds of packages of opscans. I thank my leaders for their wise advice and support: Dr. Johannes Hattingh, ECU; Dr. Karrie Dixon, UNCGeneral Administration; and the NC EMPT Advisory Board. Most especially, I appreciate the hundreds of math teachers loyal to the program year after year. See their resourceful “Teacher Tips” that follow. Some of the NC EMPT Crew! (l to r): Administrative Support Associate Debby Hodges, ECU student worker Magen Smith, Associate Director Ellen Hilgoe; ECU student worker Holly Britton. Not pictured, but also very important to our success, are ECU student workers Samantha Arnold and Emily Fisher. Debby and Holly packaged the largest order for testing materials to date! We thank ECU Printing & Graphics and Mail Services for their topnotch help. We couldn’t do it without them! 3 4 5 5 EMPT testing is invaluable in my opinion. As the math chairman, I went to my principal and we put it on the school calendar; As a department, we just set aside a date to test all our upperlevel students; We schedule three days per semester near vacation time for testing (test, review results, practice weak areas); We schedule it into the calendar a year in advance. Generally the testing is done the same week every year. It is expected by everyone in the school that NC EMPT testing will take place during the designated week; We recognize the importance of this testing and its feedback, so we make it work. We establish a twoweek testing window so that teachers can fit the test in on a day convenient to them. 5 EMPT is easier to plan for when other school events are going on and you cannot start teaching a new topic effectively; We administer the test when we finished a unit; Testing is usually done when there is student participation in other things like the PSAT, PLAN, or ACT testing. Seniors are not involved in these, so it’s a great day to administer the EMPT. 5 When AP testing for Stats and Calculus is over, we always have extra class time. This is when we give the EMPT test and end up surprising quite a few of the overconfident students; My teachers gave the EMPT test after the final exams and EOC tests; During the regular final exam schedule, teachers gave the test during a class period when applicable students did not have an exam. 4 To save time and since we are on a 55minute class schedule, I had my students fill out the background information on the bubble sheets (opscan forms) the day before testing. Then we could be sure to devote fortyfive minutes for actual testtaking the next day. 4 We gave the EMPT test prior to the review for final exams so discussion of EMPT test results could be done during exam review. This helped review for the MSL as well. 4 Since we are a private school, it was easier to work EMPT into the schedule. We have far fewer mandated tests; Our school schedule is yearlong, so it wasn’t a big issue to work EMPT into our calendar; I always test in April so students in my yearlong classes have obtained more skills than they had in the previous fall; I am at a private school. I would not be willing to give up the class time for my students to take the EMPT test and then review the results once they are returned if I did not consider it a valuable source of information for my students. 4 I use EMPT to gather pre and posttest data for my students. I also use pretest results to help assign cooperative learning groups at the beginning of the semester; pretesting with Option #1 and posttesting with Option #2 allows me and my students to see growth in math skills important to their futures; We all gave the test in the fall. This gave us an indication of which concepts our students demonstrated strength in, as well as an indication of those that they found particularly challenging. We reviewed the results with the students. We administered the test again this spring so students could measure their progress in readying for collegelevel math courses. 2 I reviewed the Top Ten Missed Questions as a warmup at the beginning of a unit since there would be nothing new to review from the day before. I also reviewed small batches of the Top Thirty Missed Questions puzzle when a lesson was shorter than I thought it would be. Then I gave the EMPT test on an early release day; After my students got a reality check from their scores from the NC EMPT test, I assign the Top Thirty Missed Questions as homework (a copy can be found on www.ncempt.org) and then use the Top Ten Missed Questions during the next two weeks (a copy can be found at the same website) as bell ringers. This way I’ve gotten their attention and I can slowly build their confidence again. My students truly want to be prepared for college. 1 The NC EMPT test is the most convincing vehicle to use to motivate these seniors who will be taking a college placement test in a few short months. Thank you, thank you, thank you! 6 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 20132014 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see pp. 3743 and pp. 8386). 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 7 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 20132014 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Central Piedmont Community College Suzanne Williams Mathematics Division Dept. of Public Instruction Jennifer Curtis Chief, K12 Mathematics Educ. Division Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Chandler Chair, Dept. of Mathematics & Computer Science Fayetteville State University Dwight House Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Chair, Dept. of Mathematics NC Community College System Wanda White Director, Financial Aid & Student Success NC Community College System Cynthia Liston Assoc Vice President for Policy Research & Special Projects NC Central University Solomon Abraham Dept. of Mathematics & Computer Sci. NC State University John Griggs Department of Mathematics 8 NC State University Leslie Kurtz Department of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center UNCChapel Hill Joseph Plante Department of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Karrie Dixon Senior Associate Vice President for Academic and Student Affairs UNC Pembroke Steven Bourquin Chair, Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Nory Prochaska Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. John O. Adeyeye Chair, Dept. of Mathematics The NC EMPT Advisory Board communicates often via email, postal mail, and subcommittee work throughout the year. They met as a group on two occasions in 20132014, on October 25, 2013 and May 16, 2014. (l to r, 2nd row): Mohammad Kazemi, UNCC; Johannes Hattingh, ECU; Nory Prochaska, WCU; Bill Bauldry (ASU); Lisa Ashe (DPI); Solomon Abraham, NCCU; Ellen Hilgoe, ECU; Paul Duvall, UNCG; Peter Kendrick, UNCA; (l to r, 1st row): Joe Plante, UNCCH; Frank Ingram, WSSU; Jennifer Curtis, DPI; Cynthia Liston, NCCCS, Johannah Manor, DPI; Karrie Dixon, UNCGA. NC EMPT Advisory Board meets at the UNCGA Bldg in Chapel Hill, 51614 9 Outreach Efforts of the NC EMPT Program The following groups are contacted via email, postal mail, and in presentations 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 and mathematics department chairs University of North Carolina General Administration; institution chancellors, mathematics department chairs, and directors of admissions North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors North Carolina New Schools Project, Early College High Schools STEM Education (Science, Technology, Engineering, and Mathematics) East Carolina University High School Mathematics Contest NC Ready for Success, Director Dr. John Denning Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program. The associate director travels quite extensively to meet and greet high school mathematics teachers and administrators, and to attend and present at mathematics workshops and conferences. A variety of efforts and 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, 201314” (see Appendix C) and the new weekly resource “Math Placement Test Question of the Week” (see sample on p. 4). In addition, past math puzzles, such as the “Top Thirty Missed Questions” are still available for teachers to use as resources and are located on the program website. 