Final report ... to the UNC General Administration from the NC EMPT Program Advisory Committee 
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NC EMPT Project Summary 20142015 Sharing the Good News About NC Early Mathematics Placement Testing! A resurgence in NC EMPT high school student participation numbers during 2014 2015 was initiated in part by strong and widespread promotion of its early intervention services. Participation rose a healthy 27% compared to 201314, and nearly 39,000 students from public and nonpublic high schools statewide were served! Although teachers of Algebra II, Math III, and all fourthyear math courses were encouraged via email, mailings, and facetoface presentations to afford their students the NC EMPT opportunity, much attention was paid to the newly offered “Essentials for College Math.” This course was designed by the Southern Regional Education Board (SREB) to help students whose mathematical abilities were deemed not quite ready for collegelevel mathematics. With a bold set of teaching and learning strategies and a curriculum that emphasizes real world problem solving, the Essentials class hopes to give its students the confidence and skills needed for successful college entrance into a beginning mathematics course. This is another perfect audience for NC EMPT! The associate director toured the state and introduced the benefits of the NC EMPT Program to teachers preparing to teach the Essentials class, as well as other fourth math courses. In the photo above, (l to r) teachers Angela Leonard, Davie County High; Joy Howard, Davie County High; Kelly Dilday, Clayton High; Chris Sherrill, North Buncombe High; and presenter Kim Goff (at table), SREB math consultant, gather to display their NC EMPT tote bags in North Wilkesboro, NC, at a SREB Math Ready Training in late July 2015. In its eighteenth year, NC EMPT remains steady in its quest to provide nonthreatening and eyeopening advice to high school students with college and career plans. By allowing students to experience a “practice” mathematics placement test that is a facsimile of the actual tests given at NC community colleges and UNC institutions, NC EMPT offers a snapshot of current readiness. Most importantly, individualized results are received while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the 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 great competition for classroom time and another harsh winter that consumed many instructional days, 665 teachers empowered 38,903 students during the 20142015 year to help better prepare for collegelevel mathematics. See the “NC EMPT Quick Stats” that follows for additional information. The program appreciates strong support from the State of North Carolina, the UNC General Administration, and East Carolina University (ECU). Housed at ECU and organized under the Harriot College of Arts and Sciences, NC EMPT continues to thrive and serve the entire state. Early intervention is an important key in reducing the percentage of incoming college freshmen that require mathematics remediation. NC EMPT embraces the fact that immediate and professional feedback has the most effective impact for students, parents, and teachers. Turnaround time for test results is the quickest in our history and remains 0.8 days! NC EMPT has now served nearly 680,000 students since its inception in 1996. The program has stayed abreast and communicated to high schools the myriad of changes in high school mathematics curriculum, mathematics admissions requirements at NC community colleges and UNC institutions, and beginning mathematics course requirements for a variety of majors at these colleges/universities. NC EMPT serves as a crucial bridge connecting high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. Registration and participation in NC EMPT is still freeofcharge to all public and nonpublic high schools and their students! Register now at http://www.ncempt.org for the 20152016 year for any or all of four testing windows! NC EMPT Participation STRETCHES Across ALL of North Carolina! Reasons why high school students and their parents like NC EMPT: It is a reality check of current readiness for collegelevel mathematics. It helps students understand what skills must be improved so the appropriate degreecounting math course(s) can be taken and passed in college. It provides eyeopening information about the actual mathematics placement procedure and required math course(s) for the major and institution of their choice. Reasons why high school math teachers and administrators like NC EMPT: It is excellent preparation for collegebound students. It is a nonthreatening, uptodate, “practice” math placement test with all materials provided FREE. Test administration is easy and feedback immediate. It offers current information about expectations and requirements in mathematics curriculum for fiftyeight community colleges and fifteen UNC institutions. EYEOPENING information that benefits everyone! Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared! A Survey of 20142015 Participating Teachers Found… ♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of readiness for collegelevel mathematics. ♥ 99% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 99% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students and teachers. WHO should take the valuable practice math placement test offered by NC EMPT? High school students enrolled in: Algebra II Math III Essentials for College Math Advanced Functions and Modeling Precalculus Discrete Math Statistics and other upperlevel mathematics courses. Each pushpin in the state map to the left represents a participating high school during 20142015. Did you know that the NC EMPT Web site has a wealth of information about mathematics placement testing at colleges and universities statewide?! CHECK IT OUT: www.ncempt.org Table of Contents I. From the Director……………………………………………………………….. 12 II. From the Associate Director…………………………………………………. 34 III. Introduction to the NC EMPT Program……………………………….… 518 IV. Summary of 20142015 Testing………………………………………….… 1948 V. Trends in NC EMPT Data, 19962015……………………………………. 4952 VI. Evaluation of the 20142015 Year...………………………………….….… 5364 VII. Appendix A – 20142015 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure…………………………. 6572 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7378 IX. Appendix C – Helpful Resources for High School Teachers and Students....…………………………………………………………………………. 7986 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2015 The major goal of the NC EMPT Program is to help reduce the percentage of incoming college freshmen requiring mathematics remediation. The program provides nonthreatening and eyeopening advice at an opportune time – while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the collegelevel. By allowing students to experience a “practice” mathematics placement test that is a facsimile of the actual tests given at NC community colleges and UNC institutions, NC EMPT offers a snapshot of current readiness. In addition, a wealth of personalized information is given to each participant regarding the required math courses for the major of their choice and a description of the math placement procedure currently used at the college or university of their choice. Scores are confidential and will not be shared or compared. During the 201415 school year, approximately 39,000 participated in NC EMPT testing, which represented an increase of 27% as compared to the 201314 year. The newly offered "Essentials for College Math" provided an excellent opportunity for NC EMPT to reach out to the teachers of collegebound students needing a bridge course in mathematics. Since its inception in 1997, NC EMPT has become the longest running and largest EMPT program in the nation. This success is due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, and the many high school math teachers and students who participated in the program and helped to make it better. In closing, I want to thank the following board members who have retired for their stellar service to NC EMPT: Peter Kendrick of UNCA; Paul Duvall of UNCG, and 1 Nory Prochaska of WCU. I also want to recognize the work of members who had shorter tenures and have also left the board: Suzanne Williams of Central Piedmont Community College, Johannah Maynor of NC DPI, and Samuel Kaplan of UNCA. Moreover, I want to extend a word of welcome to the following new board members for 20152016: Lisa Meads of The College of the Albemarle, Joseph Reaper of NC DPI, Rudy Beharrysingh of UNCA, Ratnasingham Shivaji of UNCG, and Ben Kearns of WCU. Last, but not least, I want to thank Ms. Ellen Hilgoe, her staff, as well as currently serving NC EMPT Board members for their unwavering and stellar efforts in making NC EMPT such a remarkable success. 2 II. From the Associate Director Ellen Hilgoe, August 2015 ! I am happily surrounded at the ground level by two incredibly hardworking teams, my small staff in the NC EMPT office and hundreds of high school math teachers across North Carolina. What a loyal band! The 201415 year was filled with successful efforts to reach an even wider audience. The NC EMPT distribution list grew to more than 2,000 educators. Nine monthly enewsletters were published and filled with timely information about teaching resources, creative ways to use NC EMPT, helpful updates regarding recent changes in NC community college math curriculum and placement procedures, and the developing story of the new SREB Math Ready course. A total of thirtysix “Practice Math Placement Test Questions” and their solutions were added to the NC EMPT website, one each Monday, as another terrific resource for students and teachers. The NC EMPT Crew! (l to r): ECU student workers Samantha Arnold and Holly Britton; Associate Director Ellen Hilgoe; Administrative Support Associate Debby Hodges; ECU student workers Magen Smith and Emily Fisher. NC EMPT remains the largest early math placement testing program in the nation and our efforts have been noted. With the aid of a Bill and Melinda Gates Foundation Education Grant, SREB has invested a great deal of energy in creating a mathematics course that promises support for high school students who require strengthening of math skills as they strive towards career and college readiness. North Carolina is one of the first states to implement this new course in public high schools statewide. With eighteen years of providing practice college math placement tests, SREB awarded NC EMPT $18,000 from these grant monies to study the demographics and results of the new course during its initial year. It truly “takes a village” to make NC EMPT work. The Advisory Board for the program includes a wide variety of K16 educators and administrators (see pp. 6,7). Transparent communication at all levels is practiced. Staying abreast of mathematical developments at the high school, community college, and university levels is a mission. Most importantly, the recognition and consistent support of the program’s early intervention efforts by the State of North Carolina has been pivotal to success. 3 III. Introduction The NC EMPT Program hopes to raise awareness of the importance of mathematics, and strives to give future incoming college freshmen an early warning of the mathematics skills necessary for successful placement in collegelevel mathematics. By offering this nonthreatening advice with opportune timing, that is, while students are still in high school and can maneuver to correct weaknesses, NC EMPT hopes to motivate students to be strong in mathematics and avoid the expensive pitfalls caused by lack of retention or lack of knowledge of the skills needed for success at the college level. The 20142015 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see p. 21, p. 23, pp. 3542). The questions were a result of a thorough study of current math placement tests used at NC community colleges and UNC institutions. Understanding the Basics of an EMPT Program Early Mathematics Placement Testing concisely describes a valuable intervention service provided to high school students in programs across the nation. The test allows students to experience a facsimile of an actual mathematics placement exam well before the first semester in college. Thus students, teachers, and parents become more aware of expectations, and therefore more able to react positively in a timely fashion. Students’ results letters are individualized, offer a wealth of information about mathematical readiness, and provide a “reality check” of a student’s current mastery of mathematics skills. Some EMPT programs in the United States target high school juniors, in the hope that reinforcement of mathematics skills or corrective action can be taken in the senior year. The North Carolina program offers “practice” placement testing to students close to completing Algebra II, Mathematics III, and to students in upperlevel math courses. This may include sophomores, juniors, or seniors. A new version of the NC EMPT test is created each year, and teachers are encouraged to test students near the end of their Algebra II and Math III, and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university mathematics placement tests consist primarily 5 of algebra questions. For a closer look at the North Carolina EMPT Program, please read the documents found in Appendix A. Historically, a variety of EMPT programs have been offered, or are currently being considered, in at least twentynine states across the nation since the 1980s. Unfortunately, many of these have ceased to exist due to several factors including competition from existing mandated testing and funding problems. Currently, strong programs exist in North Carolina, Kentucky, Wisconsin, and California. Organization of the NC EMPT Program East Carolina University (ECU) operated a fouryear pilot early math placement testing program from fall 1992 to spring 1996. Sixteen area high schools were involved, and ECU sponsored the pilot. As chair of the ECU Mathematics Department, Dr. Robert Bernhardt directed the program with the help of Dr. Sunday Ajose, and secretarial help was provided by the mathematics department staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996 and was permanently transferred to ECU in spring 1997. A fulltime program manager and office assistant were added to the staff. The program reached out to all public and nonpubic high schools statewide in 19971998. Participation numbers increased to a high of 47,925 high school students in 20052006. The NC EMPT state headquarters has been located at ECU since the program’s inception. NC EMPT has also been very fortunate to be overseen by a diverse and talented advisory board. Representatives from the UNC General Administration, UNC institutions, NC Community College System, NC community colleges, and the NC Department of Public Instruction are included. The following list includes the members of the 20142015 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Central Piedmont Community College Suzanne Williams Mathematics Division NC Dept. of Public Instruction Jennifer Curtis Chief, K12 Mathematics Educ. Division NC Dept. of Public Instruction Lisa Ashe Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT, and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Jackson Chair, Dept. of Mathematics & Computer Science Fayetteville State University Dwight House Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Chair, Dept. of Mathematics NC Community College System Wanda White Director, Financial Aid & Student Success NC Community College System Wesley Beddard Associate Vice President for Programs 6 NC Central University Solomon Abraham Dept. of Mathematics & Physics NC State University Leslie Kurtz Department of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center UNC Asheville Samuel Kaplan Department of Mathematics UNCChapel Hill David Adalsteinsson Department of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Department of Mathematics & Statistics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Karrie Dixon Vice President for Academic and Student Success UNC Pembroke Jay Wilkins Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Nory Prochaska Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. Frank Ingram Chair, Department of Mathematics The NC EMPT Advisory Board communicates often via email, postal mail, and subcommittee work throughout the year. Members represent all regions of North Carolina. The board met as a whole on October 17, 2014 at the UNCGeneral Administration Building in Chapel Hill. Subcommittee meetings were also held there in September 2014, April 2015, and July 13, 2015. Outreach Efforts of the NC EMPT Program Sharing the news about the free and valuable services provided by NC EMPT consumes a great deal of time and effort by the NC EMPT staff. These efforts continued throughout the school year and summer months. The following groups were contacted via email or postal mail, and many were greeted facetoface in presentations by the associate director at workshops and conferences: North Carolina public and nonpublic high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents and secondary math coordinators NC community college presidents University of North Carolina General Administration; institution chancellors and mathematics department chairs 7 North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors North Carolina New Schools Project, Early College High Schools STEM Education (Science, Technology, Engineering, and Mathematics) East Carolina University High School Mathematics Contest NC Ready for Success Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, California, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program, for a listing of 18+ locations visited by the associate director. Also included are photos from some of the workshops and conferences. A variety of media are used throughout the school year to encourage all public and 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, 201415” (see pp. 8184 in Appendix C) and the new weekly resource “Math Placement Test Question of the Week” (see samples on pp. 7980). In addition, past math puzzles, such as the “Top Thirty Missed Questions” are still available for teachers to use as resources and are located on the program website. As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for every participating teacher. The 2014 2015 gift was a 25page memo pad lined with a helpful coordinate grid. It reads, “Visit our website at www.ncempt.org!” 8 NC EMPT is Making Waves Nationally… The ACT college assessment test is administered statewide in NC during each school year to public high school juniors to help measure readiness for career and college. Nationwide, states invested in the Common Core State Standards use the ACT or some other measure to address this same situation. The Southern Regional Education Board (SREB) has worked tirelessly to create a new high school fourth math course specifically designed to aid collegebound students whose mathematics skills are just below the readiness measure. Ellen Hilgoe, associate director of NC EMPT, was chosen to become part of the NC team of writers for this new curriculum and worked with writers from four other states during 2012 and 2013. The teams wrote a series of eight units that specifically highlighted the mathematics skills stated as necessary for success in collegelevel mathematics by a large group of highereducation faculty from across the nation. Hilgoe was a trainer during summer 2014 at seven locations in NC for high school teachers preparing to teach the SREB Math Ready course for the first time. Hilgoe also participated in six helpful SREB webinars for Math Ready teachers throughout 201415. These webinars offered great teaching tips and allowed teachers from several states to share their experiences teaching the course. Due to her involvement with this SREB project and NC EMPT, and her desire to help better prepare high school students mathematically, Hilgoe was chosen by SREB to attend a “Master Trainers Meeting for SREB Readiness Courses” in April 2015 in Atlanta, GA. Other trainers invited to attend included math educators from Arkansas, North Carolina, New York, Kentucky, and West Virginia. The group prepared to train teachers during the summer of 2015. Primary states implementing the SREB Math Ready course in public high schools statewide during 201516 include North Carolina, Mississippi, West Virginia, and Arkansas. The course is an option for high schools in Kentucky. Local school systems employing the Math Ready course include those located in Georgia, New York, Indiana, Ohio, Washington, Oregon, and Hawaii. Hilgoe attended North Carolina training sessions hosted by SREB and the NC Department of Public Instruction and presented the NC EMPT Program at these four regional workshops during summer 2015. Hilgoe emphasized to teachers that the two test versions offered each year by NC EMPT provide yet another insightful measure of students’ readiness for collegelevel mathematics. 