Final report... to the UNC General Administration from the NC EMPT Program Advisory Committee. 
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e PREPARED BY: Dr. Johannes Hattingh, Program Director & Mrs. Ellen L. Hilgoe, Associate Director THE NORTH CAROLINA EARLY MATHEMATICS PLACEMENT TESTING PROGRAM Building 123, 1805 Charles Boulevard • Mail Stop 145 East Carolina University • Greenville, NC 278584353 2523286418 office • 2523282166 fax ncempt@ncempt.org email www.ncempt.org website to the UNC General Administration from the NC EMPT Program Advisory Committee Final Report 2012–2013 NC EMPT Project Summary 20122013 Be Wise  Be Prepared! North Carolina Early Mathematics Placement Testing has established itself during the past seventeen years as a reliable and extremely helpful service to high school students, parents, and teachers across the state. The program provides nonthreatening and eyeopening advice to these students at an opportune time, while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the 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 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. Eligible students include those enrolled in Algebra II, Integrated Math III, Common Core Math III, Advanced Functions and Modeling, Precalculus, Discrete Math, Statistics, and any other upperlevel mathematics courses. Despite crowded curriculums, 701 teachers empowered 37,090 students during the 2012 2013 year to be better prepared for collegelevel mathematics. NC EMPT has now served more than 610,000 students since its inception in the spring of 1996. The program has stayed abreast and communicated to high schools the myriad of changes in high school mathematics curriculum, mathematics admissions requirements at NC community colleges and UNC institutions, and beginning mathematics course requirements for a variety of majors at these colleges/universities. NC EMPT serves as a crucial bridge connecting high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. The program is strongly supported by the State of North Carolina and East Carolina University (ECU). Housed at ECU, NC EMPT continues to thrive and serve the entire state. Early intervention is an important key in reducing the percentage of incoming college freshmen that require mathematics remediation. NC EMPT embraces the fact that immediate and professional feedback has the most effective impact for students, parents, and teachers. Turnaround time for test results remains the quickest in our history and averaged 0.85 days! The 20122013 year is clearly captured in the following document titled “NC EMPT Quick Stats, August 2013.” The year was characterized by an increase in mandated testing in public high schools. The NC Board of Education and NC Department of Public Instruction (DPI) continued to make sweeping changes in an effort to better prepare every child for college and career readiness. For the first time, students in some fourthyear high school mathematics courses were administered a new common exam authored by DPI, the results of which were factored into the teachers’ yearly evaluations. Teachers hustled to thoroughly cover large curriculums in Advanced Functions and Modeling (AFM) and Precalculus. For some, time for voluntary NC EMPT testing was lost and many NC EMPT testing materials that were ordered in good faith by teachers and then delivered were not used. Overall participation in NC EMPT during 201213 decreased 16% as compared to the previous year. In addition to changes in mandated testing by DPI, the NC EMPT Program experienced many adjustments to its infrastructure this year. Four positions that had a direct impact on the program endured changes in personnel. Despite the length of time necessary to acclimate and train the new people in these positions, unexpected and positive changes occurred. With the change in webmasters and increased support from the technology team at ECU, a more modern NC EMPT website was created along with a more secure online registration form. The welcome appointment of a new program director, Dr. Johannes Hattingh, and a reorganization of divisions at ECU, brought NC EMPT back under the umbrella of the Mathematics Department. The NC EMPT Advisory Board continued to have strong participation by members and a keen interest in the effects of the national Common Core Movement on K16 education. The advisory board is comprised of representatives from the mathematics departments of University of North Carolina (UNC) institutions, North Carolina community colleges, the NC Department of Public Instruction, and the UNC General Administration (UNCGA). See pp. 6, 7. The board is also increasingly relied upon by UNCGA for advice in discussions about mathematics curriculum and requirements. In addition, Ellen Hilgoe, the associate director, was recognized for her NC EMPT experience and selected by the Southern Regional Education Board to help write a new transitional mathematics curriculum for high school seniors who are deemed not ready for collegelevel mathematics. Hilgoe traveled extensively during the summer of 2013 to participate in workshops and conferences with high school mathematics teachers in order to feel the pulse of their concerns, to promote the program, and to continue to help span the divide between high school and collegelevel mathematics. See Appendix B. Despite several setbacks, NC EMPT remained steady. The program continued to operate with an inexpensive budget, high school mathematics teachers embraced a measure that is useful and doable, and students are reaping the rewards by BEING BETTER PREPARED. Registration and participation in NC EMPT is still freeofcharge to all public and nonpublic high schools and their students! Register now at http://www.ncempt.org for the 20132014 year. 