10 As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for each participating teacher. The 2013 2014 gift was 7inch vinyl ruler with both English and metric measurements. The logo found on the ruler says it all, “Measuring absorption just got easier! Visit our website at www.ncempt.org.” NC EMPT is Making Waves… The ACT college assessment test is administered annually in NC to all public high school juniors to measure readiness for career and college. Nationwide, states invested in the Common Core State Standards use the ACT or some other measure to address this same situation. The Southern Regional Education Board (SREB) has worked tirelessly to create a new high school 4th 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 algebra skills stated as necessary for success in collegelevel mathematics by a large group of nationwide higher education faculty. Due to her experience with this SREB project and NC EMPT, and her desire to help better prepare high school students mathematically, Hilgoe was chosen by SREB and the NC Dept. of Public Instruction to become a SREB Math Ready master trainer for NC teachers at seven regional workshops during summer 2014. 11 A Quick Look at NC EMPT Participation Numbers 19972014 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 12 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 13 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 14 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 15 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 16 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 * A list of the 216 participating schools in 20132014 follows. Harsh Winter Weather Makes an Impact! From a teacher in Alamance County, March 2014: “We have been slammed. Just wanted to let you know that due to missing 4 days so far (not to be made up since county has been under a state of emergency), we have decided to not give the NC EMPT this semester. I regret this decision because of the valuable information that the students get, however we will need the days for instruction. I am sure we will be back on track with the test next semester.” Totals for 201314: Testing Windows: # Tests Requested: # Tests Returned for Scoring: Fall 2013, Option #1 7,920 4,817 Spring 2014, Option #1 4,984 2,375 Fall 2013, Option #2 15,659 8,456 Spring 2014, Option #2 25,400 14,983 Totals: 53,063 30,631 Total # High Schools Requesting Testing Materials: 259 Total # High Schools Returning Tests for Scoring: 216 High school contact persons who received 201314 test versions and did not use or return them will be encouraged to administer these in their math departments for fall and spring Option #1 testing in 201415. 17 North Carolina Early Mathematics Placement Testing Program 20132014 Participating High Schools: 216 Participating Mathematics Teachers: 593 Participating Students: 30,631 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ALBEMARLE HIGH ALIMAN SCHOOL ANDREWS HIGH ANTIOCH CHRISTIAN ACADEMY APEX HIGH ARENDELL PARROTT ACADEMY ASHBROOK HIGH ASHE COUNTY HIGH ASHEVILLE HIGH ASHEVILLE SCHOOL AYDENGRIFTON HIGH BEAR GRASS CHARTER SCHOOL BEREAN BAPTIST ACADEMY BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BRUNSWICK CO EARLY COLL BUNKER HILL HIGH BUNN HIGH CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCH CALVARY BAPTIST DAY SCHOOL CAMDEN COUNTY HIGH CAMTECH HIGH CAPE FEAR CHRISTIAN ACAD CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CARMEL CHRISTIAN SCHOOL CARTER G WOODSON SCHOOL CARY ACADEMY CARY HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE UNITED CHRISTIAN ACADEMY CHATHAM CENTRAL HIGH CHEROKEE HIGH CHERRYVILLE HIGH CLOVER GARDEN SCHOOL COASTAL CHRISTIAN HIGH SCHOOL COMMUNITY BAPTIST SCHOOL COMMUNITY CHRISTIAN SCHOOL CONCORD HIGH CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN SCH CRAMERTON CHRISTIAN ACAD CREST HIGH CROATAN HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON CURRITUCK COUNTY HIGH CUTHBERTSON HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DISCOVERY HIGH DURHAM SCHOOL OF THE ARTS EAST BURKE HIGH EAST COLUMBUS HIGH EAST GASTON HIGH EAST RUTHERFORD HIGH EAST WAKE ACADEMY EAST WAKE SCH OF ARTS, EDUC, & GLOBAL STUDIES EAST WILKES HIGH EASTERN GUILFORD HIGH EASTERN RANDOLPH HIGH ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES FAITH CHRISTIAN SCHOOL, ROCKY MOUNT FARMVILLE CENTRAL HIGH FAYETTEVILLE CHRISTIAN SCH FIKE HIGH FIRST FLIGHT HIGH FLETCHER ACADEMY, RALEIGH FOREST HILLS HIGH FORSYTH COUNTRY DAY SCH FRANKLIN ACADEMY FRANKLIN HIGH FRED T FOARD HIGH FREEDOM HIGH GARINGER HIGH GASTON CHRISTIAN SCHOOL GASTON DAY SCHOOL GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCH GRAMERCY CHRISTIAN SCHOOL GRANVILLE CENTRAL HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GREENVILLE CHRISTIAN ACAD HARDING UNIVERSITY HIGH HARRELLS CHRISTIAN ACADEMY HAVELOCK HIGH HAWBRIDGE SCHOOL HAYWOOD CHRISTIAN ACADEMY HIBRITEN HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HICKORY RIDGE HIGH HIGH POINT CHRISTIAN ACAD HOBGOOD ACADEMY HOKE COUNTY HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLL HIGH J F WEBB HIGH JOHN PAUL II CATHOLIC HIGH SCHOOL JOHN T HOGGARD HIGH JORDANMATTHEWS HIGH KESTREL HEIGHTS SCHOOL KINGS MOUNTAIN HIGH KINSTON HIGH LAKE NORMAN CHARTER LAWRENCE ACADEMY LEE CHRISTIAN SCHOOL LEE COUNTY HIGH LEE EARLY COLLEGE LEESVILLE ROAD HIGH LEJEUNE HIGH MAIDEN HIGH MALLARD CREEK HIGH MANTEO HIGH MARIE G DAVIS MILITARY & GLOBAL LEADER ACAD MASSEY HILL CLASSICAL HIGH MATTAMUSKEET EARLY COLLEGE HIGH MCDOWELL HIGH METROLINA CHRISTIAN ACAD MIDDLE CREEK HIGH MILLBROOK HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH NASH CENTRAL HIGH NASHROCKY MOUNT EARLY COLLEGE HIGH NEEDHAM BROUGHTON HIGH NEUSE CHRISTIAN ACADEMY NEW BERN HIGH NEW HANOVER HIGH NORTH FORSYTH HIGH NORTH LENOIR HIGH NORTH PITT HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHERN GUILFORD HIGH NORTHSIDE HIGH, JACKSONVILLE NORTHSIDE HIGH, PINETOWN NORTHWEST CABARRUS HIGH NORTHWEST SCH OF THE ARTS OAKWOOD SCHOOL 18 OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HEALTH, & PUBLIC ADMIN OLYMPIC SCH OF RENAISSANCE PAISLEY IB MAGNET SCHOOL PASQUOTANK COUNTY HIGH PERSON HIGH PIEDMONT HIGH PINE FOREST HIGH PUNGO CHRISTIAN ACADEMY PURNELL SWETT HIGH RANDLEMAN HIGH REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RIVER MILL ACADEMY ROANOKE RAPIDS HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSMAN HIGH ROXBORO CHRISTIAN ACADEMY RUTHERFORD EARLY COLL HIGH SALEM ACADEMY SAMPSON EARLY COLL HIGH SHEETS MEMORIAL CHRISTIAN SCHOOL SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH DAVIDSON HIGH SOUTH GRANVILLE HIGH OF HEALTH AND LIFE SCIENCES SOUTH GRANVILLE HIGH OF INTEGRATED TECH & LDR SOUTH POINT HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN HIGH SCH OF ENGINEERING SOUTHERN LEE HIGH SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHWEST EDGECOMBE HIGH ST THOMAS MORE ACADEMY STARMOUNT HIGH TABERNACLE CHRISTIAN SCHOOL, HICKORY TRICOUNTY CHRISTIAN SCH TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY PREP SCHOOL TRITON HIGH TUSCOLA HIGH UNION GROVE CHRISTIAN SCH UNION PINES HIGH VANDALIA CHRISTIAN SCHOOL VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE YOUNG WOMEN’S LEADERSHIP ACADEMY WALLACEROSE HILL HIGH WALTER M WILLIAMS HIGH WASHINGTON HIGH WEAVER ACADEMY WEDDINGTON HIGH WESLEYAN CHRISTIAN ACAD WEST CARTERET HIGH WEST COLUMBUS HIGH WEST CRAVEN HIGH WEST DAVIDSON HIGH WEST HENDERSON HIGH WEST MECKLENBURG HIGH WESTOVER HIGH WHEATMORE HIGH WILKES CENTRAL HIGH WILLIAM AMOS HOUGH HIGH WILSON CHRISTIAN ACADEMY WOODLAWN SCHOOL WOODS CHARTER EVERYONE benefits from students’ participation in NC EMPT: high school students, teachers, administrators, and parents! North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! http://www.ncempt.org 19 IV. Summary of 20132014 Testing Two versions of the NC EMPT test were administered during the year. For those schools interested in pretesting early in a new term for diagnostic and motivational purposes, the previous 20122013 version was used (pretesting data for Option #1 can be found on page 17). Option #2, used by the vast majority of schools, involves administering the new 20132014 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 paperandpencil test in their classrooms. Interesting data is given below: Participants Using the 20132014 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2013 8,456 Spring 2014 14,983 Total for Year 23,439 NC EMPT Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20132014 for the return of Option #1 and Option #2 test results to 30,631 students was 0.8 days, our fastest time ever! The resulting scores were classified into one of four EMPT levels. Beginning in 19992000, the numeration of these levels was aligned with the achievement levels designed by the North Carolina State Board of Education in High Schools Participating in Testing Options #1 or #2, 20132014 Option #1 Option #2 27 45 144 High Schools Participating in Option #2 20132014 Fall 2013 Spring 2014 35 54 100 21 the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the highest: 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 Web site addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters at two different levels follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2013 2014,” 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. 