9 A Quick Look at NC EMPT Participation Numbers 19972015 Pilot  Spring 1997: Total Number of NC High Schools Solicited 80 Total Number of NC High Schools That SignedUp for Testing 72 Total Number of NC High Schools That Actually Tested 66 Total Number of Students Tested 8,195 19971998: Total Number of NC High Schools Solicited 376 Total Number of NC High Schools That SignedUp for Testing 226 Total Number of NC High Schools That Actually Tested 205 Total Number of Students Tested 27,456 19981999: Total Number of NC High Schools Solicited 357 Total Number of NC High Schools That SignedUp for Testing 202 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 27,030 19992000: Total Number of NC High Schools Solicited 637 Pretesting (with the 19981999 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 9 Total Number of NC High Schools that Actually Tested 4 Total Number of Students Pretested 364 Placement Testing (with the new 19992000 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 273 Total Number of NC High Schools That Actually Tested 251 Total Number of Students Tested 33,469 Grand Total of Students Tested in 19992000 33,833 20002001: Total Number of NC High Schools Solicited 658 Pretesting (with the 19992000 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 58 Total Number of NC High Schools that Actually Tested 37 Total Number of Students Pretested 3,259 Placement Testing (with the new 20002001 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 307 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 35,002 10 Grand Total of Participating High Schools (nonoverlapping) 288 Grand Total of Students Tested in 20002001 38,261 20012002: Total Number of NC High Schools Solicited 650 Pretesting (with the 20002001 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 67 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 3,716 Placement Testing (with the new 20012002 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 299 Total Number of NC High Schools That Actually Tested 279 Total Number of Students Tested 37,804 Grand Total of Participating High Schools (nonoverlapping) 287 Grand Total of Students Tested in 20012002 41,520 20022003: Total Number of NC High Schools Solicited 648 (this includes 358 public and 290 nonpublic schools) Pretesting (with the 20012002 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 65 Total Number of NC High Schools that Actually Tested 50 Total Number of Students Pretested 4,422 Placement Testing (with the new 20022003 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 311 Total Number of NC High Schools That Actually Tested 278 Total Number of Students Tested 34,399 Grand Total of Participating High Schools (nonoverlapping) 285 Grand Total of Students Tested in 20022003 38,821 20032004: Total Number of NC High Schools Solicited 643 (this includes 370 public and 273 nonpublic schools) Pretesting (with the 20022003 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 51 Total Number of NC High Schools that Actually Tested 34 Total Number of Students Pretested 4,084 Placement Testing (with the new 20032004 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 266 Total Number of NC High Schools That Actually Tested 232 Total Number of Students Tested 29,465 Grand Total of Participating High Schools (nonoverlapping) 243 Grand Total of Students Tested in 20032004 33,549 11 20042005: Total Number of NC High Schools Solicited 629 (this includes 370 public and 259 nonpublic schools) Pretesting (with the 20032004 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 69 Total Number of NC High Schools that Actually Tested 68 Total Number of Students Pretested 6,339 Placement Testing (with the new 20042005 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 308 Total Number of NC High Schools That Actually Tested 244 Total Number of Students Tested 37,375 Grand Total of Participating High Schools (nonoverlapping) 302 Grand Total of Students Tested in 20042005 43,714 20052006: Total Number of NC High Schools Solicited 626 (this includes 378 public and 248 nonpublic schools) Pretesting (with the 20042005 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 78 Total Number of NC High Schools that Actually Tested 65 Total Number of Students Pretested 5,919 Placement Testing (with the new 20052006 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 318 Total Number of NC High Schools That Actually Tested 285 Total Number of Students Tested 42,006 Grand Total of Participating High Schools (nonoverlapping)* 303 Grand Total of Students Tested in 20052006 47,925 20062007: Total Number of NC High Schools Solicited 752 (this includes 502 public and 250 nonpublic schools) Pretesting (with the 20052006 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 87 Total Number of NC High Schools that Actually Tested 73 Total Number of Students Pretested 7,016 Placement Testing (with the new 20062007 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 310 Total Number of NC High Schools That Actually Tested 274 Total Number of Students Tested 39,402 Grand Total of Participating High Schools (nonoverlapping)* 292 Grand Total of Students Tested in 20062007 46,418 12 20072008: Total Number of NC High Schools Solicited 780 (this includes 534 public and 246 nonpublic schools) Pretesting (with the 20062007 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 73 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 5,763 Placement Testing (with the new 20072008 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 330 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 37,300 Grand Total of Participating High Schools (nonoverlapping)* 293 Grand Total of Students Tested in 20072008 43,063 20082009: (Note that testing in 20082009 occurred only during the second half of the school year.) Total Number of NC High Schools Solicited 792 (this includes 542 public and 250 nonpublic schools) Pretesting (with the 20072008 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 33 Total Number of NC High Schools that Actually Tested 20 Total Number of Students Pretested 1,794 Placement Testing (with the new 20082009 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 283 Total Number of NC High Schools That Actually Tested 233 Total Number of Students Tested 21,682 Grand Total of Participating High Schools (nonoverlapping)* 243 Grand Total of Students Tested in 20082009 23,476 20092010: Total Number of NC High Schools Solicited 797 (this includes 548 public and 249 nonpublic schools) Pretesting (with the 20082009 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 61 Total Number of NC High Schools that Actually Tested 45 Total Number of Students Pretested 4,119 Placement Testing (with the new 20092010 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 312 Total Number of NC High Schools That Actually Tested 266 Total Number of Students Tested 33,315 Grand Total of Participating High Schools (nonoverlapping)* 281 Grand Total of Students Tested in 20092010 37,434 13 20102011: Total Number of NC High Schools Solicited 845 (602 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20092010 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 92 Total Number of NC High Schools that Actually Tested 70 Total Number of Students Pretested 5,955 Option #2: Testing (with the new 20102011 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 317 Total Number of NC High Schools That Actually Tested 281 Total Number of Students Tested 33,014 Grand Total of Participating High Schools (nonoverlapping)* 302 Grand Total of Students Tested in 20102011 38,969 20112012: Total Number of NC High Schools Solicited 844 (601 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20102011 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 96 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 6,701 Option #2: Testing (with the new 20112012 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 309 Total Number of NC High Schools That Actually Tested 269 Total Number of Students Tested 37,516 Grand Total of Participating High Schools (nonoverlapping)* 291 Grand Total of Students Tested in 20112012 44,217 20122013: Total Number of NC High Schools Solicited 771 (547 public including 29 charter and 2 federal, and 190 nonpublic schools) Option #1: Pretesting (with the 20112012 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 84 Total Number of NC High Schools that Actually Tested 87 Total Number of Students Pretested 8,252 Option #2: Testing (with the new 20122013 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 265 Total Number of NC High Schools That Actually Tested 227 Total Number of Students Tested 28,838 Grand Total of Participating High Schools (nonoverlapping)* 261 Grand Total of Students Tested in 20122013 37,090 14 20132014: Total Number of NC High Schools Solicited 775 (584 public including 33 charter and 3 federal, and 191 nonpublic schools) Option #1: Pretesting (with the 20122013 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 97 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 7,192 Option #2: Testing (with the new 20132014 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 232 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 23,439 Grand Total of Participating High Schools (nonoverlapping)* 216* Grand Total of Students Tested in 20132014 30,631 20142015: Total Number of NC High Schools Solicited 774 (585 public including 34 charter and 3 federal, and 189 nonpublic schools) Option #1: Pretesting (with the 20132014 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 142 Total Number of NC High Schools that Actually Tested 118 Total Number of Students Pretested 12,439 Option #2: Testing (with the new 20142015 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 278 Total Number of NC High Schools That Actually Tested 209 Total Number of Students Tested 26,464 Grand Total of Participating High Schools (nonoverlapping)* 253* Grand Total of Students Tested in 20142015 38,903 * A list of the 253 participating schools in 20142015 follows. Another Harsh Winter Weather Makes an Impact! From a teacher in Wake County, May 2015: “Due to snow issues and the loss of so many instructional days, most teachers chose not to give the EMPT test or gave it on the Spring Break makeup day (very low attendance). I want you to know that we won’t let the materials go to waste!” Totals for 201415: Testing Windows: # Tests Requested: # Tests Returned for Scoring: Fall 2014, Option #1 9,907 7,371 Spring 2015, Option #1 11,184 5,068 Fall 2014, Option #2 18,879 10,420 Spring 2015, Option #2 28,311 16,044 Totals: 68,281 38,903 High school contact persons who received 201415 tests and did not use or return them will be encouraged to administer these during fall and spring 201516 as Option #1 testing. 15 North Carolina Early Mathematics Placement Testing Program 20142015 Participating High Schools: 253 Participating Mathematics Teachers: 667 Participating Students: 38,903 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ALAMANCEBURLINGTON MIDDLE COLLEGE ALEXANDER CENTRAL HIGH APEX HIGH ARENDELL PARROTT ACAD ASHE COUNTY HIGH ASHEVILLE HIGH ASHEVILLE SCHOOL AYDENGRIFTON HIGH BANDYS HIGH BARTLETT YANCEY HIGH BEAR GRASS CHARTER SCH BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BUNCOMBE COUNTY EARLY COLLEGE HIGH BUNKER HILL HIGH BUNN HIGH CALDWELL ACADEMY CALVARY BAPT CHURCH SCH CAMTECH HIGH CAPE FEAR CHRISTIAN ACADEMY CARDINAL GIBBONS HIGH CARMEL CHRISTIAN SCHOOL CARY HIGH CATO MIDDLE COLLEGE HIGH CENTRAL ACAD @ LAKE PARK CENTRAL HAYWOOD HIGH CFA ACADEMY CHARLES B AYCOCK HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE SECONDARY SCH CHARLOTTE UNITED CHRISTIAN ACADEMY CHASE HIGH CHERRYVILLE HIGH CLEVELAND HIGH CLINTON HIGH COASTAL CHRISTIAN HIGH COMMUNITY BAPTIST SCHOOL COMMUNITY CHRISTIAN SCHOOL CONCORD HIGH CORNERSTONE CHRISTIAN SCH COUNTRYSIDE MONTESSORI SCH CRAMERTON CHRISTIAN ACAD CREST HIGH CROATAN HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON CUTHBERTSON HIGH D H CONLEY HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DOUGLAS BYRD HIGH DUDLEY HIGH DURHAM SCHOOL OF THE ARTS EARLY COLLEGE @ GUILFORD EAST CARTERET HIGH EAST HENDERSON HIGH EAST LINCOLN HIGH EAST MECKLENBURG HIGH EAST RUTHERFORD HIGH EASTERN ALAMANCE HIGH EASTERN GUILFORD HIGH ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES EUGENE ASHLEY HIGH FIKE HIGH FLEMINGTON ACADEMY FLETCHER ACADEMY, RALEIGH FORSYTH COUNTRY DAY SCHOOL FRANKLIN ACADEMY FRANKLIN HIGH FRED T FOARD HIGH FREEDOM HIGH GASTON CHRISTIAN SCHOOL GASTON EARLY COLLEGE GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCH GRACE CHRISTIAN SCHOOL, SANFORD GRANVILLE MAGNET SCHOOL GREEN HOPE HIGH GREENE CENTRAL HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GREENVILLE CHRISTIAN ACAD GRIMSLEY HIGH HAVELOCK HIGH HAWBRIDGE SCHOOL HAWTHORNE HIGH, ACADEMY OF HEALTH SCIENCES HAYWOOD CHRISTIAN ACADEMY HAYWORTH CHRISTIAN SCHOOL HIBRITEN HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HICKORY RIDGE HIGH HILLSIDE NEW TECH HIGH HOKE COUNTY HIGH HOPEWELL HIGH HUGH M CUMMINGS HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLLEGE HIGH J F WEBB HIGH J F WEBB SCHOOL OF HEALTH & LIFE SCIENCES JACKSONVILLE HIGH JAMES KENAN HIGH JIMMY C DRAUGHN HIGH JOHN A HOLMES HIGH JOHN PAUL II CATHOLIC HIGH JOHN T HOGGARD HIGH JONES SENIOR HIGH KESTREL HEIGHTS SCHOOL KINGS MOUNTAIN HIGH KINSTON HIGH LAKE NORMAN CHARTER SCH LAKE NORMAN HIGH LEE COUNTY HIGH LEESVILLE ROAD HIGH LEJEUNE HIGH LOUISBURG HIGH MAIDEN HIGH MARIE G DAVIS MILITARY & GLOBAL LEADERSHIP ACAD MASSEY HILL CLASSICAL HIGH MATTAMUSKEET EARLY COLLEGE METROLINA CHRISTIAN ACADEMY MIDDLE CREEK HIGH MIDWAY HIGH MILLBROOK HIGH MITCHELL HIGH 16 MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN HERITAGE HIGH NASH CENTRAL HIGH NASHROCKY MOUNT EARLY COLLEGE HIGH NEEDHAM BROUGHTON HIGH NEW BERN HIGH NEW HANOVER HIGH NEWTONCONOVER HIGH NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH NORTH MOORE HIGH NORTH PITT HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHAMPTON COUNTY HIGH NORTHEAST ACADEMY NORTHEASTERN HIGH NORTHERN NASH HIGH NORTHERN VANCE HIGH NORTHSIDE CHRISTIAN ACADEMY NORTHSIDE HIGH, JACKSONVILLE NORTHWEST CABARRUS HIGH NORTHWEST SCH OF THE ARTS OAKWOOD SCHOOL OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF MATH, ENG, TECH & SCI OLYMPIC SCH OF RENAISSANCE  ARTS & TECH OXFORD PREPARATORY HIGH PAISLEY IB MAGNET SCHOOL PAMLICO COUNTY HIGH PASQUOTANK COUNTY HIGH PAUL R BROWN LDRSHIP ACAD PENDER HIGH PERQUIMANS COUNTY HIGH PERSON HIGH PIEDMONT COMMUNITY CHARTER SCHOOL PIEDMONT HIGH PINE FOREST HIGH PINE LAKE PREPARATORY PISGAH HIGH PORTER RIDGE HIGH PROVIDENCE HIGH PUNGO CHRISTIAN ACADEMY R J REYNOLDS HIGH RALEIGH CHARTER HIGH RED SPRINGS HIGH REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSEWOOD HIGH SAINT STEPHENS HIGH SALEM ACADEMY SCHOOL OF INQUIRY & LIFE SCIENCES @ ASHEVILLE SEVENTYFIRST HIGH SMOKY MOUNTAIN HIGH SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH CENTRAL HIGH SOUTH CREEK HIGH SOUTH LENOIR HIGH SOUTH POINT HIGH SOUTH ROBESON HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN LEE HIGH SOUTHERN NASH HIGH SOUTHERN SCH OF ENERGY & SUSTAINABILITY SOUTHERN VANCE HIGH SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHWEST EDGECOMBE HIGH SPRING CREEK HIGH STARMOUNT HIGH STATESVILLE HIGH SWANSBORO HIGH T C ROBERSON HIGH TARBORO HIGH TERRY SANFORD HIGH THALES ACADEMY/ROLESVILLE CAMPUS THOMASVILLE HIGH TOPSAIL HIGH TRINITY CHRISTIAN PREPARATORY SCHOOL TRINITY CHRISTIAN SCHOOL, GREENVILLE TRITON HIGH TUSCOLA HIGH TWILIGHT HIGH UNION ACADEMY, MONROE UNION GROVE CHRISTIAN SCH UNION PINES HIGH UNITED FAITH CHRISTIAN ACAD UNIVERSITY CHRISTIAN HIGH UWHARRIE CHARTER ACADEMY VANCE COUNTY EARLY COLLEGE HIGH VANDALIA CHRISTIAN SCHOOL VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE YOUNG WOMEN’S LEADERSHIP ACADEMY WALLACEROSE HILL HIGH WALTER M WILLIAMS HIGH WARREN COUNTY HIGH WASHINGTON HIGH WAYNE EARLY MIDDLE COLLEGE HIGH WEAVER ACADEMY WEDDINGTON HIGH WESLEYAN CHRISTIAN ACADEMY WEST BLADEN HIGH WEST CARTERET HIGH WEST CRAVEN HIGH WEST HENDERSON HIGH WEST IREDELL HIGH WEST MECKLENBURG HIGH WESTCHESTER COUNTRY DAY SCHOOL WESTERN ALAMANCE HIGH WESTERN HARNETT HIGH WHITE OAK HIGH WILKES EARLY COLLEGE HIGH WILLIAM A HOUGH HIGH WOODLAWN SCHOOL North Carolina Early Mathematics Placement Testing A Treasure Chest of Mathematical Advice for the CollegeBound! www.ncempt.org Ellen Hilgoe, Associate Director Phone: 2523286418 17 Email: ncempt@ncempt.org IV. Summary of 20142015 Testing Two versions of the NC EMPT test were administered during the year. For those schools interested in pretesting early in a new term for diagnostic and motivational purposes, Option #1, the previous 20132014 version was used. Pretesting data for Option #1 can be found on page 15. Option #2, used by the vast majority of schools, involves administering the new 20142015 version of the NC EMPT test later in the term. High schools have the choice to participate in Option #1 or Option #2, or both. Teachers administered the traditional paperand pencil test in their classrooms. Interesting data is given below: Participants Using the 20142015 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2014 10,420 Spring 2015 16,044 Total for Year 26,464 NC EMPT Scores and Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20142015 for the return of Option #1 and Option #2 test results to 38,903 students remained 0.8 days, our fastest time ever!! High Schools Participating in Testing Options #1 or #2, 20142015 Option #1 Option #2 44 74 135 High Schools Participating in Option #2 20142015 Fall 2014 Spring 2015 37 60 112 19 There are 32 questions on each test version. Test scores are grouped into four levels. Level 1 is the lowest level and Level 4 is the highest. A student placing into Levels 3 or 4 is considered collegeready in mathematics: EMPT Level Number of Correct Answers 1 011 2 1216 3 1724 4 2532 These scores were then used to advise each student in a personalized letter. Each letter contained a test score, the test score converted to a percent, a corresponding EMPT level, a listing of the mathematical objective for each test question, a listing of each answer given by the student, a listing of each correct answer, and an interpretation of each student’s readiness to take collegelevel mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for collegelevel math courses and must take remedial mathematics. Level 2: A Level 2 score indicates the student must take remedial mathematics in some choices of majors. Level 3: A Level 3 score indicates the student is ready for a beginninglevel college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science, or engineering. Level 4: A Level 4 score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful website addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2014 2015,” a handy reference tool for their collegebound students. The brochure is updated each year by the associate director upon the advice of the NC EMPT Advisory Board members who represent the fifteen UNC campuses and fiftyeight NC community colleges. A sample of this brochure follows as well. 20 21 22 23 24 Western Carolina University Undergraduate and transfer students admitted to Western Carolina University who wish to take mathematics beyond entry level courses* are placed according to the WCU Mathematics Placement Criteria show in the table. WCU Mathematics Placement Criteria For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/academics/ departmentsschoolscolleges/cas/casdepts/mathcsdept/index.asp For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the keyword "MATH," scroll down the page, and then click on individual math courses.) UNC Wilmington All entering freshmen without a placement test exemption at the University of North Carolina at Wilmington take a mathematics placement test during Orientation. The test results, along with the student’s intended major, will be used to determine the most appropriate Precalculus, Calculus, or General Education mathematics course for the student. The student’s advisor will help in this selection. Students who have received a score of 22 or better on the ACT Math Test or who have received a score of 2 or better on the Advanced Placement AB or BC Calculus Test are exempted from the placement test. These scores may be used to place students into the appropriate UNCW mathematics course. 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 students at UNC Charlotte are required to have results from the SATMath section test or the ACT equivalent test prior to placement in their first math course. Students with AP or transfer math credit will be placed in their first math course based on the class level credit received. If students do not have AP or transfer math credit, the SATMath score or ACT equivalent score will be used to place students in their first math course. SAT Math scores less than 480 (ACT less than 18) place students in Math 0900 (Developmental Math). SAT Math scores ranging from 480540 (ACT 1822) will allow students to enroll in Math 1100, Math 1102, or Math 1105 (College Algebra, Survey of Math, or Finite Math). SAT Math scores ranging from 550600 (ACT 2325) will allow students to enroll in Math 1100, Math 1102, Math 1103 (PreCalculus), or Math 1105. SAT Math scores ranging from 610800 (ACT 2336) will allow students to enroll in the above courses, in Math 1120, 1241 (Business Calculus, Calculus 1), or Stat 1220, Stat 1221, Stat 1222 (Business Stat, BioStat, Social Science Stat). Transfer students, adult students, or international students who do not have a SATMath score, or ACT score, or math transfer credit, will be asked to take the hard copy math placement test to determine their first math course. The math placement test is 25question, 30minute test. Calculators are not allowed. Scores less than 11 will place students in Math 0900; scores ranging from 1113 allow students to enroll in Math 1100, Math 1102, or Math 1105; scores ranging from 1417 will allow students to enroll in Math 1100, Math 1102, Math 1103, or Math 1105; scores ranging from 1825 will place allow students to enroll in the above courses, or in Math 1120, Math 1241, Stat 1220, Stat 1221, or Stat 1222. For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduatecatalogs/current/coursedescriptions/MATH UNC Greensboro The Math Placement Tests will determine your eligibility to enroll in MAT 120 (Calculus for Business and the Social Sciences), 151 (Precalculus II), 190 (single semester Precalculus), or 191 (Calculus I). Certain entry level courses have no prerequisites; students who wish to enroll in MAT 112 (Contemporary Topics in Mathematics), 115 (College Algebra), 150 (Precalculus I), or STA 108 (Elementary Introduction to Probability and Statistics) may do so without a placement test. Students with a sufficiently strong mathematics background who wish to enroll in MAT 120, 151, 190, or 191 must take the placement test(s) or score 2 or higher on the AP Calculus Exam. The department has a series of placement tests, which students take online via their Blackboard account. Additional information can be found at http:// www.uncg.edu/mat/undergraduate/mathplacetest.html. For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/ For UNCG math course descriptions, visit: http://www.uncg.edu/mat/links/undergradbulletin. Then click on the link: Mathematics Courses (MAT). 