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 20122013 Participating Teachers Found… ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 98% strongly agreed or agreed that the tan brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20122013" included in each teacher's results package was useful to teachers in advising collegebound students. ♥ 99% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 100% strongly agreed or agreed that overall, the NC EMPT Program provides a valuable service to high school students and teachers. WHO should take the valuable practice math placement test offered by NC EMPT? High school students enrolled in: Algebra II Integrated Math III Common Core Math III Advanced Functions and Modeling PreCalculus Discrete Math Statistics and other upperlevel mathematics courses. Each pushpin in the state map to the left represents a participating high school during 20122013. 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……………………………….… 516 IV. Summary of 20122013 Testing………………………………………….… 1746 V. Trends in NC EMPT Data, 19962013……………………………………. 4750 VI. Evaluation of the 20122013 Year...………………………………….….… 5162 VII. Appendix A – 20122013 Required Background Questions, Answer Key, and Parent/Guardian Brochure…………………………. 6370 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7176 IX. Appendix C – Top 10 Missed Questions, 20122013 NC EMPT Test Version; Top 30 Missed Questions Puzzle, Version 2....……. 7786 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2013 The NC Early Mathematics Placement Program (NC EMPT) provides high school students with a nonthreatening appraisal of their readiness for collegelevel mathematics. The results of this exam let students avoid remedial mathematics by knowing how they would fare on a real placement exam without penalty. The program encourages further mathematical preparation and participation by high school students so that they may be prepared mathematically for the courses in their planned programs of study, and it serves the State of North Carolina by lessening the need for remediation in mathematics. Dr. Robert Bernhardt, who served as the founder and Director of NC EMPT, since its inception in 1997, passed away December 2, 2012. Bob and our Associate Director Ellen Hilgoe have developed wide ranging contact and collaborative efforts with high school teachers across the state on behalf of mathematics and STEM initiatives. Under Bob’s leadership, NC EMPT became the largest EMPT program among the four remaining in the nation. We will miss you Bob. The success of NC EMPT is also due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, the many high school mathematics teachers and students participating in the program, the stellar participation by members of the NC EMPT Advisory Board, and the superb and invaluable contributions and efforts of the Associate Director Ellen Hilgoe and her staff. NC EMPT underwent several changes during the past year, including a move to new physical location, the unveiling of a new website, and the housing of the program within the Department of Mathematics at ECU. The Advisory Board of NC EMPT is increasingly asked by UNCGA for advice on mathematics curriculum and related matters. 1 NC EMPT has made a significant difference in the transition from high school to college mathematics and I want to thank you all for all your invaluable contributions to NC EMPT. 2 II. From the Associate Director Ellen Hilgoe, August 2013 ! NC EMPT had a bumpy ride throughout 20122013. Unfortunately, the difficulties were caused by events out of our control. After a lengthy illness, the director, Dr. Robert Bernhardt, passed away. As a result of economic downsizing at ECU, our program was reorganized under different leadership. Our webmaster moved to another position off campus. Our liaison at the UNC General Administration, Dr. Bruce Mallette, retired. Newly mandated common exams in seniorlevel high school mathematics courses competed with the time teachers normally used to administer the NC EMPT test. Our student participation numbers dipped 16% as compared to 201112… However, we are a seasoned team! We have regrouped and retooled!! I’m proud to say that every member of our small band remains hardworking and believes in our cause. I am grateful for the guidance of the new NC EMPT director and chair of the ECU Mathematics Department, Dr. Johannes Hattingh. I appreciate the steadfast hands of the Advisory Board members, East Carolina University, and the UNC General Administration. The NC EMPT Crew! (1st row, l to r): Administrative Support Associate Debby Hodges, ECU student worker Magen Smith, Associate Director Ellen Hilgoe; (2nd row, l to r): student workers Holly Britton, Samantha Arnold, and Emily Fisher. The folks at ECU Mail Services do an excellent job! Mailman Mike Latham receives some Easter goodies as a thank you gift from Debby Hodges. We couldn’t move our massive amounts of NC EMPT packages statewide each year without the help of University Printing & Graphics and Mail Services! 