22 23 24 25 26 Western Carolina University Undergraduate and transfer students admitted to Western Carolina University who wish to take mathematics beyond entry level courses* are placed according to the WCU Mathematics Placement Criteria show in the table. WCU Mathematics Placement Criteria For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/8462.asp For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the keyword "MATH," and then click on individual math courses.) UNC Wilmington All entering freshmen without a placement test exemption at the University of North Carolina at Wilmington take a mathematics placement test during Orientation. The test results, along with the student’s intended major, will be used to determine the most appropriate Precalculus, Calculus, or General Education mathematics course for the student. The student’s advisor will help in this selection. Students who have received a score of 22 or better on the ACT Math Test or who have received a score of 2 or better on the Advanced Placement AB or BC Calculus Test are exempted from the placement test. These scores may be used to place students into the appropriate UNCW mathematics course. WinstonSalem State University MATH CUTOFF SCORES AND COURSE PLACEMENT Placement Test Taken . SCORE Course Placement Elementary Algebra............................... 0  41 ............................... MAT 1306 (Basic Algebra) Elementary Algebra............................... 42  ............................... MAT 1311 (College Algebra), or . MAT 1323 (Fundamentals of Mathematics) College Level Math................................ 10  59 ............................... MAT 1311 (College Algebra) College Level Math................................ 60  75 ............................... MAT 1312 (Precalculus I) College Level Math................................ 76  85 ............................... MAT 1312H (Honors version) College Level Math................................ 86  103 ............................... MAT 1313 (Precalculus II) College Level Math................................ 104  ............................... MAT 2317 (Calculus I) UNC Charlotte Most entering freshmen at the University of North Carolina at Charlotte take a mathematics placement exam during the SOAR (Student Orientation and Registration) program prior to their first semester of courses. The 20132014 Mathematics Placement Test at UNC Charlotte is noncalculator based and consists of 25 questions on algebra. A score of 0 – 11 mandates a student to enroll in MATH 0900, a Basic Mathematics Skills course offered by a local community college on the UNC Charlotte campus. The student will receive 1 hour college credit for this course. A score of 1217 means that the student may register to take MATH 1100 (College Algebra) or MATH 1103 (Precalculus), depending upon the major. A score of 18 or higher means that the student may register for MATH 1120 (Single Variable Calculus) or MATH 1241 (Differential and Integral Calculus I). It is very important that students be prepared and not let their mathematical skills deteriorate prior to the date of the placement test. Students are well advised to take their mathematics courses as soon as they enroll in college, before they lose the skills that they have gained in high school. Students who are applying for AP Mathematics (Calculus or Statistics) credit need not take the placement exam. For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduatecatalogs/current/coursedescription/MATH UNC Greensboro All entering students at UNCG may enroll in MAT 112 (Contemporary Topics in Mathematics), MAT 115 (College Algebra), MAT 150 (Precalculus I), or STA 108 (Elementary Intro. to Probability and Statistics). These courses do not have prerequisites and hence no student is required to take the Mathematics Placement Test in order to enroll into one of them. Science or Business majors with very stong background in precalculus or calculus should consult (at least two months prior to the beginning of a semester via email address: matplace@uncg.edu) with the Department of Mathematics and Statistics in order to discuss the possibility of taking the Mathematics Placement Test. The Mathematics Placement Test is an hour long, 20question, noncalculator based test administered online (at any time and at any location). Eligibility of being placed in a more advanced course depends on the performance on this test. Additional information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html. For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/index.html For UNCG math course descriptions, visit: http://uncg.smartcatalogiq.com/en/20132014/UndergraduateBulletin/Academic DepartmentsProgramsCourses/MathematicsandStatisticsDepartment/MATMathematics#mycatalog_close WinstonSalem State University The majority of entering freshmen at WinstonSalem State University take a mathematics placement exam during their orientation session prior to their first semester of college courses. The placement test given for mathematics is the ACCUPLACER Computerized Placement Test. The students are given the Elementary Algebra and the CollegeLevel Mathematics parts of this placement test, both of which are calculator based. For more information about the WSSU Mathematics Department, visit: http://www.wssu.edu/collegeartsscience/departments/ mathematics/default.aspx For WSSU math course descriptions, visit: http://www.wssu.edu/collegeartsscience/departments/mathematics/mathematicscoursedescriptions. aspx NORETHM CARPOLITNA For more information, contact: Ellen Hilgoe, NC EMPT Associate Director Building 123, 1805 Charles Boulevard, Mail Stop 145, East Carolina University, Greenville, NC 278584353 Phone: 2523286418 • Fax: 2523282166 • Email: ncempt@ncempt.org 4,200 copies of this public document were printed at a cost of $558.48, or $.13 per copy. ASC006215 (rev. 10/13) Printed on recycled paper. inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring *An early intervention and outreach program of the State of North Carolina. A North Carolina Early Mathematics Placement Testing* Program . . . a comprehensive listing of placement procedures and preparation suggestions for students preparing for college entrance testing UNC Pembroke Freshmen entering the University of North Carolina at Pembroke take a departmentaldeveloped mathematics placement test during their orientation session prior to their fall semester of classes. The 20132014 mathematics placement test at the University of North Carolina at Pembroke is a revised, calculator optional, 42question test of two batteries. A score of less than 8 on battery one requires the student to enroll in Math 104, a remedial mathematics course. Subsequent scores offer recommendations for enrollment rather than requirements, but statistical data supports our recommendations for placement. A score range of 8 to 11 on battery one will place students into Math 105 – Math 107 (low), which means the student has the option of taking either Math 105 (Introduction to College Mathematics) or Math 107 (College Algebra). We recommend Math 105. A score range of 12 to 15 on battery one will place students into Math 105 – Math 107 (high), which means the student has the option of taking either Math 105 or Math 107. We recommend Math 107. A score range of 0 to 3 on battery two will place students into Math 108 (Plane Trigonometry). A score range of 4 to 7 on battery two will place students into Math 109 (College Algebra and Trig). A score of over 8 on battery two will place students into Math 221 (Calculus I). Math 105, 107, 108, 109 and Math 221 satisfy general education mathematics requirements. A student cannot receive credit for any mathematics course based on his