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/casbe/academics/departments/math/ default.aspx For WSSU math course descriptions, visit: http://catalog.wssu.edu/content.php?catoid=15&navoid=790. Scroll to bottom and click on page 9. Scroll to bottom of page 9 and click on desired mathematics course. NORETHM CARPOLITNA For more information, contact: Ellen Hilgoe, NC EMPT Associate Director Building 123, 1805 Charles Boulevard, Mail Stop 145, East Carolina University, Greenville, NC 278584353 Phone: 2523286418 • Fax: 2523282166 • Email: ncempt@ncempt.org 4,200 copies of this public document were printed at a cost of $505.01, or $.12 per copy. ASC006215 (rev. 10/14) Printed on recycled paper. inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring *An early intervention and outreach program of the State of North Carolina. A North Carolina Early Mathematics Placement Testing* Program . . . a comprehensive listing of placement procedures and preparation suggestions for students preparing for college entrance testing UNC Pembroke Freshmen entering the University of North Carolina at Pembroke take a departmentaldeveloped mathematics placement test during their orientation session prior to their fall semester of classes. The 20142015 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 20142015 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 collegelevel mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with an ND designator. For example, a student must place into collegelevel mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/13_14_undergrad/11_artsandsciences.pdf. (See pages 101107.) North Carolina Community Colleges Most students entering a community college in North Carolina take the North Carolina Diagnostic Assessment and Placement (NC DAP) Test during their summer orientation or prior to their first semester of college courses. Cut scores to enter collegelevel math courses are standarized across all 58 community colleges and test results are transferable. Many students will benefit from brushing up on math skills prior to taking the NC DAP. The NC EMPT practice placement test helps students understand what skills must be improved so the appropriate degreecounting math course(s) can be taken succesfully in college. North Carolina community colleges are implenting a new placement policy, Multiple Measures of Placement, for incoming students that establishes a hierachy of measures that colleges will use to determine students' readiness for collegelevel courses. High school students who meet the GPA or ACT/SAT benchmarks will be exempt from diagnostic placement testing and will be considered "collegeready" for gateway math and English courses. Some community colleges are currently using Multiple Measures of Placement (MMP). All North Carolina community colleges will implement MMP by the fall of 2015. Students should check with their local college for more details. Elizabeth City State University ECSU uses ACCUPLACER, a computer adaptive test, to determine appropriate placement of students into mathematics courses. The placement test is administered to new freshmen and transfer students during the summer orientation sessions and at other designated periods throughout the academic year. Students with SAT (Math) scores greater than or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations, algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental mathematics course, GE 109 (Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more may enroll in GE 118 (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/academics/catalogs/undergrad/7436.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 the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU prerequisites and math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math course number for description.) *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 161 is an equivalent course offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level 2 scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level 2 score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 099Intermediate Mathematics, a remedial mathematics course offered by the Center for Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level 2 score between 430 and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101Fundamental Algebra and Trigonometry I (for nonSTEM majors) or MATH 103College Algebra and Trigonometry for Scientists and Engineers (for STEM majors) offered by the Mathematics Department. An SAT Math score between 490 and 540, or SAT Subject Math Level 2 score between 470 and 530, or ACT Math score between 19 and 21 requires that the student enroll in MATH 110Precalculus for Engineering Sciences, or MATH 111College Algebra and Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher, or SAT Subject Math Level 2 score of 540 or higher, or ACT Math score of 22 or higher allows the student to enroll in MATH 131Calculus I also offered by the Mathematics Department. If a student is not satified with his/her initial math course placement, s/he can take the Mathematics Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50 minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra placement test allows the student to enroll in MATH 101 if the student is a nonSTEM major or MATH 103 if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131. For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/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. 217223 within the catalog. East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam prior to their first college courses. Since Fall 2013, ECU has been using ACCUPLACER, a computer adaptive test, to place students into mathematics courses. A dropdown calculator window is provided by ACCUPLACER during the test. A score of 74 or less on this test requires the student to enroll in a remedial math course. A score of 75 or more allows a student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making), or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores. For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It is very important that students take a mathematics course during their senior year of high school so that skills are retained. For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/ For ECU math course descriptions, visit: http://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 "Math Placement Test.") FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT Placement Criteria Course Placement SATMath (SATM) Score >= 600 and MATH 142 – Calculus and Analytical Geometry I CollegeLevel Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score >= 600 or MATH 131 – Algebra and Trigonometry CollegeLevel Math Score >= 8099 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score = 500599 or MATH 129 – Precalculus Mathematics I Algebra Profile Score >= 71 For math, computer science, biology, and chemistry majors. MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________________________ SATM Score = 500599 or MATH 123 – College Algebra Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________________________ SATM Score < 500 and MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________ For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/ For FSU math course descriptions, visit: http://catalog.uncfsu.edu/ug/courses.htm (Scroll down to courses beginning with MATH.) NC Central University, continued continued . . . computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics course in their senior year in high school. Requirements for a college major may be delayed if mathematics skills are below the expected level. For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/math_cs/ index.php For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math 27 28 29 30 31 3% 0.20% 1% 0.1% 0.05% 5% 1% 2% 1% 0.20% 9% 1% 8% 1% 0.20% 7% 2% 1% 1% 0.02% 10% 2% 9% 0.50% 0.20% 3% 2% 0.20% 1% 0.10% 14% 3% 9% 1% 0.30% 2% 2% 0.10% 1% 0.10% 0 500 1000 1500 2000 2500 3000 3500 4000 Algebra II or Math III Essentials for College Math Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra or Trigonometry Integrated Math IV or Math IV 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 20142015 Level 4 (highest) Level 3 Level 2 Level 1 32 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Number of Students Score NC EMPT Score Frequency 20142015 Frequency 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct Question # Item Analysis 20142015 33 Question Objective # Correct % Correct 1 order fractions from least to greatest 23855 89.51 7 solve word problem: proportion 21651 81.24 13 factor a polynomial 21594 81.02 31 solve system of linear equations 21422 80.38 14 find median given data set 21181 79.47 3 simplify using laws of exponents 21034 78.92 10 find measure of angle of triangle 20973 78.69 16 solve formula given values 20683 77.6 2 solve equation using distributive property 20298 76.16 18 simplify a complex fraction 19710 73.95 17 recognize function given data 19549 73.35 32 solve word problem: quadratic function 19433 72.91 15 identify equation of translated function 19396 72.78 6 solve linear inequality 19378 72.71 28 solve word problem: right triangle trig 19074 71.57 22 subtract rational expressions 19011 71.33 11 evaluate function 18975 71.2 8 simplify radical and find reciprocal 18926 71.01 30 find domain of function given graph 18291 68.63 19 identify equation of line given two points 17813 66.84 20 find side of special right triangle 17488 65.62 4 find slope of line given equation 17197 64.52 23 square a binomial 17150 64.35 25 compare areas of two circles 16866 63.28 27 solve quadratic equation 16812 63.08 9 solve word problem: units of measure 16502 61.92 12 solve absolute value equation 16422 61.62 5 find volume of cube 15508 58.19 29 solve word problem: rate, time, distance 15009 56.31 24 find inverse of relation 14620 54.86 21 solve word problem: percent increase 14028 52.63 26 simplify using laws of exponents 12268 46.03 Item Analysis by Decreasing %, 20142015 34 1 NC Early Mathematics Placement Testing 20142015 NC EMPT Test Results, 20142015 Test Version Total Students Tested: 26,464 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 32% Level 3: 29% Mean Score: 15.6 out of 32, or 49% Level 2: 27% Level 4: 12% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. The last percentage listed for each question represents the number of students who did not answer the question. _____________________________________________________________________________________ Select the one best answer to each question. Place each answer on your bubble sheet. 1. Write these fractions in order from least to greatest: 2 , 3 , 5 , 4 3 4 8 9 Not answered A. 2 , 5 , 4 , 3 3 8 9 4 B. 4 , 2 , 5 , 3 9 3 8 4 C. 4 , 5 , 2 , 3 9 8 3 4 1.88% 9.70% 82.68% D. 5 , 3 , 2 , 4 8 4 3 9 E. 2 , 4 , 3 , 5 3 9 4 8 3.32% 2.24% 0.18% 2. Simplify: x 2 3x 1 4 A. 7x 5 B. 7x 6 C. 7x 6 7.74% 59.35% 19.94% D. 6x 6 E. 7x 10 9.02% 2.10% 1.85% 3. Which of the following is a simplified form of 23a8 2 ? A. 16a16 B. 64a10 C. 64a16 D. 16a10 E. 32a16 6.79% 18.56% 64.06% 5.18% 4.82% 0.59% 35 2 NC Early Mathematics Placement Testing 20142015 4. The graph of the line with equation 3x 4y 17 intersects the x axis when x ? A. 17 3 B. 17 3 C. 4 3 D. 4 3 E. 17 4 Not answered 9.64% 40.33% 13.24% 16.29% 18.20% 2.30% 5. This block of wood is a rectangular prism. What is the surface area of the block? A. 16 in2 B. 25 in2 C. 30 in2 3.35% 3.65% 57.86% D. 38 in2 E. 62 in2 5.14% 29.17% 0.83% 6. If 3x 13 14, then A. x 9 B. x 9 C. 1 3 x D. 1 3 x E. x 9 54.39% 25.58% 6.87% 6.28% 6.10% 0.78% 7. A breakfast cereal maker increased the size of one of its cereal boxes so that it holds 20% more cereal. If the original box held 15 ounces of cereal, how many ounces of cereal does the new box hold? A. 3 B. 7.5 C. 18 D. 20 E. none of these 14.54% 4.00% 67.69% 4.86% 8.08% 0.83% 8. A man 6 feet tall stands next to a child that is 4 feet tall. What is the length, in feet, of the child’s shadow if the man’s shadow is 3 1 2 feet long? A. 2 B. 7 3 C. 5 2 D. 8 3 E. 3 14.07% 51.93% 21.78% 7.12% 3.54% 1.56% 2 in 3 in 5 in 36 37 4 NC Early Mathematics Placement Testing 20142015 14. The scores on a test were 75, 100, 90, 85, and 75. Which statement about the scores is true? A. The range is greater than the mode. 7.97% Not answered B. The mode is greater that the median. 5.97% C. The mode is greater than the mean. 6.73% D. The mean is less than the median. 12.33% E. The mean and median are the same. 65.69% 1.31% 15. Which of the following is the equation of the parabola whose graph is shown below? A. y 2x2 2 B. y x2 2 55.71% 26.85% C. y 2x2 2 D. y x2 2 7.94% 5.97% E. y 2x2 2 2.38% 1.15% 16. The length L of a spring is given by the formula 4 9, 7 L F where F is the applied force. What force will produce a length of 14? A. 2 6 7 B. 8 3 4 C. 13 1 7 D. 22 1 4 E. 40 1 4 9.75% 62.07% 11.20% 6.30% 8.49% 2.19% 17. The cost of shipping computers from a warehouse is given in the table below: number of computers x 50 75 100 125 cost in dollars y 1700 2500 3300 4100 Which kind of function below best models this data? A. quadratic B. rational C. cubic D. linear E. exponential 12.48% 8.96% 5.23% 55.96% 15.59% 1.78% y 2 x 1 1 38 5 NC Early Mathematics Placement Testing 20142015 18. Which of the following is an equivalent form of 2 4 3 x ? Not answered A. 2 7 x B. 2 12 x C. 3 8 12 x D. 4 6 12 x E. 3 8 7 x 21.56% 13.23% 54.35% 4.10% 5.08% 1.68% 19. The equation of the given graphed line is A. x 2y 2 B. x 3y 6 18.26% 6.97% C. 2x y 2 D. x 3y 6 21.84% 5.78% E. 2x y 2 44.48% 2.67% 20. Solve this system of linear equations: 2 8 5 2 17 x y x y The y value of the solution is A. 10 B. 6 C. 1 D. 6 E. 10 7.77% 18.65% 18.79% 41.65% 8.7 8% 4.36% 21. In the given table, the number of tigers at Zoo A is shown for various years. What is the percentage increase from 1990 to 2000? Tiger Population at Zoo A Year 1970 1980 1990 2000 Number of Tigers 0 8 4 12 A. 50% B. 100% C. 150% D. 200% E. 300% 10.63% 9.65% 16.48% 21.44% 38.97% 2.83% y x 2 1 39 6 NC Early Mathematics Placement Testing 20142015 22. The diameter of the smallest visible particle is 0.0012 in. Write this number in scientific notation. Not answered A. 12 x 10 4 B. 1.2 x 10 3 C. 0.12 x 10 2 17.58% 49.07% 15.26% D. 1.2 x 103 E. 12 x 104 11.25% 4.85% 1.99% 23. In the given right triangle, QRS, which equation would correctly find the angle of elevation from point S to point R? A. tan 7 24 S B. sin 24 25 S C. cos 24 7 S 40.19% 20.72% 13.65% D. cos 7 24 S E. tan 24 7 S 10.72% 10.46% 4.26% 24. What is the equation of the inverse of the function x 2y 3 0? A. 1 3 2 2 y x B. y 2x 3 C. x 2y 3 0 22.93% 24.92% 33.49% D. x 2y 3 0 E. 2x y 3 0 5.94% 8.57% 4.15% 25. Find the area of the shaded region of the circle in square inches. Leave your answer in terms of . A. 2 B. 4 C. 8 14.83% 39.03% 17.56% D. 10 E. 16 4.10% 20.83% 3.65% 7 24 R 25 Q S 4 in 40 7 NC Early Mathematics Placement Testing 20142015 26. Solve for x : 2 2 2 . 2 a b c x Not answered A. 2 ab c B. 2ab c C. ab c 24.88% 16.12% 30.14% D. a b c E. a b c 14.32% 9.76% 4.78% 27. How high up on a building will a 15foot ladder reach if the bottom of the ladder is placed 5 feet from the base of the building? A. 2 10 ft B. 55 ft C. 10 ft D. 10 2 ft E. 5 10 ft 9.84% 6.91% 24.38% 37.96% 16.40% 4.51% 28. Solve the quadratic equation 2x2 8x. Name the larger of the two solutions. A. x 4 B. x 2 C. x 0 D. x 2 E. x 4 6.51% 7.09% 9.26% 19.82% 52. 40% 4.92% 29. Find the range of the function in the given graph. A. y 0 B. y 2 C. y 0 26.23% 27.55% 8.34% D. x 0 E. all real numbers 6.28% 26.73% 4.87% 30. The function f t 5t2 20t 60 models the approximate height of an object t seconds after it is launched. How many seconds does it take to hit the ground? A. 2 B. 5.5 C. 6 D. 12.5 E. 60 9.30% 15.38% 48.06% 13.12% 7.94% 6.20% y x 2 2 41 8 NC Early Mathematics Placement Testing 20142015 31. If the coordinates of one endpoint of a line segment are 4,3 and the coordinates of the midpoint of the segment are 0,0 , what are the coordinates of the other endpoint of the segment? Not answered A. 4, 3 B. 4, 3 C. 4,3 D. 5 E. 2, 1.5 66.26% 10.16% 11.42% 3.70% 3.64% 4.82% 32. If x dollars is invested in a savings account earning 2%annual interest and y dollars is invested in another savings account earning 3% annual interest, then which of the following expressions represents the annual interest earned, in dollars, for both accounts combined after one year? A. 0.05 x y B. 2x 3y C. 5 x y 9.20% 8.84% 7.66% D. 0.2x 0.3y E. 0.02x 0.03y 14.64% 54.30% 5.36% 42 43 3244 2758 2564 2344 2096 1997 1993 1375 1357 659 570 532 526 522 520 509 455 407 374 346 212 164 76 72 58 2355 1558 1503 1932 2136 1865 1916 1390 1280 826 597 1019 644 721 766 690 934 601 601 491 441 369 252 163 288 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Medical Technologies and Allied Health Fields PreMedicine, PreVeterinary Medicine or Pharmacy Social and Behavioral Sciences Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area PreK and Elementary Education Engineering Technologies Agriculture Humanities Automotive Technology Computer Science in a Mathematics, Engineering or Science Area Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Family and Consumer Sciences Secondary Education in a NonScience or Non Mathematics Area Architecture and Related Services Natural Resources and Conservation Middle Grades Education Secondary Education in a Science and Mathematics Area Ethnic, Cultural and Gender Studies Percentage of Students Anticipated College Major 20142015 First Choice Second Choice 44 45 128 247 200 8 3 16 14 936 34 1075 180 52 17 158 78 15 928 736 862 32 36 147 69 1379 141 1196 703 248 83 609 297 88 1526 506 876 64 71 249 157 786 109 586 618 258 150 437 281 164 2234 429 905 104 241 448 289 712 117 477 677 286 192 300 256 322 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State… Placement Level by School Planning to Attend (1) 20142015 Level 4 (highest) Level 3 Level 2 Level 1 46 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20142015 Level 4 (highest) Level 3 Level 2 Level 1 47 V. Trends in NC EMPT Data, 19962015 The NC EMPT Program has compiled data from a pilot semester (spring 1997) and eighteen full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 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 20142015 $5.26 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 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% 20142015 Business, Management, and Marketing 12% Engineering 10% Nursing 10% Visual and Performing Arts 9% Note that testing during 20082009 occurred only during the second half of the school year. 49 * Note that testing during 20082009 occurred only during the second half of the school year. * Note that testing during 20082009 occurred only during the second half of the school year. 8,195 27,456 27,030 33,833 38,261 41,520 38,821 33,549 43,714 47,925 46,418 43,063 23,476 37,434 38,969 44,217 37,090 30,631 38,903 0 10,000 20,000 30,000 40,000 50,000 60,000 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 Number of Students Students Participating in NC EMPT, 19962015 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 253 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 201314 201415 Number of Schools High Schools Participating in NC EMPT, 19962015 50 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year Grade Level of Participating Students 19962015 Sophomore Junior Senior 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year EMPT Level of Participating Students 19962015 Level 4 (highest) Level 3 Level 2 Level 1 51 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year Students Planning to Go to College After High School Graduation, 19962015 4year College 2year College 0 5 10 15 20 25 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year Average Score Out of 32 Questions for Participants Each Year, 19962015 52 VI. Evaluation of the 20142015 Year Feedback from participating teachers is essential to the success of the program and responses are carefully reviewed and considered. The surveys in this section of the report were disseminated in May and June 2015 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2015. Spring Option #2 is our largest and last testing window of the school year. Included is feedback from teachers following a block schedule or a traditional tenmonth school calendar, and from public (including charter and federal) and nonpublic schools. The surveys were created and distributed via email using Qualtrics software. This software was made available to the associate director by the Information Technology and Computing Services (ITCS) Department of East Carolina University. The teacher contacts were asked to discuss the survey statements and questions with other participating mathematics teachers in their departments before completing the survey. With 98 of 192 surveys completed, 51% of those polled responded. This response rate was slightly lower than the 55% rate from the previous year, 20132014. The associate director emailed four batches of surveys to school contact persons throughout May and June 2015 as schools completed their last rounds of EMPT testing. An email reminder to complete the survey was sent to contact persons in each batch one week later. Survey results were anonymous. This Survey of 20142015 Participating Teachers Found… ♥ 97% strongly agreed or agreed that the informational mailings and monthly enewsletters sent in 201415 to high school math chairs statewide and last year’s contact persons were helpful reminders of the news and services available from the NC EMPT Program. ♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 99% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 99% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 99% strongly agreed or agreed that overall the NC EMPT Program provides a valuable service to high school students and teachers. 