3 III. Introduction The NC EMPT Program hopes to raise awareness of the importance of mathematics, and strives to give future incoming college freshmen an early warning of the mathematics skills necessary for successful placement in 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 20122013 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see pp. 3340 and pp. 7982). The questions were a result of a thorough study of current math placement tests used at NC community colleges and UNC institutions. Understanding the Basics of an EMPT Program Early Mathematics Placement Testing concisely describes a valuable intervention service provided to high school students in programs across the nation. The test allows students to experience a facsimile of an actual mathematics placement exam well before the first semester in college. Thus students, teachers, and parents become more aware of expectations, and therefore more able to react positively in a timely fashion. Students’ results letters are individualized, offer a wealth of information about mathematical readiness, and provide a “reality check” of a student’s current mastery of mathematics skills. Some EMPT programs in the United States target high school juniors, in the hope that reinforcement of mathematics skills or corrective action can be taken in the senior year. The North Carolina program offers “practice” placement testing to students close to completing Algebra II, Integrated Math III, Common Core Mathematics III, and to students in 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, Integrated Math III, or Common Core Math III term and during each subsequent math course. Reinforcement and retention of algebra skills is critical 5 because university mathematics placement tests consist primarily of algebra questions. For a closer look at the North Carolina EMPT Program, please read the documents found in Appendix A. Historically, a variety of EMPT programs have been offered, or are currently being considered, in at least 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 members meet annually each October and correspond often via phone, email, and postal mail throughout the year. The following list includes the members of the 20122013 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Central Piedmont Community College Suzanne Williams Mathematics Division Dept. of Public Instruction Barbara Bissell Chief, K12 Mathematics Educ. Division Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Chandler Chair, Dept. of Mathematics & Computer Science Fayetteville State University Dwight House Interim Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Interim Chair, Dept. of Mathematics NC Community College System Wanda White Director, Financial Aid & Student Success NC Community College System Cynthia Liston Assoc Vice President for Policy Research & Special Projects 6 NC Central University Solomon Abraham Dept. of Mathematics & Computer Sci. NC State University John Griggs Department of Mathematics NC State University Leslie Kurtz Department of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center UNCChapel Hill Joseph Plante Department of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Karrie Dixon Senior Associate Vice President for Academic and Student Affairs UNC Pembroke Steven Bourquin Chair, Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Nory Prochaska Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. John O. Adeyeye Chair, Dept. of Mathematics Outreach Efforts of the NC EMPT Program The following groups are contacted via email, postal mail, and in presentations at workshops and conferences: North Carolina public and nonpublic high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents and secondary math coordinators NC community college presidents and mathematics department chairs University of North Carolina General Administration; institution chancellors, mathematics department chairs, and directors of admissions North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors North Carolina New Schools Project, Early College High Schools STEM Education (Science, Technology, Engineering, and Mathematics) East Carolina University High School Mathematics Contest NC Ready for Success, Director Dr. John Denning Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program. The associate director travels quite extensively to meet and greet high school mathematics teachers and administrators, and to attend and present at mathematics workshops and conferences. 7 A variety of efforts and media are used throughout the school year to encourage all public and nonpublic high school mathematics teachers, counselors, and administrators to take advantage of the free services the NC EMPT Program has to offer: Helpful supplementary materials that can be used in the classroom by teachers to reinforce mathematics skills found on college mathematics placement tests are created yearly by the associate director. The materials are disseminated via postal and State courier mail and email, and are also posted on the program’s website, www.ncempt.org. Free downloads are available. These materials include a listing of the most recent “Top Ten Missed Questions, 201213” and “Top Thirty Missed Questions Puzzle, Volume 2.” Samples of these two documents can be found in Appendix C. As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for each participating teacher. The 2012 2013 gift was 7inch vinyl ruler with both English and metric measurements. It is illustrated on the cover of the report. The logo found on the ruler says it all, “Measuring absorption just got easier! Visit our website at www.ncempt.org.” In a special effort during 201213, the associate director created an outreach campaign that targeted students enrolled in high schools that had not participated in NC EMPT in the last 35 years. Also included were students enrolled in high schools located in Tier 1 counties in North Carolina. “The N.C. Department of Commerce annually ranks the state’s 100 counties based on economic wellbeing and assigns each a Tier designation. The 40 most distressed counties are designated as Tier 1.” The aggressive campaign was titled: TRY IT, YOU’LL LIKE IT! An abundance of extra 201112 test copies and opscan forms were dutifully returned by high school teachers in an effort to recycle unused materials. During the 201213 school year, 201112 test versions become Option #1 testing. The associate director decided to put a class set of 30 of these unused testing materials in the hands of each mathematics department chair of each high school that had not participated in the last 35 years or who chaired in a Tier 1 high school. 