placement score. Advanced Placement Testing is available through the University of North Carolina or North Carolina Testing Services. For more information about the UNCP Department of Mathematics and Computer Science, visit: http://www.uncp.edu/mathcs/ For UNCP math course descriptions, visit: http://www.uncp.edu/catalog/pdf/math_cs.pdf (See pages 208212 of the document.) continued . . . The UNCW mathematics placement test covers Algebra I, Algebra II, Advanced Math and some Trigonometry. Students take the test on a computer (no computer skills are necessary!); it is multiplechoice and untimed; a nongraphing calculator is available on each computer. For more detailed placement information, see the web site: http://www.uncw.edu/math/placement.html Most mathematics courses require minimum placement results before a freshman, without appropriate advanced placement or college transfer credit, can enroll in the course. Progress toward satisfying requirements for a major can be delayed if a student’s mathematics skills are not brought up to the college level in a timely manner. It is important that students take a mathematics course during their senior year in high school so that skills do not become rusty! For more information about the UNCW Department of Mathematics and Statistics, visit: http://www.uncw.edu/math For UNCW math course descriptions, visit: http://catalogue.uncw.edu/. (Scroll down on the left and in box labeled "Search Catalogue" type in "math course descriptions.") UNC Wilmington, continued 20132014 Mathematics section of SAT AP Calculus Placement (ACT) (less than 3 years old) <540 (23) College Algebra (Math 130) >540 (23) 2 Precalculus (Math 146) >580 (25) 2 Calculus I (Math 153) AB>2 Calculus II (Math 255) BC>2 Calculus III (Math 256) *There are no placement criteria for students taking only Math 101  Mathematical Concepts, Math 130  College Algebra or Math 170  Applied Statistics. UNC Chapel Hill Most entering students are required to have results from the SAT Math Level 2 subject test or the ACT math test prior to placement in a math course at 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 subject test or 27 on the ACT math test exempts the student from Math 110 (College Algebra). Math 110 counts as elective hours towards graduation, but does not fulfill the mathematics requirement. Scores ranging from 520 through 590 allow the student to enroll in a number of mathematical science courses, including Math 117 (Finite Mathematics), 118 (Selected Topics in Mathematics), 152 (Calculus for Business and Social Sciences), 130 (Trigonometry and Analytic Geometry), Stor 151 (Statistics/ Data Analysis), Comp 110 (Introduction to Programming), and a few others, all of which satisfy the general education requirement. A score greater than or equal to 600 on the SAT Math Level 2 subject test or 29 on the ACT math test is needed to place into Math 231 (Calculus I). For more information about the UNCCH Mathematics Department, visit: http://www.math.unc.edu/ For UNCCH math course descriptions, visit: http://www.math.unc.edu/forundergrads/coursedescriptions * For those students who have never had trigonometry, the SAT Subject Test – Mathematics Level I is acceptable; however, the student cannot place into Math 231 with this version of the SAT. Appalachian State University Entering students' SAT math score will be used for placement into 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 college level mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with an ND designator. For example, a student must place into 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/12_13_undergrad/11_artsandsciences.pdf. (See pages 101107.) North Carolina Community Colleges Most students entering a community college in North Carolina take a mathematics placement test during their summer orientation or prior to their first semester of college courses. Community colleges use different placement tests which might include COMPASS, ACCUPLACER/CPT, ASSET, and the new North Carolina Diagnostic Assessment and Placement Test (NC DAP). Cutscores to enter collegelevel math courses are standarized across all 58 colleges and test results are transferable. The NC EMPT practice placement test includes topics from numeration, algebra, and geometry. Community college math placement exams will also ask students to demonstrate proficiency in artithmetic skills, such as fractions, decimals, and percents. It is important that students brush up on these skills. In addition, between 2013 and 2015, North Carolina community colleges are implementing a new policy for incoming students. Your high school grade point average and courses, or your ACT or SAT scores might exempt you from taking a placement test and allow you to directly enroll in collegelevel courses, so you'll want to check with your local campus for details. Students may contact the Mathematics Department of their chosen community college for information about additional math courses that may further prepare them for college. Elizabeth City State University ECSU uses ACCUPLACER, a computer adaptive test, to determine appropriate placement of students into mathematics courses. The placement test is administered to new freshmen and transfer students during the summer orientation sessions and at other designated periods throughout the academic year. Students with SAT (Math) scores greater than or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations, algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental mathematics course, GE 109 (Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more may enroll in GE 118 (PreCalculus). The calculatorbased test contains multiplechoice questions that are untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior year to provide a “smooth” transition into college level mathematics. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/undergrad_catalog/7435.htm 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. To prepare for the mathematics placement tests, you should review materials and work problems relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations; systems of equations; and NC State University Entering freshmen at NC State are strongly encouraged to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer orientation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 (Calculus I), which is the first course of the 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 placement opportunities, visit http://www.math.ncsu.edu/undergrad/whichclass. php, and then click "Placement Information." For prerequisites for all courses, see http://www2. acs.ncsu.edu/reg_records/crs_cat/MA.html. For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math course number for description.) *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 161 is an equivalent course offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level II scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level II score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 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 II 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 II 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 II 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/math/ For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/math/courses.html UNC Asheville Each incoming UNCAsheville student is asked to visit the Math Placement website before his/her summer registration appointment. This can be done at home or on campus by visiting the Math Department Website: http://math. unca.edu/. Click For Students in the blue menu on the right and then select Math Placement in the drop down menu. The website gives the answers to important questions regarding course requirements. It customizes the information needed for students to make the best course selection for their individual plans by asking students about their intended major and math background. We expect that the majority of new students will be able to click their way through the website to determine which math course to take, without ever needing to take a math placement test. However, there are some individual circumstances where a placement test is crucial. Consequently, a 20question, multiplechoice, calculatorbased exam is built into the site. The website supplies all of the placement information directly to the students to help them make the most informed math course decision