53 The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers, continue to make improvements, and maintain consistency in service. It is especially inspiring to receive a 99% vote of confidence with regard to the overall value of the service to high school students, parents, and teachers. The NC EMPT test is not mandatory and the fact that so many teachers voluntarily find room in their busy math curriculums to employ this early mathematics placement test is a testament to its value. Each year, NC EMPT Advisory Board members that represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2526 for a sample of this document. This important brochure is disseminated annually to each participating teacher and all public and nonpublic high school principals, math chairs, and counseling departments. According to question #9 in the survey, a healthy 95% of the contact persons responding found this brochure helpful in advising students. This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. A reassuring ten of the fifteen survey questions (80%) had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201314. The NC EMPT website was redesigned in the fall of 2013 and this included using Qualtrics software to recreate and improve our online registration form for testing. Responses to question #2 indicate that our redesign efforts have paid off handsomely: 87% of the respondents strongly agreed or agreed that the online form was userfriendly and reliable (up from 78% in 201314). Also complimentary was the fact that the percentage of teachers who strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC was 89% (up from 85% last year). An important threeyear positive trend was noted in the responses to question #6 regarding the serious attitude and attentiveness of students while testing, from 83% to 88% to 91%, for those teachers who strongly agreed or agreed. Similarly, another increasing threeyear trend was noted in question #12, from 85% to 89% to 92%. The very positive teacher responses to this question related to the statement, “Students found their NC EMPT experience useful for future college plans.” Question #5, “Test administration took a total of 60 minutes or less,” was the only question out of fifteen that showed a decline of more than two percentage points. In 201314, 96% of the responses indicated a strong agreement or agreement with this statement. In the 201415 survey, 91% agreed. The associate director has not received feedback from teachers about why this percentage decreased, but will make contacts with high school representatives to learn why. 54 Question #10, “Participating teachers took time to review test errors with students,” had a threeyear response change from 77% to 73% to 71% in the last three surveys. This could be an indication of the competition for instructional time due to many other tests, schedule changes, and missed class days due to severe weather. The best case scenario would be for teachers to return a test copy along with each student’s individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the valuable results letter personalized for their child. The NC EMPT website offers many supplementary worksheets, lists of top missed questions, and a math placement test question of the week that could then be assigned to students to reinforce mastery of the indicated weaknesses. The NC EMPT Program again enjoyed the services of webmaster Laurie Godwin, an ECU tech support specialist. We also appreciated the patience and great help of Qualtrics expert Monica Moore from the ECU ITCS Academic Computing Department. A sample of the most recent Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2015 As our high school contact person, you play a pivotal role in the success of NC Early Mathematics Placement Testing. THANK YOU for your time and many efforts! We need, read, and react to your valuable feedback! The deadline for your response is June 30, 2015. 55 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational mailings were sent to high school math chairs statewide and to last year's contact persons in October 2014 and then in February 2015. Monthly enewsletters were sent as well. These mailings were helpful reminders of news and services available from the NC EMPT Program. 83 12 0 1 2 98 2. An online registration form for NC EMPT testing is available on the NC EMPT website. If you registered to test during 201415 using this online form, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 76 8 1 1 11 97 3. The NC EMPT website, www.ncempt.org , is an informative tool for college mathematics placement testing in NC. 66 21 1 1 9 98 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 89 8 0 1 0 98 5. Test administration took a total of 60 minutes or less. 68 21 5 2 2 98 Part A: Carefully read each statement below and respond by checking one box to the right of each. 56 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 6. Students were attentive and tested with a serious attitude. 40 49 6 2 1 98 7. The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 90 6 1 1 0 98 8. The test score summary received by each teacher for each class period was helpful. 84 13 0 1 0 98 9. The orange brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20142015" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 74 19 1 1 3 98 10. Teachers took time to review test errors with students. 37 33 11 6 11 98 11. Students found their individualized student results letters valuable. 51 41 0 1 4 97 12. Students found their NC EMPT experience useful for future college plans. 37 51 3 1 4 96 13. The NC EMPT Program accomplished its goal of providing your participating high school students with a "reality check" of their readiness for collegelevel mathematics. 70 25 0 1 1 97 57 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 14. The NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level (consider the seniors from your high school that participated in the program and plan to attend college in fall 2015). 52 34 5 1 5 97 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 79 16 0 1 0 96 Part B: Please type your thoughts about the three questions below: 16. A new resource continued to be provided for students and teachers during the 2014 2015 school year on the NC EMPT website. It was a weekly posting of a practice college math placement "Test Question of the Week." Each new question also included the answer and solution to the previous week's question. A second website link compiled the "Past Test Questions of the Week." There are now sixtyeight practice questions and solutions available. Did you and/or your students use this NC EMPT resource? Please explain why or why not. Number Comments About Teachers and Students Using the NC EMPT website resources: “Test Question of the Week” and “Past Test Question of the Week.” 29 Yes, we used these helpful sample test questions! 8 Yes, the practice questions were valuable practice for college math placement testing. 4 I used these questions as warmup problems weekly; great openers for the beginning of class or for when I had extra time. 1 The questions were another tool we could use to place students in appropriate next classes. 1 I strongly encouraged my students to use this resource at home to study for the practice NC EMPT test and to keep for the real math placement test they will see this summer. 58 1 I love the weekly questions you provide! I wish it was a question each day. This is great for students to use all year long, even when they are not in a math class. 1 I used these questions with my PreCalculus students and it was an awesome review of skills that they claimed they did not remember. 1 These questions provided practice in doing higherlevel thinking, which is part of our mission statement. 1 These questions provided a wakeup call for many of my students. 1 We used some as Math Club questions of the month. 1 I used these as bonus questions throughout the semester. 1 I used these questions during the Flex period. 1 These were most helpful in exposing students to a variety of types of math problems which may or may not be covered in the high school curriculum. 52 No, I did not use the weekly sample math placement questions from the NC EMPT website. 17 No, due to time constraints; I did not have the time for them and the material I have to teach; the curriculum is already too full and I had to focus on it. 17 My math department did not use the questions, but plan to incorporate them next year; we will do better to share this resource next year; if we just plan to include them next year, it will happen! 11 I was not aware of this resource; I did not realize it was available; my fault for not reading the enewsletters more carefully; I didn’t use them, but I’m not sure why not. 4 We couldn’t squeeze the questions in. We have been swamped with trying to cram all the content in with losing so many instructional days due to snow. 4 I taught math classes that these questions were not appropriate for. 3 I’m not sure if the questions were used by teachers and/or students. I am not a member of the math department. I am an administrator. 2 I used practice ACT questions instead in my classes to help prepare for the ACT. 2 We didn’t use these questions, but we used the Top Ten Missed Questions in our classes. 2 I didn’t go back to the NC EMPT website often enough this year to remember all the resources it offers. I will plan to pull in these questions next year. 1 I didn’t use these questions in my classes, but I did use some at the STEM Program for 59 middle and high school students. 1 I should have used them, but with NC Final Exams, we were so busy preparing for the exams that I completely forgot these questions were there. In an effort to measure how often the NC EMPT website links “Math Placement Question of the Week” and the accompanying “Past Questions of the Week” were clicked on by students and teachers, Google Analytics software was employed in late March 2015. The table below shows increased usage during the months of April and May 2015. These counts will continue to be monitored during the next school year. Link on www.ncempt.org Month Clicks Question of the Week April 2015 139 Question of the Week May 2015 166 Past Questions of the Week April 2015 31 Past Questions of the Week May 2015 32 17. A new fourth math course option was introduced in some public high schools across NC during 201415. More high schools will offer this course during 20152016 here in NC and in other states nationwide. Created by writing teams from five states (including NC) for the Southern Regional Education Board, the course is titled "SREB Math Ready." North Carolina renamed the course "Essentials for College Math" (ECM). Students in ECM classes are an important target audience for NC EMPT because their college readiness math skills need strengthening. Monthly NC EMPT enewsletters have included updates about SREB and the new ECM course. Were these updates helpful? Is there additional information you would find helpful in the enewsletters? Number Comments About the Helpfulness of Monthly NC EMPT eNewsletters in Providing Updates About SREB and the New ECM Course. 43 Yes! The updates were very helpful. 2 I love to be in the “know” with upcoming curriculum information. 2 The updates reinforced and clarified information received from other sources; the updates provided additional support for teachers. 1 The monthly enewsletters informed me about training session dates and locations. I also learned what ECM is all about. 60 1 The monthly enewsletters allowed me to discuss new information with my guidance counselor about math course options for the coming year. 1 Any math updates are always helpful to the teacher in preparing lesson plans and in considering new teaching strategies. 1 Even though we are not bringing SREB Math Ready to my school, they were helpful. Hopefully we will soon be able to offer the course. I also liked giving the pre and posttest to my ECM student. 14 out of 18 improved! :o) 1 Our ECM class was used for seniors that would have struggled in AFM. Most are going to a community college, work, or the military. I used some of the ECM activities in my other classes too. 1 We are still puzzled about why this course is considered “above Alg II.” Can this issue be addressed in a future newsletter? 1 We want to know what the State Board of Education is planning to do about 4th math course options. Will we continue to teach Precalculus and AFM? Why does there need to be so many 4th course options? We don’t want to jump on the next bandwagon until we are sure our students are being served in the best way possible. 1 I enjoy the monthly newsletters. It would be helpful to share project ideas or teaching ideas for ECM teachers. Maybe somewhere teachers can share ideas with other teachers who taught ECM last year or will be teaching it in the new school year. 3 ENewsletter information was not helpful. 17 Not Applicable. We do not offer the ECM class. 7 I don’t think I received enewsletters. I was not aware of the new course. 4 We are not planning to offer ECM at our school, but it is helpful to keep up with what is going on at other schools. 3 I teach in a private school, so this does not apply to us, but I am interested in knowing more. 1 I used the updates to inform and remind our administrators of the value of this course. They have decided not to offer this math course option. 1 We will not offer this new course in the fall because our guidance department decided it was too late to include in the course offerings for the fall. I’m not sure if guidance got the newsletter information. It was very helpful. 1 I passed this information along to my headmaster to keep her in the loop as well. Unfortunately, because I am a private school teacher, I am not allowed to attend the NC DPI training seminars. I am eligible to travel to Atlanta (for the SREB Math Ready Training at the 61 High Schools that Work Conference), but it is not in our small school budget. We hope to offer ECM in 201617. 1 We wanted to use the NC EMPT test scores to help us steer Math 3 students to the fourth math course where they would be most successful. SREB’s suggested range of ACT scores (1620) put almost our entire population in ECM. In Precalculus, I cannot cover all the material due to the weak math skills of my students. 18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you'd like us to hear, please write them below. Number Additional Comments 14 THANK YOU for providing this much needed service to high school students, their parents, and teachers. 11 We appreciate how efficient and fast you are; I think you and your staff do an amazing job; thank you for being flexible and so helpful; we appreciate the promptness of the data received for our students. 6 We LOVE NC EMPT! You guys are great! This is a super program – keep up the good work! 4 NC EMPT offers excellent resources; you provide an invaluable source of information not only about our students’ readiness for collegelevel math, but also about the relevance of our math curriculum. 4 I appreciate the work NC EMPT is doing for the students of my school and state; this was the reality check many of my students needed to help them know how to prepare for their future placement tests; I always try to plan time into the schedule to do these tests, as they are so valuable for students and me. 3 Thank you, Ellen, for all your cheerful and positive notes; Ellen is awesome; thanks for all of Ellen’s efforts. 2 Thank you, Ellen, for all of your hard work during the school year. I find the EMPT very useful and have used it for years with my AFM classes; I always have some students who do not take the test seriously, but I do believe more of them worked harder on the test this year. 1 Thank you for making this all so easy! 1 I am a strong believer in the NC EMPT Program and find its results very valuable for identifying gaps in our curriculum. 1 I enjoy giving the NC EMPT test each spring. It reinforces what I tell the students – Math is important for college! 1 I answered “no opinion” to several of these survey questions because I do not know much about college math entrance exams, other than what I have learned through the NC EMPT 62 63 Appendix A The 20142015 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure 65 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20142015, 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… 67 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. 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 Math III 2. Essentials for College Math 3. Advanced Functions and Modeling 4. Advanced Math or Algebra III or Advanced Algebra or Trigonometry 5. Integrated Math IV or Math IV 6. PreCalculus 7. Probability or Statistics or Discrete Math 8. Calculus 9. Other 10. I am not currently enrolled in a math course. E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you). F) Enter the period your math class meets. G) My plans initially after graduation are: 1. to attend a 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 68 Suggested Levels of the NC EMPT Program, 20142015 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, 20142015, Option #2 Question # Correct Answer Question # Correct Answer 1 C 17 D 2 B 18 C 3 C 19 E 4 B 20 D 5 E 21 D 6 A 22 B 7 C 23 A 8 B 24 B 9 D 25 B 10 C 26 E 11 A 27 D 12 D 28 E 13 D 29 A 14 E 30 C 15 A 31 A 16 B 32 E 69 inequalities function a bsolute value (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 b f(x) 4 bo log d –c rational expressions graphing lines and curves quadratic equations parabolic functions factoring Actual college mathematics placement tests are often given during summer orientation sessions, just before college enrollment. Students should be warned not to let their mathematical skills “get rusty” and be reminded to study their algebra and geometry skills just prior to the date of their actual college mathematics placement test. A Guide for Parents and Guardians 2014  2015 . . . a reality check of your child’s readiness for collegelevel mathematics Printed on recycled paper. ASC009456 (Rev. 5/14) 48,000 copies of this public document were printed at a cost of $1,594.51 or $.033 per copy. Visit our web site for a wealth of information about mathematics placement testing at NC community colleges and UNC institutions. For more information about NC EMPT, please contact your child’s mathematics teacher or: Ellen Hilgoe, Associate Director NC EMPT Program Building 123, Mail Stop 145 1805 Charles Blvd. East Carolina University Greenville, NC 278584353 Phone: 2523286418 Fax: 2523282166 Email: ncempt@ncempt.org North Carolina Early Mathematics Placement Testing The retention of mathematical skills is critical to the correct placement of a student during his or her first semester of college coursework. “ ” NC EMPT has been continuously directed by the faculty and staff at East Carolina University since the program’s inception in 1996. A program sponsored by the State of North Carolina 71 What is an early mathematics placement test? Many high school graduates, upon entering The University of North Carolina (UNC) at one of the fifteen universities or the 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 voluntary. Does this test Yes! One of the major goals of the program is to reduce the percentage of entering freshmen that require mathematics remediation at the college level. By offering students a “snapshot” of their mathematical standing while still in high school, the NC EMPT Program hopes to give students the motivation to retain skills, or take corrective action, while there is still time and help available. What is the cost? There is no cost to participating high schools or students for NC EMPT testing! The State of North Carolina sponsors the NC EMPT Program. However, the need to take remedial mathematics at the college level is very costly in both time and money! Parents and students need to realize that tuition for remedial mathematics courses at the college level has to be paid, but that credit hours for these courses towards a major or towards graduation are often not received. Students spending time in remedial mathematics courses lose valuable time and are delayed in the completion of other coursework with mathematics prerequisites. The student is often unable to complete degree requirements within four years of college. When will my child take the NC EMPT test? The early placement test is a onehour test that is usually given during a high school class period. Students close to completing Algebra II, or Integrated Math III, or Common Core Math III, as well as students in higherlevel mathematics courses, are eligible to be tested. The tests are graded at the NC EMPT testing center at East Carolina University and results are returned within two weeks. Each participating student will receive an individualized letter that states their score, current placement level, and a list of which test questions were answered correctly or incorrectly. In addition, each student will be provided information about required math courses for their chosen major and placement procedures at their chosen UNC institution or NC community college. *Note: The level numbers have been reversed from the order used in 1996 1999 so that NC EMPT levels will more closely align with the NC Department of Public Instruction ABC’s Plan. Level 4 is now the highest level. Student Score (32 questions) NC EMPT Level* Predicted First College Course Explanation Remedial Mathematics Borderline  depends on indicated major First Course in College Math Second Course in College Math in some majors Score indicates the student is not ready for college level math courses and must take remedial mathematics. Score indicates the student must take remedial mathematics in some choices of major. Score indicates the student is ready for a beginninglevel college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science or engineering. Score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their Math Placement test to skip the first college math course, depending on the student’s choice of major. 0  11 12  16 17  24 25  32 1 2 3 4 Suggested Levels of the NC EMPT Program / 2014  2015 mathematics courses during each year of high school and to be sure that these skills are increased and maintained. We strongly advise ALL students to continue to take 72 Appendix B Promotion of NC EMPT Participation 20142015 73 Many emails and phone calls arrive daily from high school contact persons and personnel across the state. Teachers have questions about the testing process and timeline. These answers, along with the swift delivery of testing materials and results, require clear communication and organization. An immediate response from the associate director and/or the administrative support associate is a very effective asset of our small office. An informative and userfriendly website, an email distribution list that has grown to include more than two thousand educators, and monthly enewsletters help spread the news about NC EMPT’s free services. However
Object Description
Description
Title  Final report... to the UNC General Administration from the NC EMPT Program Advisory Committee 
Other Title  North Carolina Early Mathematics Testing Program; North Carolina Early Mathematics Placement Testing Program; Final report... to the UNC Office of the President from the NC EMPT Program Advisory Committee 
Date  2015 
Description  2014/2015 
Digital CharacteristicsA  5.21 MB; 84 p. 
Digital Format 
application/pdf 
Pres File NameM  pubs_serial_finalreportuncgeneral20142015.pdf 
Full Text  NC EMPT Project Summary 20142015 Sharing the Good News About NC Early Mathematics Placement Testing! A resurgence in NC EMPT high school student participation numbers during 2014 2015 was initiated in part by strong and widespread promotion of its early intervention services. Participation rose a healthy 27% compared to 201314, and nearly 39,000 students from public and nonpublic high schools statewide were served! Although teachers of Algebra II, Math III, and all fourthyear math courses were encouraged via email, mailings, and facetoface presentations to afford their students the NC EMPT opportunity, much attention was paid to the newly offered “Essentials for College Math.” This course was designed by the Southern Regional Education Board (SREB) to help students whose mathematical abilities were deemed not quite ready for collegelevel mathematics. With a bold set of teaching and learning strategies and a curriculum that emphasizes real world problem solving, the Essentials class hopes to give its students the confidence and skills needed for successful college entrance into a beginning mathematics course. This is another perfect audience for NC EMPT! The associate director toured the state and introduced the benefits of the NC EMPT Program to teachers preparing to teach the Essentials class, as well as other fourth math courses. In the photo above, (l to r) teachers Angela Leonard, Davie County High; Joy Howard, Davie County High; Kelly Dilday, Clayton High; Chris Sherrill, North Buncombe High; and presenter Kim Goff (at table), SREB math consultant, gather to display their NC EMPT tote bags in North Wilkesboro, NC, at a SREB Math Ready Training in late July 2015. In its eighteenth year, NC EMPT remains steady in its quest to provide nonthreatening and eyeopening advice to high school students with college and career plans. By allowing students to experience a “practice” mathematics placement test that is a facsimile of the actual tests given at NC community colleges and UNC institutions, NC EMPT offers a snapshot of current readiness. Most importantly, individualized results are received while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the 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 great competition for classroom time and another harsh winter that consumed many instructional days, 665 teachers empowered 38,903 students during the 20142015 year to help better prepare for collegelevel mathematics. See the “NC EMPT Quick Stats” that follows for additional information. The program appreciates strong support from the State of North Carolina, the UNC General Administration, and East Carolina University (ECU). Housed at ECU and organized under the Harriot College of Arts and Sciences, NC EMPT continues to thrive and serve the entire state. Early intervention is an important key in reducing the percentage of incoming college freshmen that require mathematics remediation. NC EMPT embraces the fact that immediate and professional feedback has the most effective impact for students, parents, and teachers. Turnaround time for test results is the quickest in our history and remains 0.8 days! NC EMPT has now served nearly 680,000 students since its inception in 1996. The program has stayed abreast and communicated to high schools the myriad of changes in high school mathematics curriculum, mathematics admissions requirements at NC community colleges and UNC institutions, and beginning mathematics course requirements for a variety of majors at these colleges/universities. NC EMPT serves as a crucial bridge connecting high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. Registration and participation in NC EMPT is still freeofcharge to all public and nonpublic high schools and their students! Register now at http://www.ncempt.org for the 20152016 year for any or all of four testing windows! NC EMPT Participation STRETCHES Across ALL of North Carolina! Reasons why high school students and their parents like NC EMPT: It is a reality check of current readiness for collegelevel mathematics. It helps students understand what skills must be improved so the appropriate degreecounting math course(s) can be taken and passed in college. It provides eyeopening information about the actual mathematics placement procedure and required math course(s) for the major and institution of their choice. Reasons why high school math teachers and administrators like NC EMPT: It is excellent preparation for collegebound students. It is a nonthreatening, uptodate, “practice” math placement test with all materials provided FREE. Test administration is easy and feedback immediate. It offers current information about expectations and requirements in mathematics curriculum for fiftyeight community colleges and fifteen UNC institutions. EYEOPENING information that benefits everyone! Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared! A Survey of 20142015 Participating Teachers Found… ♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of readiness for collegelevel mathematics. ♥ 99% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 99% strongly agreed or agreed that OVERALL the NC EMPT Program provides a VALUABLE SERVICE to high school students and teachers. WHO should take the valuable practice math placement test offered by NC EMPT? High school students enrolled in: Algebra II Math III Essentials for College Math Advanced Functions and Modeling Precalculus Discrete Math Statistics and other upperlevel mathematics courses. Each pushpin in the state map to the left represents a participating high school during 20142015. Did you know that the NC EMPT Web site has a wealth of information about mathematics placement testing at colleges and universities statewide?! CHECK IT OUT: www.ncempt.org Table of Contents I. From the Director……………………………………………………………….. 12 II. From the Associate Director…………………………………………………. 34 III. Introduction to the NC EMPT Program……………………………….… 518 IV. Summary of 20142015 Testing………………………………………….… 1948 V. Trends in NC EMPT Data, 19962015……………………………………. 4952 VI. Evaluation of the 20142015 Year...………………………………….….… 5364 VII. Appendix A – 20142015 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure…………………………. 6572 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7378 IX. Appendix C – Helpful Resources for High School Teachers and Students....…………………………………………………………………………. 7986 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2015 The major goal of the NC EMPT Program is to help reduce the percentage of incoming college freshmen requiring mathematics remediation. The program provides nonthreatening and eyeopening advice at an opportune time – while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the collegelevel. By allowing students to experience a “practice” mathematics placement test that is a facsimile of the actual tests given at NC community colleges and UNC institutions, NC EMPT offers a snapshot of current readiness. In addition, a wealth of personalized information is given to each participant regarding the required math courses for the major of their choice and a description of the math placement procedure currently used at the college or university of their choice. Scores are confidential and will not be shared or compared. During the 201415 school year, approximately 39,000 participated in NC EMPT testing, which represented an increase of 27% as compared to the 201314 year. The newly offered "Essentials for College Math" provided an excellent opportunity for NC EMPT to reach out to the teachers of collegebound students needing a bridge course in mathematics. Since its inception in 1997, NC EMPT has become the longest running and largest EMPT program in the nation. This success is due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, and the many high school math teachers and students who participated in the program and helped to make it better. In closing, I want to thank the following board members who have retired for their stellar service to NC EMPT: Peter Kendrick of UNCA; Paul Duvall of UNCG, and 1 Nory Prochaska of WCU. I also want to recognize the work of members who had shorter tenures and have also left the board: Suzanne Williams of Central Piedmont Community College, Johannah Maynor of NC DPI, and Samuel Kaplan of UNCA. Moreover, I want to extend a word of welcome to the following new board members for 20152016: Lisa Meads of The College of the Albemarle, Joseph Reaper of NC DPI, Rudy Beharrysingh of UNCA, Ratnasingham Shivaji of UNCG, and Ben Kearns of WCU. Last, but not least, I want to thank Ms. Ellen Hilgoe, her staff, as well as currently serving NC EMPT Board members for their unwavering and stellar efforts in making NC EMPT such a remarkable success. 2 II. From the Associate Director Ellen Hilgoe, August 2015 ! I am happily surrounded at the ground level by two incredibly hardworking teams, my small staff in the NC EMPT office and hundreds of high school math teachers across North Carolina. What a loyal band! The 201415 year was filled with successful efforts to reach an even wider audience. The NC EMPT distribution list grew to more than 2,000 educators. Nine monthly enewsletters were published and filled with timely information about teaching resources, creative ways to use NC EMPT, helpful updates regarding recent changes in NC community college math curriculum and placement procedures, and the developing story of the new SREB Math Ready course. A total of thirtysix “Practice Math Placement Test Questions” and their solutions were added to the NC EMPT website, one each Monday, as another terrific resource for students and teachers. The NC EMPT Crew! (l to r): ECU student workers Samantha Arnold and Holly Britton; Associate Director Ellen Hilgoe; Administrative Support Associate Debby Hodges; ECU student workers Magen Smith and Emily Fisher. NC EMPT remains the largest early math placement testing program in the nation and our efforts have been noted. With the aid of a Bill and Melinda Gates Foundation Education Grant, SREB has invested a great deal of energy in creating a mathematics course that promises support for high school students who require strengthening of math skills as they strive towards career and college readiness. North Carolina is one of the first states to implement this new course in public high schools statewide. With eighteen years of providing practice college math placement tests, SREB awarded NC EMPT $18,000 from these grant monies to study the demographics and results of the new course during its initial year. It truly “takes a village” to make NC EMPT work. The Advisory Board for the program includes a wide variety of K16 educators and administrators (see pp. 6,7). Transparent communication at all levels is practiced. Staying abreast of mathematical developments at the high school, community college, and university levels is a mission. Most importantly, the recognition and consistent support of the program’s early intervention efforts by the State of North Carolina has been pivotal to success. 3 III. Introduction The NC EMPT Program hopes to raise awareness of the importance of mathematics, and strives to give future incoming college freshmen an early warning of the mathematics skills necessary for successful placement in collegelevel mathematics. By offering this nonthreatening advice with opportune timing, that is, while students are still in high school and can maneuver to correct weaknesses, NC EMPT hopes to motivate students to be strong in mathematics and avoid the expensive pitfalls caused by lack of retention or lack of knowledge of the skills needed for success at the college level. The 20142015 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see p. 21, p. 23, pp. 3542). The questions were a result of a thorough study of current math placement tests used at NC community colleges and UNC institutions. Understanding the Basics of an EMPT Program Early Mathematics Placement Testing concisely describes a valuable intervention service provided to high school students in programs across the nation. The test allows students to experience a facsimile of an actual mathematics placement exam well before the first semester in college. Thus students, teachers, and parents become more aware of expectations, and therefore more able to react positively in a timely fashion. Students’ results letters are individualized, offer a wealth of information about mathematical readiness, and provide a “reality check” of a student’s current mastery of mathematics skills. Some EMPT programs in the United States target high school juniors, in the hope that reinforcement of mathematics skills or corrective action can be taken in the senior year. The North Carolina program offers “practice” placement testing to students close to completing Algebra II, Mathematics III, and to students in upperlevel math courses. This may include sophomores, juniors, or seniors. A new version of the NC EMPT test is created each year, and teachers are encouraged to test students near the end of their Algebra II and Math III, and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university mathematics placement tests consist primarily 5 of algebra questions. For a closer look at the North Carolina EMPT Program, please read the documents found in Appendix A. Historically, a variety of EMPT programs have been offered, or are currently being considered, in at least twentynine states across the nation since the 1980s. Unfortunately, many of these have ceased to exist due to several factors including competition from existing mandated testing and funding problems. Currently, strong programs exist in North Carolina, Kentucky, Wisconsin, and California. Organization of the NC EMPT Program East Carolina University (ECU) operated a fouryear pilot early math placement testing program from fall 1992 to spring 1996. Sixteen area high schools were involved, and ECU sponsored the pilot. As chair of the ECU Mathematics Department, Dr. Robert Bernhardt directed the program with the help of Dr. Sunday Ajose, and secretarial help was provided by the mathematics department staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996 and was permanently transferred to ECU in spring 1997. A fulltime program manager and office assistant were added to the staff. The program reached out to all public and nonpubic high schools statewide in 19971998. Participation numbers increased to a high of 47,925 high school students in 20052006. The NC EMPT state headquarters has been located at ECU since the program’s inception. NC EMPT has also been very fortunate to be overseen by a diverse and talented advisory board. Representatives from the UNC General Administration, UNC institutions, NC Community College System, NC community colleges, and the NC Department of Public Instruction are included. The following list includes the members of the 20142015 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Central Piedmont Community College Suzanne Williams Mathematics Division NC Dept. of Public Instruction Jennifer Curtis Chief, K12 Mathematics Educ. Division NC Dept. of Public Instruction Lisa Ashe Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT, and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Jackson Chair, Dept. of Mathematics & Computer Science Fayetteville State University Dwight House Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Chair, Dept. of Mathematics NC Community College System Wanda White Director, Financial Aid & Student Success NC Community College System Wesley Beddard Associate Vice President for Programs 6 NC Central University Solomon Abraham Dept. of Mathematics & Physics NC State University Leslie Kurtz Department of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center UNC Asheville Samuel Kaplan Department of Mathematics UNCChapel Hill David Adalsteinsson Department of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Department of Mathematics & Statistics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Karrie Dixon Vice President for Academic and Student Success UNC Pembroke Jay Wilkins Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Nory Prochaska Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. Frank Ingram Chair, Department of Mathematics The NC EMPT Advisory Board communicates often via email, postal mail, and subcommittee work throughout the year. Members represent all regions of North Carolina. The board met as a whole on October 17, 2014 at the UNCGeneral Administration Building in Chapel Hill. Subcommittee meetings were also held there in September 2014, April 2015, and July 13, 2015. Outreach Efforts of the NC EMPT Program Sharing the news about the free and valuable services provided by NC EMPT consumes a great deal of time and effort by the NC EMPT staff. These efforts continued throughout the school year and summer months. The following groups were contacted via email or postal mail, and many were greeted facetoface in presentations by the associate director at workshops and conferences: North Carolina public and nonpublic high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents and secondary math coordinators NC community college presidents University of North Carolina General Administration; institution chancellors and mathematics department chairs 7 North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors North Carolina New Schools Project, Early College High Schools STEM Education (Science, Technology, Engineering, and Mathematics) East Carolina University High School Mathematics Contest NC Ready for Success Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, California, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program, for a listing of 18+ locations visited by the associate director. Also included are photos from some of the workshops and conferences. A variety of media are used throughout the school year to encourage all public and 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, 201415” (see pp. 8184 in Appendix C) and the new weekly resource “Math Placement Test Question of the Week” (see samples on pp. 7980). In addition, past math puzzles, such as the “Top Thirty Missed Questions” are still available for teachers to use as resources and are located on the program website. As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for every participating teacher. The 2014 2015 gift was a 25page memo pad lined with a helpful coordinate grid. It reads, “Visit our website at www.ncempt.org!” 8 NC EMPT is Making Waves Nationally… The ACT college assessment test is administered statewide in NC during each school year to public high school juniors to help measure readiness for career and college. Nationwide, states invested in the Common Core State Standards use the ACT or some other measure to address this same situation. The Southern Regional Education Board (SREB) has worked tirelessly to create a new high school fourth math course specifically designed to aid collegebound students whose mathematics skills are just below the readiness measure. Ellen Hilgoe, associate director of NC EMPT, was chosen to become part of the NC team of writers for this new curriculum and worked with writers from four other states during 2012 and 2013. The teams wrote a series of eight units that specifically highlighted the mathematics skills stated as necessary for success in collegelevel mathematics by a large group of highereducation faculty from across the nation. Hilgoe was a trainer during summer 2014 at seven locations in NC for high school teachers preparing to teach the SREB Math Ready course for the first time. Hilgoe also participated in six helpful SREB webinars for Math Ready teachers throughout 201415. These webinars offered great teaching tips and allowed teachers from several states to share their experiences teaching the course. Due to her involvement with this SREB project and NC EMPT, and her desire to help better prepare high school students mathematically, Hilgoe was chosen by SREB to attend a “Master Trainers Meeting for SREB Readiness Courses” in April 2015 in Atlanta, GA. Other trainers invited to attend included math educators from Arkansas, North Carolina, New York, Kentucky, and West Virginia. The group prepared to train teachers during the summer of 2015. Primary states implementing the SREB Math Ready course in public high schools statewide during 201516 include North Carolina, Mississippi, West Virginia, and Arkansas. The course is an option for high schools in Kentucky. Local school systems employing the Math Ready course include those located in Georgia, New York, Indiana, Ohio, Washington, Oregon, and Hawaii. Hilgoe attended North Carolina training sessions hosted by SREB and the NC Department of Public Instruction and presented the NC EMPT Program at these four regional workshops during summer 2015. Hilgoe emphasized to teachers that the two test versions offered each year by NC EMPT provide yet another insightful measure of students’ readiness for collegelevel mathematics. 