possible. Obviously, it is in each student’s best interest to do the website test without help from anyone else. Calculus course sections will administer pretests at the start of the semester to check that these students are enrolled in the most appropriate course. For more information about the UNCA Department of Mathematics, visit: http://math.unca.edu/ For UNCA math course descriptions, visit: http://registrar.unca.edu/coursecatalogs. Click on the current courses catalog (at the top of the list) and go to pp. 221225 within the catalog. East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam prior to their first college courses. Starting Fall 2013, ECU uses 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://www.ecu.edu/csacad/Ugcat/CoursesM.cfm#math For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Accuplacer Math Placement Test." Then click on "Review 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 Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________________________ SATM Score < 500 and MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________ For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/ For FSU math course descriptions, visit: http://catalog.uncfsu.edu/ug/courses.htm (Scroll down to courses beginning with MATH.) NC Central University, continued continued . . . computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics course in their senior year in high school. Requirements for a college major may be delayed if mathematics skills are below the expected level. For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/math_cs/ index.php For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math 29 30 31 32 33 2% 1% 0.1% 0.1% 5% 1% 4% 1% 1% 8% 8% 0.40% 0.2% 7% 2% 1% 0% 0.3% 8% 9% 0.4% 0.1% 3% 2% 0.3% 1% 0.3% 13% 13% 1% 0.2% 2% 4% 0.2% 2% 1% 0 500 1000 1500 2000 2500 3000 3500 Algebra II or Integrated Math 3 or Math III Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra or Trigonometry Integrated Math 4 or Math IV PreCalculus Probability, or Statistics, or Discrete Math Calculus Other I am not currently enrolled in a math course Number of Students Placement Level by Current Math Course 20132014 Level 4 (highest) Level 3 Level 2 Level 1 34 0 200 400 600 800 1000 1200 1400 1 2 3 4 5 6 7 8 91011121314151617181920212223242526272829303132 Number of Students Score NC EMPT Score Frequency 20132014 Freq… 0 10 20 30 40 50 60 70 80 90 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 Percent Correct Question # 20132014 Item Analysis 35 Question Objective # Correct % Correct 8 solve word problem: ratio 19475 83.09 16 solve area formula given values 19033 81.2 13 simplify complex fraction 18167 77.51 2 simplify using distributive property 17886 76.31 25 find greatest common factor of polynomial 17857 76.18 31 given parallel lines, find measure of angle 17638 75.25 27 solve word problem: apply Pythagorean Th 17545 74.85 4 find slope of line given equation 17168 73.25 11 evaluate function 17154 73.19 12 solve linear equation for variable 16422 70.06 5 apply perimeter & area of rectangle 16138 68.85 20 solve system of 2 linear equations 15918 67.91 3 simplify using laws of exponents 15839 67.58 26 solve exponential equation 15799 67.4 21 solve word problem: percent decrease 15750 67.2 23 find value using right triangle trig 15738 67.14 1 compare numbers 15714 67.04 19 find equation of line given 2 points 15683 66.91 15 find equation of translated parabola 15476 66.03 7 solve word problem: percent 15452 65.92 10 use distance and midpoint formulas 15436 65.86 14 solve word problem: mode and % 15088 64.37 30 solve word problem: quadratic function 14576 62.19 22 simplify using scientific notation 14526 61.97 9 square a binomial with radical term 14216 60.65 28 solve quadratic equation 14071 60.03 29 divide polynomial by monomial 14029 59.85 18 subtract rational expressions 13901 59.31 24 find domain of square root function 13654 58.25 6 solve linear inequality 12632 53.89 32 solve word problem: calculate total cost 11586 49.43 17 recognize function given data 11004 46.95 Item Analysis by Decreasing %, 20132014 36 1 NC Early Mathematics Placement Testing 20132014 NC EMPT Test Results, 20132014 Test Version Total Students Tested: 23,439 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 36% Level 3: 28% Mean Score: 15.2 out of 32, or 48% Level 2: 24% Level 4: 13% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. The last percentage listed for each question represents the number of students who did not answer the question. _____________________________________________________________________________________ Select the one best answer to each question. Place each answer on your bubble sheet. 1. Which of the following statements is true? A. 9 1 28 4 B. 7 6.9 C. 1 0.135 8 D. 3 11 5 15 E. 2 0.666 3 Not answered 3.74% 2.50% 1.81% 48.77% 42.80% 0 .38% 2. Simplify: 2 x2 3x 3x x 4 A. x2 6x B. 5x2 18x C. 5x2 6x 62.58% 6.09% 5.83% D. x2 18x E. x2 6x 16.30% 8.61% 0.59% 3. Which of the following is equal to 2 5y ? A. 2 1 5y B. 2 1 25y C. 2 25 y D. 2 25 y E. 2 1 25 y 29.69% 48.04% 8.98% 6.51% 5.59% 1.19% 37 38 3 NC Early Mathematics Placement Testing 20132014 9. Simplify: 2 2 7 A. 11 B. 28 C. 4+2 7 D. 11 4 7 E. 11 2 14 34.23% 5.05% 20.12% 37.33% 2.48% 0.79% 10. The endpoints of the diameter of a circle have coordinates 2,0 and 2,3 . Find the length of the radius of this circle. A. 1.25 B. 2.5 C. 5 D. 5 E. 6.25 13.73% 46.02% 19.85% 10.97% 4.91% 4.52% 11. If f x 2x 4 , then find f 3 . A. 10 B. 2 C. 2 D. 3 E. 10 19.82% 5.91% 11.32% 4.55% 57.57% 0.83% 12. If 2c d 3d 2c , what is d in terms of c ? A. 3 c B. 2 c C. c D. 2c E. 3c 9.46% 13.53% 51.57% 15.65% 7.07% 2.72% 13. The complex fraction 3 1 2 7 1.5 2 is equivalent to A. 5 4 B. 4 11 C. 4 5 D. 11 4 E. None of these. 65.12% 3.19% 4.33% 3.00% 23.33% 1.03% 39 4 NC Early Mathematics Placement Testing 20132014 14. Weights of Students Weight in lbs. Frequency 5160 3 6170 6 7180 14 8190 13 91100 21 101110 8 111120 3 121130 2 Total 70 15. If the graph of y x2 is translated 3 units to the right and 2 units down in the standard coordinate system, then the translated graph has which of the following equations? A. 2 y x 3 2 B. 2 y x 3 2 C. 2 y x 3 2 6.28% 6.02% 35.99% D. 2 y x 2 3 E. 2 y x 3 2 3.56% 47.01% 1.14% 16. The area formula for a trapezoid is 1 2 1 2 A h b b . If 2 1 A 12, h 7, and b 3, find b . A. 3 7 B. 18 7 C. 3 D. 6 E. 11 70.64% 10.61% 7.56% 7.34% 2.46% 1.39% 17. What kind of function would best model the data below, where x is the independent variable and y is the dependent variable? x 3 2 1 0 1 2 3 y 54 16 2 0 2 16 54 A. quadratic B. rational C. cubic D. linear E. exponential 21.73% 9.86% 16.81% 35.59% 13.82% 2.19% The intervals of weights of a group of middle school children are recorded in the table to the right. What percent of the group is found in the mode? A. 7% B. 13% C. 14% 12.92% 11.12% 11.93% D. 21% E. 30% 17.06% 44.26% 2.71% 40 5 NC Early Mathematics Placement Testing 20132014 18. Which of the following is an equivalent form of 2 1 a b ? A. 1 a b B. 2b a ab C. 2a b ab D. 2b a a b E. 1 ab 32.52% 35.00% 12.16% 9.50% 8.65% 2.17% 19. Which equation represents a line that contains the points 1, 7 and 1, 1 ? A. y 3x 4 B. y 3x 7 C. 3x y 4 9.48% 15.72% 13.65% D. 3x y 4 E. 1 4 3 y x 49.21% 9.09% 2.85% 20. The graphs of the lines y 3 x and x 2 intersect at a point. What is the y coordinate of that point? A. 5 B. 3 C. 1 D. 0 E. 2 49.49% 12.42% 13.96% 6.00% 15.67% 2.46% 21. If an athlete’s weight decreases from 160 pounds to 152 pounds, what is the percent decrease? A. 0.05% B. 5% C. 5.3% D. 8% E. 8.5% 17.87% 48.01% 9.78% 19.47% 2.82% 2.05% 41 6 NC Early Mathematics Placement Testing 20132014 22. Simplify (4 x 10 2)3. Write the answer in scientific notation. A. 12 x 10 6 B. 64 x 10 6 C. 1.2 x 10 5 9.31% 39.14% 4.29% D. 6.4 x 10 7 E. 6.4 x 10 5 5.76% 39.60% 1.90% 23. In the given right triangle, QRS, find the value of cos S. A. 24 7 B. 25 24 C. 24 25 D. 7 24 E. 7 25 7.81% 9.48% 47.80% 15.72% 15.44% 3.75% 24. The domain of the function defined by the equation f (x) x 2 is A. x x 2 B. x x 0 C. x x 2 33.23% 9.64% 16.94% D. x x 2 E. All real numbers. 