9 A Quick Look at NC EMPT Participation Numbers 19972015 Pilot  Spring 1997: Total Number of NC High Schools Solicited 80 Total Number of NC High Schools That SignedUp for Testing 72 Total Number of NC High Schools That Actually Tested 66 Total Number of Students Tested 8,195 19971998: Total Number of NC High Schools Solicited 376 Total Number of NC High Schools That SignedUp for Testing 226 Total Number of NC High Schools That Actually Tested 205 Total Number of Students Tested 27,456 19981999: Total Number of NC High Schools Solicited 357 Total Number of NC High Schools That SignedUp for Testing 202 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 27,030 19992000: Total Number of NC High Schools Solicited 637 Pretesting (with the 19981999 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 9 Total Number of NC High Schools that Actually Tested 4 Total Number of Students Pretested 364 Placement Testing (with the new 19992000 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 273 Total Number of NC High Schools That Actually Tested 251 Total Number of Students Tested 33,469 Grand Total of Students Tested in 19992000 33,833 20002001: Total Number of NC High Schools Solicited 658 Pretesting (with the 19992000 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 58 Total Number of NC High Schools that Actually Tested 37 Total Number of Students Pretested 3,259 Placement Testing (with the new 20002001 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 307 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 35,002 10 Grand Total of Participating High Schools (nonoverlapping) 288 Grand Total of Students Tested in 20002001 38,261 20012002: Total Number of NC High Schools Solicited 650 Pretesting (with the 20002001 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 67 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 3,716 Placement Testing (with the new 20012002 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 299 Total Number of NC High Schools That Actually Tested 279 Total Number of Students Tested 37,804 Grand Total of Participating High Schools (nonoverlapping) 287 Grand Total of Students Tested in 20012002 41,520 20022003: Total Number of NC High Schools Solicited 648 (this includes 358 public and 290 nonpublic schools) Pretesting (with the 20012002 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 65 Total Number of NC High Schools that Actually Tested 50 Total Number of Students Pretested 4,422 Placement Testing (with the new 20022003 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 311 Total Number of NC High Schools That Actually Tested 278 Total Number of Students Tested 34,399 Grand Total of Participating High Schools (nonoverlapping) 285 Grand Total of Students Tested in 20022003 38,821 20032004: Total Number of NC High Schools Solicited 643 (this includes 370 public and 273 nonpublic schools) Pretesting (with the 20022003 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 51 Total Number of NC High Schools that Actually Tested 34 Total Number of Students Pretested 4,084 Placement Testing (with the new 20032004 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 266 Total Number of NC High Schools That Actually Tested 232 Total Number of Students Tested 29,465 Grand Total of Participating High Schools (nonoverlapping) 243 Grand Total of Students Tested in 20032004 33,549 11 20042005: Total Number of NC High Schools Solicited 629 (this includes 370 public and 259 nonpublic schools) Pretesting (with the 20032004 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 69 Total Number of NC High Schools that Actually Tested 68 Total Number of Students Pretested 6,339 Placement Testing (with the new 20042005 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 308 Total Number of NC High Schools That Actually Tested 244 Total Number of Students Tested 37,375 Grand Total of Participating High Schools (nonoverlapping) 302 Grand Total of Students Tested in 20042005 43,714 20052006: Total Number of NC High Schools Solicited 626 (this includes 378 public and 248 nonpublic schools) Pretesting (with the 20042005 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 78 Total Number of NC High Schools that Actually Tested 65 Total Number of Students Pretested 5,919 Placement Testing (with the new 20052006 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 318 Total Number of NC High Schools That Actually Tested 285 Total Number of Students Tested 42,006 Grand Total of Participating High Schools (nonoverlapping)* 303 Grand Total of Students Tested in 20052006 47,925 20062007: Total Number of NC High Schools Solicited 752 (this includes 502 public and 250 nonpublic schools) Pretesting (with the 20052006 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 87 Total Number of NC High Schools that Actually Tested 73 Total Number of Students Pretested 7,016 Placement Testing (with the new 20062007 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 310 Total Number of NC High Schools That Actually Tested 274 Total Number of Students Tested 39,402 Grand Total of Participating High Schools (nonoverlapping)* 292 Grand Total of Students Tested in 20062007 46,418 12 20072008: Total Number of NC High Schools Solicited 780 (this includes 534 public and 246 nonpublic schools) Pretesting (with the 20062007 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 73 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 5,763 Placement Testing (with the new 20072008 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 330 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 37,300 Grand Total of Participating High Schools (nonoverlapping)* 293 Grand Total of Students Tested in 20072008 43,063 20082009: (Note that testing in 20082009 occurred only during the second half of the school year.) Total Number of NC High Schools Solicited 792 (this includes 542 public and 250 nonpublic schools) Pretesting (with the 20072008 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 33 Total Number of NC High Schools that Actually Tested 20 Total Number of Students Pretested 1,794 Placement Testing (with the new 20082009 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 283 Total Number of NC High Schools That Actually Tested 233 Total Number of Students Tested 21,682 Grand Total of Participating High Schools (nonoverlapping)* 243 Grand Total of Students Tested in 20082009 23,476 20092010: Total Number of NC High Schools Solicited 797 (this includes 548 public and 249 nonpublic schools) Pretesting (with the 20082009 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 61 Total Number of NC High Schools that Actually Tested 45 Total Number of Students Pretested 4,119 Placement Testing (with the new 20092010 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 312 Total Number of NC High Schools That Actually Tested 266 Total Number of Students Tested 33,315 Grand Total of Participating High Schools (nonoverlapping)* 281 Grand Total of Students Tested in 20092010 37,434 13 20102011: Total Number of NC High Schools Solicited 845 (602 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20092010 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 92 Total Number of NC High Schools that Actually Tested 70 Total Number of Students Pretested 5,955 Option #2: Testing (with the new 20102011 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 317 Total Number of NC High Schools That Actually Tested 281 Total Number of Students Tested 33,014 Grand Total of Participating High Schools (nonoverlapping)* 302 Grand Total of Students Tested in 20102011 38,969 20112012: Total Number of NC High Schools Solicited 844 (601 public including 30 charter and 3 federal, and 243 nonpublic schools) Option #1: Pretesting (with the 20102011 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 96 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 6,701 Option #2: Testing (with the new 20112012 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 309 Total Number of NC High Schools That Actually Tested 269 Total Number of Students Tested 37,516 Grand Total of Participating High Schools (nonoverlapping)* 291 Grand Total of Students Tested in 20112012 44,217 20122013: Total Number of NC High Schools Solicited 771 (547 public including 29 charter and 2 federal, and 190 nonpublic schools) Option #1: Pretesting (with the 20112012 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 84 Total Number of NC High Schools that Actually Tested 87 Total Number of Students Pretested 8,252 Option #2: Testing (with the new 20122013 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 265 Total Number of NC High Schools That Actually Tested 227 Total Number of Students Tested 28,838 Grand Total of Participating High Schools (nonoverlapping)* 261 Grand Total of Students Tested in 20122013 37,090 14 20132014: Total Number of NC High Schools Solicited 775 (584 public including 33 charter and 3 federal, and 191 nonpublic schools) Option #1: Pretesting (with the 20122013 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 97 Total Number of NC High Schools that Actually Tested 72 Total Number of Students Pretested 7,192 Option #2: Testing (with the new 20132014 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 232 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 23,439 Grand Total of Participating High Schools (nonoverlapping)* 216* Grand Total of Students Tested in 20132014 30,631 20142015: Total Number of NC High Schools Solicited 774 (585 public including 34 charter and 3 federal, and 189 nonpublic schools) Option #1: Pretesting (with the 20132014 version of the NC EMPT test): Total Number of NC High Schools that SignedUp 142 Total Number of NC High Schools that Actually Tested 118 Total Number of Students Pretested 12,439 Option #2: Testing (with the new 20142015 version of the NC EMPT test): Total Number of NC High Schools That SignedUp for Testing 278 Total Number of NC High Schools That Actually Tested 209 Total Number of Students Tested 26,464 Grand Total of Participating High Schools (nonoverlapping)* 253* Grand Total of Students Tested in 20142015 38,903 * A list of the 253 participating schools in 20142015 follows. Another Harsh Winter Weather Makes an Impact! From a teacher in Wake County, May 2015: “Due to snow issues and the loss of so many instructional days, most teachers chose not to give the EMPT test or gave it on the Spring Break makeup day (very low attendance). I want you to know that we won’t let the materials go to waste!” Totals for 201415: Testing Windows: # Tests Requested: # Tests Returned for Scoring: Fall 2014, Option #1 9,907 7,371 Spring 2015, Option #1 11,184 5,068 Fall 2014, Option #2 18,879 10,420 Spring 2015, Option #2 28,311 16,044 Totals: 68,281 38,903 High school contact persons who received 201415 tests and did not use or return them will be encouraged to administer these during fall and spring 201516 as Option #1 testing. 15 North Carolina Early Mathematics Placement Testing Program 20142015 Participating High Schools: 253 Participating Mathematics Teachers: 667 Participating Students: 38,903 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ALAMANCEBURLINGTON MIDDLE COLLEGE ALEXANDER CENTRAL HIGH APEX HIGH ARENDELL PARROTT ACAD ASHE COUNTY HIGH ASHEVILLE HIGH ASHEVILLE SCHOOL AYDENGRIFTON HIGH BANDYS HIGH BARTLETT YANCEY HIGH BEAR GRASS CHARTER SCH BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BUNCOMBE COUNTY EARLY COLLEGE HIGH BUNKER HILL HIGH BUNN HIGH CALDWELL ACADEMY CALVARY BAPT CHURCH SCH CAMTECH HIGH CAPE FEAR CHRISTIAN ACADEMY CARDINAL GIBBONS HIGH CARMEL CHRISTIAN SCHOOL CARY HIGH CATO MIDDLE COLLEGE HIGH CENTRAL ACAD @ LAKE PARK CENTRAL HAYWOOD HIGH CFA ACADEMY CHARLES B AYCOCK HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE SECONDARY SCH CHARLOTTE UNITED CHRISTIAN ACADEMY CHASE HIGH CHERRYVILLE HIGH CLEVELAND HIGH CLINTON HIGH COASTAL CHRISTIAN HIGH COMMUNITY BAPTIST SCHOOL COMMUNITY CHRISTIAN SCHOOL CONCORD HIGH CORNERSTONE CHRISTIAN SCH COUNTRYSIDE MONTESSORI SCH CRAMERTON CHRISTIAN ACAD CREST HIGH CROATAN HIGH CROSSROADS CHRISTIAN SCHOOL, HENDERSON CUTHBERTSON HIGH D H CONLEY HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DOUGLAS BYRD HIGH DUDLEY HIGH DURHAM SCHOOL OF THE ARTS EARLY COLLEGE @ GUILFORD EAST CARTERET HIGH EAST HENDERSON HIGH EAST LINCOLN HIGH EAST MECKLENBURG HIGH EAST RUTHERFORD HIGH EASTERN ALAMANCE HIGH EASTERN GUILFORD HIGH ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES EUGENE ASHLEY HIGH FIKE HIGH FLEMINGTON ACADEMY FLETCHER ACADEMY, RALEIGH FORSYTH COUNTRY DAY SCHOOL FRANKLIN ACADEMY FRANKLIN HIGH FRED T FOARD HIGH FREEDOM HIGH GASTON CHRISTIAN SCHOOL GASTON EARLY COLLEGE GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCH GRACE CHRISTIAN SCHOOL, SANFORD GRANVILLE MAGNET SCHOOL GREEN HOPE HIGH GREENE CENTRAL HIGH GREENFIELD SCHOOL GREENSBORO DAY SCHOOL GREENVILLE CHRISTIAN ACAD GRIMSLEY HIGH HAVELOCK HIGH HAWBRIDGE SCHOOL HAWTHORNE HIGH, ACADEMY OF HEALTH SCIENCES HAYWOOD CHRISTIAN ACADEMY HAYWORTH CHRISTIAN SCHOOL HIBRITEN HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HICKORY RIDGE HIGH HILLSIDE NEW TECH HIGH HOKE COUNTY HIGH HOPEWELL HIGH HUGH M CUMMINGS HIGH INDEPENDENCE HIGH, CHARLOTTE J D CLEMENT EARLY COLLEGE HIGH J F WEBB HIGH J F WEBB SCHOOL OF HEALTH & LIFE SCIENCES JACKSONVILLE HIGH JAMES KENAN HIGH JIMMY C DRAUGHN HIGH JOHN A HOLMES HIGH JOHN PAUL II CATHOLIC HIGH JOHN T HOGGARD HIGH JONES SENIOR HIGH KESTREL HEIGHTS SCHOOL KINGS MOUNTAIN HIGH KINSTON HIGH LAKE NORMAN CHARTER SCH LAKE NORMAN HIGH LEE COUNTY HIGH LEESVILLE ROAD HIGH LEJEUNE HIGH LOUISBURG HIGH MAIDEN HIGH MARIE G DAVIS MILITARY & GLOBAL LEADERSHIP ACAD MASSEY HILL CLASSICAL HIGH MATTAMUSKEET EARLY COLLEGE METROLINA CHRISTIAN ACADEMY MIDDLE CREEK HIGH MIDWAY HIGH MILLBROOK HIGH MITCHELL HIGH 16 MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN HERITAGE HIGH NASH CENTRAL HIGH NASHROCKY MOUNT EARLY COLLEGE HIGH NEEDHAM BROUGHTON HIGH NEW BERN HIGH NEW HANOVER HIGH NEWTONCONOVER HIGH NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH NORTH MOORE HIGH NORTH PITT HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHAMPTON COUNTY HIGH NORTHEAST ACADEMY NORTHEASTERN HIGH NORTHERN NASH HIGH NORTHERN VANCE HIGH NORTHSIDE CHRISTIAN ACADEMY NORTHSIDE HIGH, JACKSONVILLE NORTHWEST CABARRUS HIGH NORTHWEST SCH OF THE ARTS OAKWOOD SCHOOL OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF MATH, ENG, TECH & SCI OLYMPIC SCH OF RENAISSANCE  ARTS & TECH OXFORD PREPARATORY HIGH PAISLEY IB MAGNET SCHOOL PAMLICO COUNTY HIGH PASQUOTANK COUNTY HIGH PAUL R BROWN LDRSHIP ACAD PENDER HIGH PERQUIMANS COUNTY HIGH PERSON HIGH PIEDMONT COMMUNITY CHARTER SCHOOL PIEDMONT HIGH PINE FOREST HIGH PINE LAKE PREPARATORY PISGAH HIGH PORTER RIDGE HIGH PROVIDENCE HIGH PUNGO CHRISTIAN ACADEMY R J REYNOLDS HIGH RALEIGH CHARTER HIGH RED SPRINGS HIGH REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH ROSEWOOD HIGH SAINT STEPHENS HIGH SALEM ACADEMY SCHOOL OF INQUIRY & LIFE SCIENCES @ ASHEVILLE SEVENTYFIRST HIGH SMOKY MOUNTAIN HIGH SOUTH BRUNSWICK HIGH SOUTH CALDWELL HIGH SOUTH CENTRAL HIGH SOUTH CREEK HIGH SOUTH LENOIR HIGH SOUTH POINT HIGH SOUTH ROBESON HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN LEE HIGH SOUTHERN NASH HIGH SOUTHERN SCH OF ENERGY & SUSTAINABILITY SOUTHERN VANCE HIGH SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHWEST EDGECOMBE HIGH SPRING CREEK HIGH STARMOUNT HIGH STATESVILLE HIGH SWANSBORO HIGH T C ROBERSON HIGH TARBORO HIGH TERRY SANFORD HIGH THALES ACADEMY/ROLESVILLE CAMPUS THOMASVILLE HIGH TOPSAIL HIGH TRINITY CHRISTIAN PREPARATORY SCHOOL TRINITY CHRISTIAN SCHOOL, GREENVILLE TRITON HIGH TUSCOLA HIGH TWILIGHT HIGH UNION ACADEMY, MONROE UNION GROVE CHRISTIAN SCH UNION PINES HIGH UNITED FAITH CHRISTIAN ACAD UNIVERSITY CHRISTIAN HIGH UWHARRIE CHARTER ACADEMY VANCE COUNTY EARLY COLLEGE HIGH VANDALIA CHRISTIAN SCHOOL VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE YOUNG WOMEN’S LEADERSHIP ACADEMY WALLACEROSE HILL HIGH WALTER M WILLIAMS HIGH WARREN COUNTY HIGH WASHINGTON HIGH WAYNE EARLY MIDDLE COLLEGE HIGH WEAVER ACADEMY WEDDINGTON HIGH WESLEYAN CHRISTIAN ACADEMY WEST BLADEN HIGH WEST CARTERET HIGH WEST CRAVEN HIGH WEST HENDERSON HIGH WEST IREDELL HIGH WEST MECKLENBURG HIGH WESTCHESTER COUNTRY DAY SCHOOL WESTERN ALAMANCE HIGH WESTERN HARNETT HIGH WHITE OAK HIGH WILKES EARLY COLLEGE HIGH WILLIAM A HOUGH HIGH WOODLAWN SCHOOL North Carolina Early Mathematics Placement Testing A Treasure Chest of Mathematical Advice for the CollegeBound! www.ncempt.org Ellen Hilgoe, Associate Director Phone: 2523286418 17 Email: ncempt@ncempt.org IV. Summary of 20142015 Testing Two versions of the NC EMPT test were administered during the year. For those schools interested in pretesting early in a new term for diagnostic and motivational purposes, Option #1, the previous 20132014 version was used. Pretesting data for Option #1 can be found on page 15. Option #2, used by the vast majority of schools, involves administering the new 20142015 version of the NC EMPT test later in the term. High schools have the choice to participate in Option #1 or Option #2, or both. Teachers administered the traditional paperand pencil test in their classrooms. Interesting data is given below: Participants Using the 20142015 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2014 10,420 Spring 2015 16,044 Total for Year 26,464 NC EMPT Scores and Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20142015 for the return of Option #1 and Option #2 test results to 38,903 students remained 0.8 days, our fastest time ever!! High Schools Participating in Testing Options #1 or #2, 20142015 Option #1 Option #2 44 74 135 High Schools Participating in Option #2 20142015 Fall 2014 Spring 2015 37 60 112 19 There are 32 questions on each test version. Test scores are grouped into four levels. Level 1 is the lowest level and Level 4 is the highest. A student placing into Levels 3 or 4 is considered collegeready in mathematics: EMPT Level Number of Correct Answers 1 011 2 1216 3 1724 4 2532 These scores were then used to advise each student in a personalized letter. Each letter contained a test score, the test score converted to a percent, a corresponding EMPT level, a listing of the mathematical objective for each test question, a listing of each answer given by the student, a listing of each correct answer, and an interpretation of each student’s readiness to take collegelevel mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for collegelevel math courses and must take remedial mathematics. Level 2: A Level 2 score indicates the student must take remedial mathematics in some choices of majors. Level 3: A Level 3 score indicates the student is ready for a beginninglevel college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science, or engineering. Level 4: A Level 4 score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful website addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2014 2015,” a handy reference tool for their collegebound students. The brochure is updated each year by the associate director upon the advice of the NC EMPT Advisory Board members who represent the fifteen UNC campuses and fiftyeight NC community colleges. A sample of this brochure follows as well. 20 21 22 23 24 Western Carolina University Undergraduate and transfer students admitted to Western Carolina University who wish to take mathematics beyond entry level courses* are placed according to the WCU Mathematics Placement Criteria show in the table. WCU Mathematics Placement Criteria For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/academics/ departmentsschoolscolleges/cas/casdepts/mathcsdept/index.asp For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the keyword "MATH," scroll down the page, and then click on individual math courses.) UNC Wilmington All entering freshmen without a placement test exemption at the University of North Carolina at Wilmington take a mathematics placement test during Orientation. The test results, along with the student’s intended major, will be used to determine the most appropriate Precalculus, Calculus, or General Education mathematics course for the student. The student’s advisor will help in this selection. Students who have received a score of 22 or better on the ACT Math Test or who have received a score of 2 or better on the Advanced Placement AB or BC Calculus Test are exempted from the placement test. These scores may be used to place students into the appropriate UNCW mathematics course. 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 students at UNC Charlotte are required to have results from the SATMath section test or the ACT equivalent test prior to placement in their first math course. Students with AP or transfer math credit will be placed in their first math course based on the class level credit received. If students do not have AP or transfer math credit, the SATMath score or ACT equivalent score will be used to place students in their first math course. SAT Math scores less than 480 (ACT less than 18) place students in Math 0900 (Developmental Math). SAT Math scores ranging from 480540 (ACT 1822) will allow students to enroll in Math 1100, Math 1102, or Math 1105 (College Algebra, Survey of Math, or Finite Math). SAT Math scores ranging from 550600 (ACT 2325) will allow students to enroll in Math 1100, Math 1102, Math 1103 (PreCalculus), or Math 1105. SAT Math scores ranging from 610800 (ACT 2336) will allow students to enroll in the above courses, in Math 1120, 1241 (Business Calculus, Calculus 1), or Stat 1220, Stat 1221, Stat 1222 (Business Stat, BioStat, Social Science Stat). Transfer students, adult students, or international students who do not have a SATMath score, or ACT score, or math transfer credit, will be asked to take the hard copy math placement test to determine their first math course. The math placement test is 25question, 30minute test. Calculators are not allowed. Scores less than 11 will place students in Math 0900; scores ranging from 1113 allow students to enroll in Math 1100, Math 1102, or Math 1105; scores ranging from 1417 will allow students to enroll in Math 1100, Math 1102, Math 1103, or Math 1105; scores ranging from 1825 will place allow students to enroll in the above courses, or in Math 1120, Math 1241, Stat 1220, Stat 1221, or Stat 1222. For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduatecatalogs/current/coursedescriptions/MATH UNC Greensboro The Math Placement Tests will determine your eligibility to enroll in MAT 120 (Calculus for Business and the Social Sciences), 151 (Precalculus II), 190 (single semester Precalculus), or 191 (Calculus I). Certain entry level courses have no prerequisites; students who wish to enroll in MAT 112 (Contemporary Topics in Mathematics), 115 (College Algebra), 150 (Precalculus I), or STA 108 (Elementary Introduction to Probability and Statistics) may do so without a placement test. Students with a sufficiently strong mathematics background who wish to enroll in MAT 120, 151, 190, or 191 must take the placement test(s) or score 2 or higher on the AP Calculus Exam. The department has a series of placement tests, which students take online via their Blackboard account. Additional information can be found at http:// www.uncg.edu/mat/undergraduate/mathplacetest.html. For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/ For UNCG math course descriptions, visit: http://www.uncg.edu/mat/links/undergradbulletin. Then click on the link: Mathematics Courses (MAT). 