6.37% 29.55% 4.27% 25. The greatest common factor of 4a2b2c3 2a2bc2 6a4b2 is A. 2abc B. 2a3b3 C. 2a2b2c2 10.08% 5.93% 14.19% D. 2a3b2 E. 2a2b 4.60% 62.40% 2.80% 7 24 R 25 Q S 42 7 NC Early Mathematics Placement Testing 20132014 26. Find the solution of the equation 86 3x 4. A. 20 9 x B. 2 3 x C. 14 9 x 8.84% 17.52% 11.63% D. 16 9 x E. 11 6 x 49.32% 7.79% 4.90% 27. A 20foot wire stretches from the top of a pole to a point on the ground 12 feet from the base of the pole. If the ground is level and forms a right angle with the pole, what is the height, in feet, of the pole? A. 8 B. 13 C. 16 D. 18 E. 30 14.55% 6.96% 60.74% 9.32% 4.44% 3.99% 28. The quadratic equation 2x2 5x 3 has two solutions. Find the smaller of the two solutions. A. x 3 B. 3 2 x C. 1 2 x 38.01% 16.34% 13.02% D. 1 2 x E. x 3 23.00% 4.59% 5.04% 43 44 45 2796 2459 2153 2143 1900 1876 1859 1256 1167 531 528 523 423 413 403 394 390 388 329 317 190 157 77 70 54 2014 1406 1255 1755 1649 1845 1696 1145 1019 656 735 748 823 840 674 584 579 604 495 546 427 317 243 172 243 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Engineering Nursing Visual and Performing Arts PreMedicine, PreVeterinary Medicine or Pharmacy Medical Technologies and Allied Health Fields Social and Behavioral Sciences Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area PreK and Elementary Education Humanities Parks, Recreation, Leisure and Fitness Studies Engineering Technologies Automotive Technology Computer Science in a Mathematics, Engineering or Science Area Mathematical and Physical Sciences Agriculture Secondary Education in a NonScience or Non Mathematics Area Family and Consumer Sciences Architecture and Related Services Natural Resources and Conservation Middle Grades Education Secondary Education in a Science and Mathematics Area Ethnic, Cultural and Gender Studies Percentage of Students Anticipated College Major 20132014 First Choice Second Choice 46 47 93 203 149 6 5 19 10 846 46 1046 156 57 27 152 39 9 575 684 636 19 23 94 40 1318 136 1267 556 212 108 525 220 34 929 549 684 30 34 148 94 717 105 561 498 195 121 409 250 98 2163 563 888 48 176 420 241 697 105 498 658 315 244 402 283 234 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) 20132014 Level 4 (highest) Level 3 Level 2 Level 1 48 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20132014 Level 4 (highest) Level 3 Level 2 Level 1 49 V. Trends in NC EMPT Data, 19962014 The NC EMPT Program has compiled data from a pilot semester and seventeen 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 20062007 $3.86 19992000 $4.55 20072008 $4.07 20002001 $4.24 20082009 $7.27 20012002 $3.62 20092010 $4.78 20022003 $4.02 20102011 $5.25 20032004 $4.96 20112012 $4.47 20042005 $3.79 20122013 $5.26 20052006 $3.59 20132014 $6.52 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 20072008 Business/Administrative Sciences 13% Social and Behavioral Sciences 13% Engineering 12% PreMed/ PreVet/ Pharmacy 9% 20082009 Business, Management, and Marketing 13% PreMed/ PreVet/ Pharmacy 10% Visual and Performing Arts 9% Engineering 9% 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% Note that testing during 20082009 occurred only during the second half of the school year. 51 * 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 0 10,000 20,000 30,000 40,000 50,000 60,000 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 Number of Students Students Participating in NC EMPT, 19962014 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 201314 Number of Schools High Schools Participating in NC EMPT, 19962014 52 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 Year Grade Level of Participating Students 19962014 Sophomore Junior Senior 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 Year EMPT Level of Participating Students 19962014 Level 4 (highest) Level 3 Level 2 Level 1 53 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 Year Average Score Out of 32 Questions for Participants Each Year, 19962014 Series1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 Year Students Planning to Go to College After High School Graduation, 19962014 4year College 2year College 54 VI. Evaluation of the 20132014 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 2014 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2014. This is our largest and last testing window of the school year. Included are teachers from spring calendars (block schedule or traditional tenmonth) and from both public 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 96 of 175 surveys anonymously returned, 55% of those polled responded. This response rate decreased as compared to the rate from the previous year of 2012 2013 (62%). The associate director emailed three small batches of surveys to school contact persons throughout May and June 2014 as schools completed their last rounds of EMPT testing. An email reminder was sent to contact persons in each batch one week later. A Survey of 20132014 Participating Teachers Found… ♥ 95% strongly agreed or agreed that the green brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20132014" included in each teacher's results package was useful to teachers in advising collegebound students. ♥ 98% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 99% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 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. ♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 100% Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 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 test is a testament to its value. Each year, NC EMPT Advisory Board members who represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2728 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, 95% of the contact persons responding found this brochure helpful in advising students (down from 98% the previous year). This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. A reassuring twelve of the fifteen survey questions (80%), up from eight of fifteen of the questions from the previous year (53%), had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201213. Also complimentary was the fact that the percentage of teachers who strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level increased from 89% in 201213 to 90% in 201314, the highest percentage since 2010. Responses to survey question #6 indicated that 88% of teachers felt that their “students were attentive and tested with a serious attitude,” a positive increase from 83% last year to 88% in 20132014. Questions #11 and #12 both had strong increases as compared to last year and indicate that students more strongly valued the NC EMPT experience. However, question #10, “participating teachers took time to review test errors with students,” had a response change from 77% last year to 73% in 20132014. This could be an indication of the competition for instructional time due to many other tests, schedule changes, and missed class days due to severe weather. The best case scenario would be for teachers to return a test copy along with each student’s individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the valuable results letter personalized for their child. The NC EMPT website offers many supplementary worksheets, lists of top missed questions, and a math placement test question of the week that could then be assigned to students to reinforce mastery of the indicated weaknesses. 56 The NC EMPT Program reestablished and enjoyed the continuity of one webmaster throughout 20132014. The webmaster was and will remain Laurie Godwin, an ECU tech support specialist. During spring and summer 2013, the associate director and her administrative support specialist worked alongside Godwin and several other helpful staff members from ITCS Academic Computing. They worked together to redesign the website and the online registration form. The entire website was updated, streamlined, and made more secure by being placed on an ECU central server. The new website made its debut on August 1, 2013. These many diligent efforts were mirrored in survey question 2: “The online registration form was userfriendly and reliable.” Percentages improved from 49% in 20122013 to 78% in 20132014 with strong agreement or agreement. Each academic year, fewer and fewer teachers use the paper version of the registration form and the online version has become the most often used form. A sample of the Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2014 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, 2014. 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 and last year's contact persons in September/October 2013 and then in March 2014. Monthly enewsletters were sent as well. These mailings were helpful reminders of news and services available from the NC EMPT Program. 