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/casbe/academics/departments/math/ default.aspx For WSSU math course descriptions, visit: http://catalog.wssu.edu/content.php?catoid=15&navoid=790. Scroll to bottom and click on page 9. Scroll to bottom of page 9 and click on desired mathematics course. NORETHM CARPOLITNA For more information, contact: Ellen Hilgoe, NC EMPT Associate Director Building 123, 1805 Charles Boulevard, Mail Stop 145, East Carolina University, Greenville, NC 278584353 Phone: 2523286418 • Fax: 2523282166 • Email: ncempt@ncempt.org 4,200 copies of this public document were printed at a cost of $505.01, or $.12 per copy. ASC006215 (rev. 10/14) Printed on recycled paper. inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring *An early intervention and outreach program of the State of North Carolina. A North Carolina Early Mathematics Placement Testing* Program . . . a comprehensive listing of placement procedures and preparation suggestions for students preparing for college entrance testing UNC Pembroke Freshmen entering the University of North Carolina at Pembroke take a departmentaldeveloped mathematics placement test during their orientation session prior to their fall semester of classes. The 20142015 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 20142015 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 collegelevel mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with an ND designator. For example, a student must place into collegelevel mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/13_14_undergrad/11_artsandsciences.pdf. (See pages 101107.) North Carolina Community Colleges Most students entering a community college in North Carolina take the North Carolina Diagnostic Assessment and Placement (NC DAP) Test during their summer orientation or prior to their first semester of college courses. Cut scores to enter collegelevel math courses are standarized across all 58 community colleges and test results are transferable. Many students will benefit from brushing up on math skills prior to taking the NC DAP. The NC EMPT practice placement test helps students understand what skills must be improved so the appropriate degreecounting math course(s) can be taken succesfully in college. North Carolina community colleges are implenting a new placement policy, Multiple Measures of Placement, for incoming students that establishes a hierachy of measures that colleges will use to determine students' readiness for collegelevel courses. High school students who meet the GPA or ACT/SAT benchmarks will be exempt from diagnostic placement testing and will be considered "collegeready" for gateway math and English courses. Some community colleges are currently using Multiple Measures of Placement (MMP). All North Carolina community colleges will implement MMP by the fall of 2015. Students should check with their local college for more details. Elizabeth City State University ECSU uses ACCUPLACER, a computer adaptive test, to determine appropriate placement of students into mathematics courses. The placement test is administered to new freshmen and transfer students during the summer orientation sessions and at other designated periods throughout the academic year. Students with SAT (Math) scores greater than or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations, algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental mathematics course, GE 109 (Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more may enroll in GE 118 (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/academics/catalogs/undergrad/7436.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 the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU prerequisites and math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math course number for description.) *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 161 is an equivalent course offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level 2 scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level 2 score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 099Intermediate Mathematics, a remedial mathematics course offered by the Center for Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level 2 score between 430 and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101Fundamental Algebra and Trigonometry I (for nonSTEM majors) or MATH 103College Algebra and Trigonometry for Scientists and Engineers (for STEM majors) offered by the Mathematics Department. An SAT Math score between 490 and 540, or SAT Subject Math Level 2 score between 470 and 530, or ACT Math score between 19 and 21 requires that the student enroll in MATH 110Precalculus for Engineering Sciences, or MATH 111College Algebra and Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher, or SAT Subject Math Level 2 score of 540 or higher, or ACT Math score of 22 or higher allows the student to enroll in MATH 131Calculus I also offered by the Mathematics Department. If a student is not satified with his/her initial math course placement, s/he can take the Mathematics Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50 minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra placement test allows the student to enroll in MATH 101 if the student is a nonSTEM major or MATH 103 if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131. For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/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. 217223 within the catalog. East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam prior to their first college courses. Since Fall 2013, ECU has been using ACCUPLACER, a computer adaptive test, to place students into mathematics courses. A dropdown calculator window is provided by ACCUPLACER during the test. A score of 74 or less on this test requires the student to enroll in a remedial math course. A score of 75 or more allows a student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making), or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores. For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It is very important that students take a mathematics course during their senior year of high school so that skills are retained. For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/ For ECU math course descriptions, visit: http://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 "Math Placement Test.") FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT Placement Criteria Course Placement SATMath (SATM) Score >= 600 and MATH 142 – Calculus and Analytical Geometry I CollegeLevel Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score >= 600 or MATH 131 – Algebra and Trigonometry CollegeLevel Math Score >= 8099 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________________________ SATM Score = 500599 or MATH 129 – Precalculus Mathematics I Algebra Profile Score >= 71 For math, computer science, biology, and chemistry majors. MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________________________ SATM Score = 500599 or MATH 123 – College Algebra Algebra Profile Score >= 71 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________________________ SATM Score < 500 and MATH 121 – Introduction to College Algebra Algebra Profile Score < 71 _______________________________________________________________________________________________________________________________________________ For more information about the FSU Department of Mathematics and Computer Science, visit: http://www.uncfsu.edu/macsc/ For FSU math course descriptions, visit: http://catalog.uncfsu.edu/ug/courses.htm (Scroll down to courses beginning with MATH.) NC Central University, continued continued . . . computation of areas, perimeters, surface areas and volume. It is desirable that students take a mathematics course in their senior year in high school. Requirements for a college major may be delayed if mathematics skills are below the expected level. For more information about the NCCU Department of Mathematics and Computer Science, visit: http://www.cs.nccu.edu/math_cs/ index.php For NCCU math course descriptions, visit: http://www.cs.nccu.edu/math_cs/courses.php#math 27 28 29 30 31 3% 0.20% 1% 0.1% 0.05% 5% 1% 2% 1% 0.20% 9% 1% 8% 1% 0.20% 7% 2% 1% 1% 0.02% 10% 2% 9% 0.50% 0.20% 3% 2% 0.20% 1% 0.10% 14% 3% 9% 1% 0.30% 2% 2% 0.10% 1% 0.10% 0 500 1000 1500 2000 2500 3000 3500 4000 Algebra II or Math III Essentials for College Math Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra or Trigonometry Integrated Math IV or Math IV 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 20142015 Level 4 (highest) Level 3 Level 2 Level 1 32 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Number of Students Score NC EMPT Score Frequency 20142015 Frequency 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Percent Correct Question # Item Analysis 20142015 33 Question Objective # Correct % Correct 1 order fractions from least to greatest 23855 89.51 7 solve word problem: proportion 21651 81.24 13 factor a polynomial 21594 81.02 31 solve system of linear equations 21422 80.38 14 find median given data set 21181 79.47 3 simplify using laws of exponents 21034 78.92 10 find measure of angle of triangle 20973 78.69 16 solve formula given values 20683 77.6 2 solve equation using distributive property 20298 76.16 18 simplify a complex fraction 19710 73.95 17 recognize function given data 19549 73.35 32 solve word problem: quadratic function 19433 72.91 15 identify equation of translated function 19396 72.78 6 solve linear inequality 19378 72.71 28 solve word problem: right triangle trig 19074 71.57 22 subtract rational expressions 19011 71.33 11 evaluate function 18975 71.2 8 simplify radical and find reciprocal 18926 71.01 30 find domain of function given graph 18291 68.63 19 identify equation of line given two points 17813 66.84 20 find side of special right triangle 17488 65.62 4 find slope of line given equation 17197 64.52 23 square a binomial 17150 64.35 25 compare areas of two circles 16866 63.28 27 solve quadratic equation 16812 63.08 9 solve word problem: units of measure 16502 61.92 12 solve absolute value equation 16422 61.62 5 find volume of cube 15508 58.19 29 solve word problem: rate, time, distance 15009 56.31 24 find inverse of relation 14620 54.86 21 solve word problem: percent increase 14028 52.63 26 simplify using laws of exponents 12268 46.03 Item Analysis by Decreasing %, 20142015 34 1 NC Early Mathematics Placement Testing 20142015 NC EMPT Test Results, 20142015 Test Version Total Students Tested: 26,464 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 32% Level 3: 29% Mean Score: 15.6 out of 32, or 49% Level 2: 27% Level 4: 12% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. The last percentage listed for each question represents the number of students who did not answer the question. _____________________________________________________________________________________ Select the one best answer to each question. Place each answer on your bubble sheet. 1. Write these fractions in order from least to greatest: 2 , 3 , 5 , 4 3 4 8 9 Not answered A. 2 , 5 , 4 , 3 3 8 9 4 B. 4 , 2 , 5 , 3 9 3 8 4 C. 4 , 5 , 2 , 3 9 8 3 4 1.88% 9.70% 82.68% D. 5 , 3 , 2 , 4 8 4 3 9 E. 2 , 4 , 3 , 5 3 9 4 8 3.32% 2.24% 0.18% 2. Simplify: x 2 3x 1 4 A. 7x 5 B. 7x 6 C. 7x 6 7.74% 59.35% 19.94% D. 6x 6 E. 7x 10 9.02% 2.10% 1.85% 3. Which of the following is a simplified form of 23a8 2 ? A. 16a16 B. 64a10 C. 64a16 D. 16a10 E. 32a16 6.79% 18.56% 64.06% 5.18% 4.82% 0.59% 35 2 NC Early Mathematics Placement Testing 20142015 4. The graph of the line with equation 3x 4y 17 intersects the x axis when x ? A. 17 3 B. 17 3 C. 4 3 D. 4 3 E. 17 4 Not answered 9.64% 40.33% 13.24% 16.29% 18.20% 2.30% 5. This block of wood is a rectangular prism. What is the surface area of the block? A. 16 in2 B. 25 in2 C. 30 in2 3.35% 3.65% 57.86% D. 38 in2 E. 62 in2 5.14% 29.17% 0.83% 6. If 3x 13 14, then A. x 9 B. x 9 C. 1 3 x D. 1 3 x E. x 9 54.39% 25.58% 6.87% 6.28% 6.10% 0.78% 7. A breakfast cereal maker increased the size of one of its cereal boxes so that it holds 20% more cereal. If the original box held 15 ounces of cereal, how many ounces of cereal does the new box hold? A. 3 B. 7.5 C. 18 D. 20 E. none of these 14.54% 4.00% 67.69% 4.86% 8.08% 0.83% 8. A man 6 feet tall stands next to a child that is 4 feet tall. What is the length, in feet, of the child’s shadow if the man’s shadow is 3 1 2 feet long? A. 2 B. 7 3 C. 5 2 D. 8 3 E. 3 14.07% 51.93% 21.78% 7.12% 3.54% 1.56% 2 in 3 in 5 in 36 37 4 NC Early Mathematics Placement Testing 20142015 14. The scores on a test were 75, 100, 90, 85, and 75. Which statement about the scores is true? A. The range is greater than the mode. 7.97% Not answered B. The mode is greater that the median. 5.97% C. The mode is greater than the mean. 6.73% D. The mean is less than the median. 12.33% E. The mean and median are the same. 65.69% 1.31% 15. Which of the following is the equation of the parabola whose graph is shown below? A. y 2x2 2 B. y x2 2 55.71% 26.85% C. y 2x2 2 D. y x2 2 7.94% 5.97% E. y 2x2 2 2.38% 1.15% 16. The length L of a spring is given by the formula 4 9, 7 L F where F is the applied force. What force will produce a length of 14? A. 2 6 7 B. 8 3 4 C. 13 1 7 D. 22 1 4 E. 40 1 4 9.75% 62.07% 11.20% 6.30% 8.49% 2.19% 17. The cost of shipping computers from a warehouse is given in the table below: number of computers x 50 75 100 125 cost in dollars y 1700 2500 3300 4100 Which kind of function below best models this data? A. quadratic B. rational C. cubic D. linear E. exponential 12.48% 8.96% 5.23% 55.96% 15.59% 1.78% y 2 x 1 1 38 5 NC Early Mathematics Placement Testing 20142015 18. Which of the following is an equivalent form of 2 4 3 x ? Not answered A. 2 7 x B. 2 12 x C. 3 8 12 x D. 4 6 12 x E. 3 8 7 x 21.56% 13.23% 54.35% 4.10% 5.08% 1.68% 19. The equation of the given graphed line is A. x 2y 2 B. x 3y 6 18.26% 6.97% C. 2x y 2 D. x 3y 6 21.84% 5.78% E. 2x y 2 44.48% 2.67% 20. Solve this system of linear equations: 2 8 5 2 17 x y x y The y value of the solution is A. 10 B. 6 C. 1 D. 6 E. 10 7.77% 18.65% 18.79% 41.65% 8.7 8% 4.36% 21. In the given table, the number of tigers at Zoo A is shown for various years. What is the percentage increase from 1990 to 2000? Tiger Population at Zoo A Year 1970 1980 1990 2000 Number of Tigers 0 8 4 12 A. 50% B. 100% C. 150% D. 200% E. 300% 10.63% 9.65% 16.48% 21.44% 38.97% 2.83% y x 2 1 39 6 NC Early Mathematics Placement Testing 20142015 22. The diameter of the smallest visible particle is 0.0012 in. Write this number in scientific notation. Not answered A. 12 x 10 4 B. 1.2 x 10 3 C. 0.12 x 10 2 17.58% 49.07% 15.26% D. 1.2 x 103 E. 12 x 104 11.25% 4.85% 1.99% 23. In the given right triangle, QRS, which equation would correctly find the angle of elevation from point S to point R? A. tan 7 24 S B. sin 24 25 S C. cos 24 7 S 40.19% 20.72% 13.65% D. cos 7 24 S E. tan 24 7 S 10.72% 10.46% 4.26% 24. What is the equation of the inverse of the function x 2y 3 0? A. 1 3 2 2 y x B. y 2x 3 C. x 2y 3 0 22.93% 24.92% 33.49% D. x 2y 3 0 E. 2x y 3 0 5.94% 8.57% 4.15% 25. Find the area of the shaded region of the circle in square inches. Leave your answer in terms of . A. 2 B. 4 C. 8 14.83% 39.03% 17.56% D. 10 E. 16 4.10% 20.83% 3.65% 7 24 R 25 Q S 4 in 40 7 NC Early Mathematics Placement Testing 20142015 26. Solve for x : 2 2 2 . 2 a b c x Not answered A. 2 ab c B. 2ab c C. ab c 24.88% 16.12% 30.14% D. a b c E. a b c 14.32% 9.76% 4.78% 27. How high up on a building will a 15foot ladder reach if the bottom of the ladder is placed 5 feet from the base of the building? A. 2 10 ft B. 55 ft C. 10 ft D. 10 2 ft E. 5 10 ft 9.84% 6.91% 24.38% 37.96% 16.40% 4.51% 28. Solve the quadratic equation 2x2 8x. Name the larger of the two solutions. A. x 4 B. x 2 C. x 0 D. x 2 E. x 4 6.51% 7.09% 9.26% 19.82% 52. 40% 4.92% 29. Find the range of the function in the given graph. A. y 0 B. y 2 C. y 0 26.23% 27.55% 8.34% D. x 0 E. all real numbers 6.28% 26.73% 4.87% 30. The function f t 5t2 20t 60 models the approximate height of an object t seconds after it is launched. How many seconds does it take to hit the ground? A. 2 B. 5.5 C. 6 D. 12.5 E. 60 9.30% 15.38% 48.06% 13.12% 7.94% 6.20% y x 2 2 41 8 NC Early Mathematics Placement Testing 20142015 31. If the coordinates of one endpoint of a line segment are 4,3 and the coordinates of the midpoint of the segment are 0,0 , what are the coordinates of the other endpoint of the segment? Not answered A. 4, 3 B. 4, 3 C. 4,3 D. 5 E. 2, 1.5 66.26% 10.16% 11.42% 3.70% 3.64% 4.82% 32. If x dollars is invested in a savings account earning 2%annual interest and y dollars is invested in another savings account earning 3% annual interest, then which of the following expressions represents the annual interest earned, in dollars, for both accounts combined after one year? A. 0.05 x y B. 2x 3y C. 5 x y 9.20% 8.84% 7.66% D. 0.2x 0.3y E. 0.02x 0.03y 14.64% 54.30% 5.36% 42 43 3244 2758 2564 2344 2096 1997 1993 1375 1357 659 570 532 526 522 520 509 455 407 374 346 212 164 76 72 58 2355 1558 1503 1932 2136 1865 1916 1390 1280 826 597 1019 644 721 766 690 934 601 601 491 441 369 252 163 288 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Medical Technologies and Allied Health Fields PreMedicine, PreVeterinary Medicine or Pharmacy Social and Behavioral Sciences Biology and Biological Sciences Security and Protective Services Computer Science in a Business Area PreK and Elementary Education Engineering Technologies Agriculture Humanities Automotive Technology Computer Science in a Mathematics, Engineering or Science Area Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Family and Consumer Sciences Secondary Education in a NonScience or Non Mathematics Area Architecture and Related Services Natural Resources and Conservation Middle Grades Education Secondary Education in a Science and Mathematics Area Ethnic, Cultural and Gender Studies Percentage of Students Anticipated College Major 20142015 First Choice Second Choice 44 45 128 247 200 8 3 16 14 936 34 1075 180 52 17 158 78 15 928 736 862 32 36 147 69 1379 141 1196 703 248 83 609 297 88 1526 506 876 64 71 249 157 786 109 586 618 258 150 437 281 164 2234 429 905 104 241 448 289 712 117 477 677 286 192 300 256 322 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State… Placement Level by School Planning to Attend (1) 20142015 Level 4 (highest) Level 3 Level 2 Level 1 46 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20142015 Level 4 (highest) Level 3 Level 2 Level 1 47 V. Trends in NC EMPT Data, 19962015 The NC EMPT Program has compiled data from a pilot semester (spring 1997) and eighteen full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 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 20142015 $5.26 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 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% 20142015 Business, Management, and Marketing 12% Engineering 10% Nursing 10% Visual and Performing Arts 9% Note that testing during 20082009 occurred only during the second half of the school year. 49 * Note that testing during 20082009 occurred only during the second half of the school year. * Note that testing during 20082009 occurred only during the second half of the school year. 8,195 27,456 27,030 33,833 38,261 41,520 38,821 33,549 43,714 47,925 46,418 43,063 23,476 37,434 38,969 44,217 37,090 30,631 38,903 0 10,000 20,000 30,000 40,000 50,000 60,000 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 Number of Students Students Participating in NC EMPT, 19962015 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 216 253 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 201314 201415 Number of Schools High Schools Participating in NC EMPT, 19962015 50 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year Grade Level of Participating Students 19962015 Sophomore Junior Senior 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year EMPT Level of Participating Students 19962015 Level 4 (highest) Level 3 Level 2 Level 1 51 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year Students Planning to Go to College After High School Graduation, 19962015 4year College 2year College 0 5 10 15 20 25 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 13 14 14 15 Year Average Score Out of 32 Questions for Participants Each Year, 19962015 52 VI. Evaluation of the 20142015 Year Feedback from participating teachers is essential to the success of the program and responses are carefully reviewed and considered. The surveys in this section of the report were disseminated in May and June 2015 to the contact persons of the high schools involved in Option #1 and/or Option #2 testing during the spring of 2015. Spring Option #2 is our largest and last testing window of the school year. Included is feedback from teachers following a block schedule or a traditional tenmonth school calendar, and from public (including charter and federal) and nonpublic schools. The surveys were created and distributed via email using Qualtrics software. This software was made available to the associate director by the Information Technology and Computing Services (ITCS) Department of East Carolina University. The teacher contacts were asked to discuss the survey statements and questions with other participating mathematics teachers in their departments before completing the survey. With 98 of 192 surveys completed, 51% of those polled responded. This response rate was slightly lower than the 55% rate from the previous year, 20132014. The associate director emailed four batches of surveys to school contact persons throughout May and June 2015 as schools completed their last rounds of EMPT testing. An email reminder to complete the survey was sent to contact persons in each batch one week later. Survey results were anonymous. This Survey of 20142015 Participating Teachers Found… ♥ 97% strongly agreed or agreed that the informational mailings and monthly enewsletters sent in 201415 to high school math chairs statewide and last year’s contact persons were helpful reminders of the news and services available from the NC EMPT Program. ♥ 98% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 99% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 99% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 99% strongly agreed or agreed that overall the NC EMPT Program provides a valuable service to high school students and teachers. 53 The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers, continue to make improvements, and maintain consistency in service. It is especially inspiring to receive a 99% vote of confidence with regard to the overall value of the service to high school students, parents, and teachers. The NC EMPT test is not mandatory and the fact that so many teachers voluntarily find room in their busy math curriculums to employ this early mathematics placement test is a testament to its value. Each year, NC EMPT Advisory Board members that represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2526 for a sample of this document. This important brochure is disseminated annually to each participating teacher and all public and nonpublic high school principals, math chairs, and counseling departments. According to question #9 in the survey, a healthy 95% of the contact persons responding found this brochure helpful in advising students. This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. A reassuring ten of the fifteen survey questions (80%) had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201314. The NC EMPT website was redesigned in the fall of 2013 and this included using Qualtrics software to recreate and improve our online registration form for testing. Responses to question #2 indicate that our redesign efforts have paid off handsomely: 87% of the respondents strongly agreed or agreed that the online form was userfriendly and reliable (up from 78% in 201314). Also complimentary was the fact that the percentage of teachers who strongly agreed or agreed that the NC EMPT website, www.ncempt.org, is an informative tool for college math placement testing in NC was 89% (up from 85% last year). An important threeyear positive trend was noted in the responses to question #6 regarding the serious attitude and attentiveness of students while testing, from 83% to 88% to 91%, for those teachers who strongly agreed or agreed. Similarly, another increasing threeyear trend was noted in question #12, from 85% to 89% to 92%. The very positive teacher responses to this question related to the statement, “Students found their NC EMPT experience useful for future college plans.” Question #5, “Test administration took a total of 60 minutes or less,” was the only question out of fifteen that showed a decline of more than two percentage points. In 201314, 96% of the responses indicated a strong agreement or agreement with this statement. In the 201415 survey, 91% agreed. The associate director has not received feedback from teachers about why this percentage decreased, but will make contacts with high school representatives to learn why. 54 Question #10, “Participating teachers took time to review test errors with students,” had a threeyear response change from 77% to 73% to 71% in the last three surveys. This could be an indication of the competition for instructional time due to many other tests, schedule changes, and missed class days due to severe weather. The best case scenario would be for teachers to return a test copy along with each student’s individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the valuable results letter personalized for their child. The NC EMPT website offers many supplementary worksheets, lists of top missed questions, and a math placement test question of the week that could then be assigned to students to reinforce mastery of the indicated weaknesses. The NC EMPT Program again enjoyed the services of webmaster Laurie Godwin, an ECU tech support specialist. We also appreciated the patience and great help of Qualtrics expert Monica Moore from the ECU ITCS Academic Computing Department. A sample of the most recent Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2015 As our high school contact person, you play a pivotal role in the success of NC Early Mathematics Placement Testing. THANK YOU for your time and many efforts! We need, read, and react to your valuable feedback! The deadline for your response is June 30, 2015. 55 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational mailings were sent to high school math chairs statewide and to last year's contact persons in October 2014 and then in February 2015. Monthly enewsletters were sent as well. These mailings were helpful reminders of news and services available from the NC EMPT Program. 83 12 0 1 2 98 2. An online registration form for NC EMPT testing is available on the NC EMPT website. If you registered to test during 201415 using this online form, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 76 8 1 1 11 97 3. The NC EMPT website, www.ncempt.org , is an informative tool for college mathematics placement testing in NC. 66 21 1 1 9 98 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 89 8 0 1 0 98 5. Test administration took a total of 60 minutes or less. 68 21 5 2 2 98 Part A: Carefully read each statement below and respond by checking one box to the right of each. 56 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 6. Students were attentive and tested with a serious attitude. 40 49 6 2 1 98 7. The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 90 6 1 1 0 98 8. The test score summary received by each teacher for each class period was helpful. 84 13 0 1 0 98 9. The orange brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20142015" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 74 19 1 1 3 98 10. Teachers took time to review test errors with students. 37 33 11 6 11 98 11. Students found their individualized student results letters valuable. 51 41 0 1 4 97 12. Students found their NC EMPT experience useful for future college plans. 37 51 3 1 4 96 13. The NC EMPT Program accomplished its goal of providing your participating high school students with a "reality check" of their readiness for collegelevel mathematics. 70 25 0 1 1 97 57 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 14. The NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level (consider the seniors from your high school that participated in the program and plan to attend college in fall 2015). 52 34 5 1 5 97 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 79 16 0 1 0 96 Part B: Please type your thoughts about the three questions below: 16. A new resource continued to be provided for students and teachers during the 2014 2015 school year on the NC EMPT website. It was a weekly posting of a practice college math placement "Test Question of the Week." Each new question also included the answer and solution to the previous week's question. A second website link compiled the "Past Test Questions of the Week." There are now sixtyeight practice questions and solutions available. Did you and/or your students use this NC EMPT resource? Please explain why or why not. Number Comments About Teachers and Students Using the NC EMPT website resources: “Test Question of the Week” and “Past Test Question of the Week.” 29 Yes, we used these helpful sample test questions! 8 Yes, the practice questions were valuable practice for college math placement testing. 4 I used these questions as warmup problems weekly; great openers for the beginning of class or for when I had extra time. 1 The questions were another tool we could use to place students in appropriate next classes. 1 I strongly encouraged my students to use this resource at home to study for the practice NC EMPT test and to keep for the real math placement test they will see this summer. 58 1 I love the weekly questions you provide! I wish it was a question each day. This is great for students to use all year long, even when they are not in a math class. 1 I used these questions with my PreCalculus students and it was an awesome review of skills that they claimed they did not remember. 1 These questions provided practice in doing higherlevel thinking, which is part of our mission statement. 1 These questions provided a wakeup call for many of my students. 1 We used some as Math Club questions of the month. 1 I used these as bonus questions throughout the semester. 1 I used these questions during the Flex period. 1 These were most helpful in exposing students to a variety of types of math problems which may or may not be covered in the high school curriculum. 52 No, I did not use the weekly sample math placement questions from the NC EMPT website. 17 No, due to time constraints; I did not have the time for them and the material I have to teach; the curriculum is already too full and I had to focus on it. 17 My math department did not use the questions, but plan to incorporate them next year; we will do better to share this resource next year; if we just plan to include them next year, it will happen! 11 I was not aware of this resource; I did not realize it was available; my fault for not reading the enewsletters more carefully; I didn’t use them, but I’m not sure why not. 4 We couldn’t squeeze the questions in. We have been swamped with trying to cram all the content in with losing so many instructional days due to snow. 4 I taught math classes that these questions were not appropriate for. 3 I’m not sure if the questions were used by teachers and/or students. I am not a member of the math department. I am an administrator. 2 I used practice ACT questions instead in my classes to help prepare for the ACT. 2 We didn’t use these questions, but we used the Top Ten Missed Questions in our classes. 2 I didn’t go back to the NC EMPT website often enough this year to remember all the resources it offers. I will plan to pull in these questions next year. 1 I didn’t use these questions in my classes, but I did use some at the STEM Program for 59 middle and high school students. 1 I should have used them, but with NC Final Exams, we were so busy preparing for the exams that I completely forgot these questions were there. In an effort to measure how often the NC EMPT website links “Math Placement Question of the Week” and the accompanying “Past Questions of the Week” were clicked on by students and teachers, Google Analytics software was employed in late March 2015. The table below shows increased usage during the months of April and May 2015. These counts will continue to be monitored during the next school year. Link on www.ncempt.org Month Clicks Question of the Week April 2015 139 Question of the Week May 2015 166 Past Questions of the Week April 2015 31 Past Questions of the Week May 2015 32 17. A new fourth math course option was introduced in some public high schools across NC during 201415. More high schools will offer this course during 20152016 here in NC and in other states nationwide. Created by writing teams from five states (including NC) for the Southern Regional Education Board, the course is titled "SREB Math Ready." North Carolina renamed the course "Essentials for College Math" (ECM). Students in ECM classes are an important target audience for NC EMPT because their college readiness math skills need strengthening. Monthly NC EMPT enewsletters have included updates about SREB and the new ECM course. Were these updates helpful? Is there additional information you would find helpful in the enewsletters? Number Comments About the Helpfulness of Monthly NC EMPT eNewsletters in Providing Updates About SREB and the New ECM Course. 43 Yes! The updates were very helpful. 2 I love to be in the “know” with upcoming curriculum information. 2 The updates reinforced and clarified information received from other sources; the updates provided additional support for teachers. 1 The monthly enewsletters informed me about training session dates and locations. I also learned what ECM is all about. 60 1 The monthly enewsletters allowed me to discuss new information with my guidance counselor about math course options for the coming year. 1 Any math updates are always helpful to the teacher in preparing lesson plans and in considering new teaching strategies. 1 Even though we are not bringing SREB Math Ready to my school, they were helpful. Hopefully we will soon be able to offer the course. I also liked giving the pre and posttest to my ECM student. 14 out of 18 improved! :o) 1 Our ECM class was used for seniors that would have struggled in AFM. Most are going to a community college, work, or the military. I used some of the ECM activities in my other classes too. 1 We are still puzzled about why this course is considered “above Alg II.” Can this issue be addressed in a future newsletter? 1 We want to know what the State Board of Education is planning to do about 4th math course options. Will we continue to teach Precalculus and AFM? Why does there need to be so many 4th course options? We don’t want to jump on the next bandwagon until we are sure our students are being served in the best way possible. 1 I enjoy the monthly newsletters. It would be helpful to share project ideas or teaching ideas for ECM teachers. Maybe somewhere teachers can share ideas with other teachers who taught ECM last year or will be teaching it in the new school year. 3 ENewsletter information was not helpful. 17 Not Applicable. We do not offer the ECM class. 7 I don’t think I received enewsletters. I was not aware of the new course. 4 We are not planning to offer ECM at our school, but it is helpful to keep up with what is going on at other schools. 3 I teach in a private school, so this does not apply to us, but I am interested in knowing more. 1 I used the updates to inform and remind our administrators of the value of this course. They have decided not to offer this math course option. 1 We will not offer this new course in the fall because our guidance department decided it was too late to include in the course offerings for the fall. I’m not sure if guidance got the newsletter information. It was very helpful. 1 I passed this information along to my headmaster to keep her in the loop as well. Unfortunately, because I am a private school teacher, I am not allowed to attend the NC DPI training seminars. I am eligible to travel to Atlanta (for the SREB Math Ready Training at the 61 High Schools that Work Conference), but it is not in our small school budget. We hope to offer ECM in 201617. 1 We wanted to use the NC EMPT test scores to help us steer Math 3 students to the fourth math course where they would be most successful. SREB’s suggested range of ACT scores (1620) put almost our entire population in ECM. In Precalculus, I cannot cover all the material due to the weak math skills of my students. 18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you'd like us to hear, please write them below. Number Additional Comments 14 THANK YOU for providing this much needed service to high school students, their parents, and teachers. 11 We appreciate how efficient and fast you are; I think you and your staff do an amazing job; thank you for being flexible and so helpful; we appreciate the promptness of the data received for our students. 6 We LOVE NC EMPT! You guys are great! This is a super program – keep up the good work! 4 NC EMPT offers excellent resources; you provide an invaluable source of information not only about our students’ readiness for collegelevel math, but also about the relevance of our math curriculum. 4 I appreciate the work NC EMPT is doing for the students of my school and state; this was the reality check many of my students needed to help them know how to prepare for their future placement tests; I always try to plan time into the schedule to do these tests, as they are so valuable for students and me. 3 Thank you, Ellen, for all your cheerful and positive notes; Ellen is awesome; thanks for all of Ellen’s efforts. 2 Thank you, Ellen, for all of your hard work during the school year. I find the EMPT very useful and have used it for years with my AFM classes; I always have some students who do not take the test seriously, but I do believe more of them worked harder on the test this year. 1 Thank you for making this all so easy! 1 I am a strong believer in the NC EMPT Program and find its results very valuable for identifying gaps in our curriculum. 1 I enjoy giving the NC EMPT test each spring. It reinforces what I tell the students – Math is important for college! 1 I answered “no opinion” to several of these survey questions because I do not know much about college math entrance exams, other than what I have learned through the NC EMPT 62 63 Appendix A The 20142015 Required Background Questions, Suggested Levels and Answer Key, and Parent/Guardian Brochure 65 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20142015, 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… 67 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. 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 Math III 2. Essentials for College Math 3. Advanced Functions and Modeling 4. Advanced Math or Algebra III or Advanced Algebra or Trigonometry 5. Integrated Math IV or Math IV 6. PreCalculus 7. Probability or Statistics or Discrete Math 8. Calculus 9. Other 10. I am not currently enrolled in a math course. E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you). F) Enter the period your math class meets. G) My plans initially after graduation are: 1. to attend a 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 68 Suggested Levels of the NC EMPT Program, 20142015 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, 20142015, Option #2 Question # Correct Answer Question # Correct Answer 1 C 17 D 2 B 18 C 3 C 19 E 4 B 20 D 5 E 21 D 6 A 22 B 7 C 23 A 8 B 24 B 9 D 25 B 10 C 26 E 11 A 27 D 12 D 28 E 13 D 29 A 14 E 30 C 15 A 31 A 16 B 32 E 69 inequalities function a bsolute value (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 b f(x) 4 bo log d –c rational expressions graphing lines and curves quadratic equations parabolic functions factoring Actual college mathematics placement tests are often given during summer orientation sessions, just before college enrollment. Students should be warned not to let their mathematical skills “get rusty” and be reminded to study their algebra and geometry skills just prior to the date of their actual college mathematics placement test. A Guide for Parents and Guardians 2014  2015 . . . a reality check of your child’s readiness for collegelevel mathematics Printed on recycled paper. ASC009456 (Rev. 5/14) 48,000 copies of this public document were printed at a cost of $1,594.51 or $.033 per copy. Visit our web site for a wealth of information about mathematics placement testing at NC community colleges and UNC institutions. For more information about NC EMPT, please contact your child’s mathematics teacher or: Ellen Hilgoe, Associate Director NC EMPT Program Building 123, Mail Stop 145 1805 Charles Blvd. East Carolina University Greenville, NC 278584353 Phone: 2523286418 Fax: 2523282166 Email: ncempt@ncempt.org North Carolina Early Mathematics Placement Testing The retention of mathematical skills is critical to the correct placement of a student during his or her first semester of college coursework. “ ” NC EMPT has been continuously directed by the faculty and staff at East Carolina University since the program’s inception in 1996. A program sponsored by the State of North Carolina 71 What is an early mathematics placement test? Many high school graduates, upon entering The University of North Carolina (UNC) at one of the fifteen universities or the 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 voluntary. Does this test Yes! One of the major goals of the program is to reduce the percentage of entering freshmen that require mathematics remediation at the college level. By offering students a “snapshot” of their mathematical standing while still in high school, the NC EMPT Program hopes to give students the motivation to retain skills, or take corrective action, while there is still time and help available. What is the cost? There is no cost to participating high schools or students for NC EMPT testing! The State of North Carolina sponsors the NC EMPT Program. However, the need to take remedial mathematics at the college level is very costly in both time and money! Parents and students need to realize that tuition for remedial mathematics courses at the college level has to be paid, but that credit hours for these courses towards a major or towards graduation are often not received. Students spending time in remedial mathematics courses lose valuable time and are delayed in the completion of other coursework with mathematics prerequisites. The student is often unable to complete degree requirements within four years of college. When will my child take the NC EMPT test? The early placement test is a onehour test that is usually given during a high school class period. Students close to completing Algebra II, or Integrated Math III, or Common Core Math III, as well as students in higherlevel mathematics courses, are eligible to be tested. The tests are graded at the NC EMPT testing center at East Carolina University and results are returned within two weeks. Each participating student will receive an individualized letter that states their score, current placement level, and a list of which test questions were answered correctly or incorrectly. In addition, each student will be provided information about required math courses for their chosen major and placement procedures at their chosen UNC institution or NC community college. *Note: The level numbers have been reversed from the order used in 1996 1999 so that NC EMPT levels will more closely align with the NC Department of Public Instruction ABC’s Plan. Level 4 is now the highest level. Student Score (32 questions) NC EMPT Level* Predicted First College Course Explanation Remedial Mathematics Borderline  depends on indicated major First Course in College Math Second Course in College Math in some majors Score indicates the student is not ready for college level math courses and must take remedial mathematics. Score indicates the student must take remedial mathematics in some choices of major. Score indicates the student is ready for a beginninglevel college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science or engineering. Score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their Math Placement test to skip the first college math course, depending on the student’s choice of major. 0  11 12  16 17  24 25  32 1 2 3 4 Suggested Levels of the NC EMPT Program / 2014  2015 mathematics courses during each year of high school and to be sure that these skills are increased and maintained. We strongly advise ALL students to continue to take 72 Appendix B Promotion of NC EMPT Participation 20142015 73 Many emails and phone calls arrive daily from high school contact persons and personnel across the state. Teachers have questions about the testing process and timeline. These answers, along with the swift delivery of testing materials and results, require clear communication and organization. An immediate response from the associate director and/or the administrative support associate is a very effective asset of our small office. An informative and userfriendly website, an email distribution list that has grown to include more than two thousand educators, and monthly enewsletters help spread the news about NC EMPT’s free services. However 
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