79 15 1 0 1 96 2. The online registration form found on the NC EMPT website was redesigned last summer. If you registered to test online during 201314, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 65 9 1 0 20 95 3. The NC EMPT website, www.ncempt.org, was also redesigned last summer. The site is an informative tool for college mathematics placement testing in NC. 61 21 0 0 14 96 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 86 10 0 0 0 96 5. Test administration took a total of 60 minutes or less. 61 31 3 1 0 96 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. 32 52 11 0 1 96 7. The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 88 7 0 0 1 96 8. The test score summary received by each teacher for each class period was helpful. 85 8 1 0 1 95 9. The green brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20132014" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 71 19 2 1 2 95 10. Participating teachers took time to review test errors with students. 24 46 13 0 13 96 11. Students found their individualized student results letters valuable. 47 43 0 0 6 96 12. Students found their NC EMPT experience useful for future college plans. 36 49 5 0 6 96 59 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. 74 20 1 0 0 95 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 2014). 39 47 8 0 2 96 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 73 23 0 0 0 96 Part B: Please type your thoughts about the three questions below: #16. A new resource was provided for students and teachers during the 201314 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 link compiled the "Past Test Questions of the Week." Did you and/or your students use this new NC EMPT resource? Please explain why or why not. Number Comments About the Use of the New Online Tool: “Test Question of the Week” 34 No. Not enough time to take advantage of this resource; our standard curriculum is so packed with objectives to cover that I really didn’t consider adding this into the instruction. I will reconsider next year!; With the new Common Core curriculum and five new math 60 teachers in the dept., we did not have time to explore new things. I hope to get more teachers involved next year; I planned to check out the new NC EMPT website, but never found the time. I will look it over this summer; Time constraints, but I will definitely incorporate next year; Due to the number of NC and CMS testing days already on the calendar, coupled with the Common Core requirements, I just could not find the time to use this resource. HOWEVER, I have already started thinking about a way to incorporate it into my junior and senior level nonAP classes as a part of a graded homework or test assignment!; No, but will use next year as extra credit questions on tests. 17 Yes. Used as a warmup (bellringer) which gave students the understanding that “this is important;” used as a class opener every Friday; this helped students see the types of questions they would be tested on; these questions will help students review all the math skills they have learned instead of just using the skills that are required for the one math class they are currently in; used to augment weekly quiz/test reviews; used to review for NC EMPT testing; it was helpful and userfriendly; Yes! I love this resource. I also have had seniors come back to me before their real college placement tests to get practice questions – you’ve provided just what they need!; used as an opener for new sessions, prep for SAT exam, and preassessment for college ready discussions; will have my students make a booklet of possible test questions. 9 No, only because I did not find out about the online questions until late in the school year. I hope to use them next year; I didn’t use them because we didn’t incorporate the questions from the beginning of the year; did not know this resource was available; didn’t plan early enough in advance to get my students using this great tool early. 8 No, my time management is the only reason; I failed to add it to the daily schedule, but will in the future. 6 No. 4 No, couldn’t use due to time crunch caused by so many missed snow days. As it was, I couldn’t cover all the objectives. 4 No, I don’t use my projector every day and so couldn’t put the questions on the screen; we have limited computer lab resources because we are a small school; technology issues. 4 N/A. I am the counselor at our school. I am not sure if our teachers used this or not, but I did forward all the information about the questions to our math teachers. I think it’s a great idea!; I am the dept. chair and teaching Math 1, so I was not able to use them, but I did encourage my dept. to use them, especially Precalculus; my teachers may have used, but I’m unsure. I am the math coach in the building. 3 Yes, I did, but should have used them more. This is a great tool! 1 Yes, used math questions in Math Club, but not in actual classes. 1 No, I was busy using ACT practice questions. 1 No, it was inappropriate to advise my administration of the need to include this in the lesson plans of the math teachers this year, but after our test results, we will be including it 61 next year. 1 No, I use the NC EMPT test as a measure for student college readiness and as a measure for my instruction. I don’t want the students “to prepare for the test,” rather I would like to know that their performance on the test reflects what they have learned. #17. Overall, NC EMPT student participation numbers were down during 201314. As the contact person, did you have difficulty including as many eligible students from your high school in NC EMPT testing as in the past? (This includes students enrolled in Alg II/Integrated Math III/Math III and all upperlevel math courses.) If so, what reasons did math teachers give for having fewer students participate? Number Comments on Difficulty in Including all Eligible Students in NC EMPT Testing, 201314 13 Not enough time. With the number of snow days, missed days of instruction, new NC Final Exams, new Common Core Curriculum, etc. it was difficult to give up even more class time for NC EMPT; not all my teachers felt they could “spare a day” to give the EMPT test; with PSAT and ACT, we felt there were too many test administered already; we had a difficult time “getting our hands on” students due to weather closings and then had the pressure to cover material. 9 We had no problems, all our eligible students participated this year; I did not have any trouble getting other teachers to do this in my school; I actually had more teachers want to do the testing throughout this year; All our students took the test unless they were absent. 3 This testing took away from instructional time; not all students take the NC EMPT test seriously; many of my colleagues are much more concerned with student performance on common exams (EOC or….) than they are about the NC EMPT measurement. 3 We had no problem. This testing is very easy to use for AFM and Precalculus students. 2 N/A. 1 We decided not to test in the fall. We waited until spring and tested all students except Calculus. 1 The NC EMPT test is too important not to do it. 62 #18. From 20072009, NC EMPT partnered with WebAssign of Raleigh and offered high schools both paper/pencil and webbased testing. Then grant monies ran out and we continued with just the paper/pencil version. We're exploring future options. Would you and your math faculty be interested in using a webbased version of the test in the future? Number Interest in a Webbased Version of the NC EMPT Test 32 Yes! Absolutely; we are going 1:1 next year so this would be perfect; we have mobile carts that students can use; we could do that; I could get computer lab time and see how they like it. 27 No. We prefer the paper version because we do not have enough computers to handle this well; it is difficult to get computer access for all students in a single class; only if our school receives money for more technology which does not look promising; our computer labs are not very uptodate; we are competing with so many other tests and assessments, both local and statewide, which require students to use computers; even though most of our students have their own computers, I prefer that they all take the paper test at the same time in my classroom; we sometimes experience network issues; limited computer space; I am not comfortable enough with the technical issues of computerized testing. 17 No. I really like the advantages of the paper and pencil version. It is much easier to fit into our schedule; paper version can be completed almost everywhere and anytime!; scheduling computer time in labs would elongate the process; I like the printed copy so I can hand them back and review the most missed questions; we are already a 1:1 school, however for the NC EMPT test, I prefer the paper version. 11 No, not at this time. 6 Possibly, but with some hesitation. 3 Yes, we would get test results even faster. 1 Whichever version is easiest and cheaper for your testing facility; If ACT and SAT testing are going online, the webbased testing would be good practice. 1 Yes, webbased would work, but students probably would not try as hard. 1 Since NC Final Exams are given paperandpencil, I would like to stay with the paper test. 1 Yes, if the webbased version is iPad compatible because our school will be utilizing iPads with a 1:1 technology initiative. Also, we feel that it would be important for the students to still receive the paper score reports with all the information they currently contain. We feel the reports are a major part of what opens some students’ eyes. 1 It will need to be discussed with testing leaders of the county who seem to be stretched out at this time. 1 How do incoming college freshmen typically take their math placement exams in North Carolina? If they take it using pencil and paper, then I think we should test the NC EMPT in that way. However, if students are able to test at their college using a webbased version, then 63 I, as a high school teacher, would like to give my students that experience. Can EMPT learn about how the exam is administered in NC constituent colleges and include that information in the green brochure? I'd even be willing to administer the exam in multiple ways to our students, depending upon where they want to go. My vote is to practice in high school the same way they are expected to take the exam when they get to college. #19. 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. When finished with the survey, please remember to submit your answers by clicking on the box with the two arrowheads on the bottom right. 23 Thank you for offering NC EMPT to high school students. The test is so valuable to my students and I appreciate the program greatly as their teacher; please continue to offer this terrific service; thank you for all the support you give to the learners of this great state; thank you for including our Christian school. Our class size is small, but the students are very hard workers. We were very pleased with their test scores; this is a wellneeded program; the information you provide is current and important. 17 I love the NC EMPT Program! Keep up the good work; I believe that the program is very well run, especially for one this size and this ambitious; I think everyone at NC EMPT does a great job; you are always wonderful to work with; thank you for making the process so easy; fast, responsive, supportive – I cannot say enough good things about Ellen and her staff; I appreciate the EMPT team that makes this all happen. They are a wonderful asset to our young people; we are redesigning our math curriculum and remediation due to NC MEPT test results. Thank you for this valuable tool! 9 This is an excellent program that helped to open the eyes of my students. Several were shocked at their level of preparedness; thank you for helping us in showing students some reality; the results give all stakeholders a clear picture of students’ strengths and weaknesses as well as informing them on next steps in terms of college preparation; you give our students an honest look at their math abilities as they think about going to college and I personally appreciate what you are doing; I support this program 100%. I think it opens the eyes of juniors and seniors who don’t realize they actually have to take ANOTHER math test the summer after graduating high school; every year I see students “light bulbs” turn on after taking the EMPT test; my students who were juniors last year actually asked me to test them again this year! This is just the way we want this to work! 7 Thank you for being so PROMPT in returning the results in such an organized fashion; thank you for all you do to get the information back to students in such a timely manner; your turnaround time is awesome! 2 The individualized student results reports are invaluable. If administered near the beginning of the semester, results offer important information to the teacher; the feedback is AWESOME! 2 Online testing would be so helpful; as a 1:1 environment, we would love a webbased version of the test. It would be much more cost efficient. 64 65 Appendix A The 20132014 Required Background Questions, Answer Key, and Parent/Guardian Brochure 67 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20132014, 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… 69 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. PreMedicine, PreVeterinary Medicine, or Pharmacy 020. Architecture and Related Services (e.g. city and community planning, environmental design architecture, landscape architecture,…) 021. Ethnic, Cultural, and Gender Studies (e.g. AfricanAmerican studies, Native American studies, Latin American Studies, Women’s studies,…) 022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest management,…) 023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise science, parks recreation and leisure facilities management, sports and fitness management,…) 024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…) 025. Automotive Technology C) My second choice of a college major is: (Use the list in question B for your selection.) D) I am presently enrolled in the following math course: (Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.) 1. Algebra II or Integrated Math III or Common Core Math III 6. Probability or Statistics or Discrete Math 2. Advanced Functions and Modeling 7. Calculus 3. Advanced Math or Algebra III or Advanced Algebra or 8. Other Trigonometry 9. I am not currently enrolled in a math class. 4. Integrated Math IV or Common Core Math IV 5. PreCalculus 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. none of these 3. to initially 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. Multiracial 3. African American or Black 7. Other 4. White J) Which calculator will you use on this test? 1. None 3. A scientific calculator 2. A fourfunction calculator 4. A graphing calculator 70 Suggested Levels of the NC EMPT Program, 20132014 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. Note: The level numbers have been reversed from the order used in 19961999 so that NC EMPT levels will more closely align with the NC Department of Public Instruction goals for public school children. Level 4 is now the highest level. NC EMPT Placement Exam Answer Key, 20132014, Option #2 Question # Correct Answer Question # Correct Answer 1 D 17 C 2 A 18 B 3 B 19 D 4 D 20 A 5 C 21 B 6 B 22 E 7 B 23 C 8 C 24 A 9 D 25 E 10 B 26 D 11 E 27 C 12 C 28 A 13 A 29 C 14 E 30 A 15 E 31 E 16 A 32 D 71 inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring Actual college mathematics placement tests are often given during summer orientation sessions, just before college enrollment. Students should be warned not to let their mathematical skills “get rusty” and be reminded to study their algebra and geometry skills just prior to the date of their actual college mathematics placement test. A Guide for Parents and Guardians 2013  2014 . . . a reality check of your child’s readiness for collegelevel mathematics Printed on recycled paper. ASC009456 (Rev. 8/13) 35,000 copies of this public document were printed at a cost of $1,453.48 or $.041 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 136 Building 123, 1805 Charles Blvd. Mail Stop 145 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 t h e hcoisr roerc th perla ficermste nsetm oefs tae rs toufd ceonltl edgeu rcoinugrsework. “ ” 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 What is an early mathematics placement test? The vast majority of high school graduates, upon entering The University of North Carolina (UNC) at one of the fifteen universities or the fiftyeight 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 
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