205 of these packets were mailed in early September 2012. In this mailing, the associate director encouraged the math chair to urge the teacher of just one class of students from Algebra II, Integrated Math III, Common Core Math III, Advanced Functions and Modeling, PreCalculus, Discrete Math, or Statistics to give the test a try. A sample of an advertisement for this campaign follows: 8 Dear Mathematics Teacher, THANK YOU for stepping up and becoming part of our “Try It, You’ll Like It” campaign! The NC Early Math Placement Testing Program provides a “practice” math placement exam that is a facsimile of the actual math placement exams currently given at NC community colleges and UNC institutions. Each of your participating students will receive individualized and confidential results that are: eyeopening! honest!! motivating!*! This is amazingly a FREE service provided by the State of North Carolina. We strive to provide students and teachers with a reality check of readiness for collegelevel mathematics while there is still time in high school to ensure this. We offer purely good advice  the scores will never be shared or compared. So after administering this set of tests to just one class, returning the opscans to us for grading, and then quickly receiving the results, WE ARE CONFIDENT that you will be so pleased that you will convince other math teachers to join in! ???????’s: Feel free to contact me. Ellen Hilgoe, Associate Director, hilgoee@ecu.edu, 2523286418. During the spring of 2013, mathematics department chairs and principals of the 205 highs schools that received “Try It, You’ll Like It” (TIYLI) packets in the fall of 2012 were reminded in a mailing that NC EMPT testing was also available during the spring semester. They were encouraged to give their students the NC EMPT opportunity. Results of the campaign were promising: Twentytwo high schools used the packets received, returned the opscans to the NC EMPT Office for grading, and received immediate results. Six of these twentytwo requested Option #2 materials for further testing. 6 high schools did not return opscans for grading from the packets received, but did request larger numbers of Option #2 testing materials for further testing. 9 A Quick Look at NC EMPT Participation Numbers 19972013 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 Grand Total of Participating High Schools (nonoverlapping) 288 Grand Total of Students Tested in 20002001 38,261 10 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 * A list of the 261 participating schools in 20122013 follows. 14 North Carolina Early Mathematics Placement Testing Program 20122013 Participating High Schools: 261 Participating Mathematics Teachers: 701 Participating Students: 37,090 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ANTIOCH CHRISTIAN ACADEMY APEX HIGH ARENDELL PARROTT ACADEMY ASHBROOK HIGH ASHE COUNTY HIGH ASHEVILLE HIGH ASHEVILLE SCHOOL BALFOUR EDUCATION CENTER BANDYS HIGH BARTLETT YANCEY HIGH BEAR GRASS CHARTER SCHOOL BEAUFORT COUNTY EARLY COLLEGE HIGH BEREAN BAPTIST ACADEMY BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BRUNSWICK COUNTY ACADEMY BUNCOMBE COUNTY EARLY COLLEGE BUNKER HILL HIGH BUNN HIGH BURNS HIGH C E JORDAN HIGH CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCHOOL CALVARY BAPTIST DAY SCHOOL CAMTECH HIGH CAPE FEAR CHRISTIAN ACADEMY CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CARTER G WOODSON SCHOOL CARY ACADEMY CARY HIGH CEDAR RIDGE HIGH CENTRAL ACADEMY AT LAKE PARK CENTRAL ACADEMY OF TECHNOLOGY & ARTS CHAPEL HILL HIGH CHARLES D OWEN HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE ISLAMIC ACADEMY CHARLOTTE UNITED CHRISTIAN ACADEMY CHEROKEE HIGH CHERRYVILLE HIGH COASTAL CHRISTIAN HIGH SCHOOL COLLABORATIVE COLLEGE FOR TECH & LEADERSHIP COMMUNITY BAPTIST SCHOOL COMMUNITY CHRISTIAN SCHOOL CONCORD HIGH CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN SCHOOL COX MILL HIGH CREST HIGH CURRITUCK COUNTY HIGH CUTHBERTSON HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DISCOVERY HIGH DURHAM SCHOOL OF THE ARTS EAST BURKE HIGH EAST CARTERET HIGH EAST GASTON HIGH EAST HENDERSON HIGH EAST RUTHERFORD HIGH EAST WAKE ACADEMY EAST WAKE SCH OF ARTS, EDUC, & GLOBAL STUDIES EASTERN ALAMANCE HIGH EASTERN GUILFORD HIGH EASTERN WAYNE HIGH ELON SCHOOL ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES FAIRMONT HIGH FAITH CHRISTIAN SCHOOL, RAMSEUR FAITH CHRISTIAN SCHOOL, ROCKY MOUNT FARMVILLE CENTRAL HIGH FAYETTEVILLE CHRISTIAN SCHOOL FIKE HIGH FIRST ASSEMBLY CHRISTIAN SCHOOL, CONCORD FIRST FLIGHT HIGH FLETCHER ACADEMY, RALEIGH FOREST HILLS HIGH FORESTVIEW HIGH FORSYTH COUNTRY DAY SCHOOL FRANKLIN ACADEMY FRANKLIN HIGH FRED T FOARD HIGH FREEDOM HIGH GARINGER HIGH GASTON CHRISTIAN SCHOOL GASTON DAY SCHOOL GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCHOOL GRACE CHRISTIAN SCHOOL, SANFORD GRAHAM HIGH GRANVILLE CENTRAL HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GRIMSLEY HIGH HALIFAX ACADEMY HARDING UNIVERSITY HIGH HARRELLS CHRISTIAN ACADEMY HAWBRIDGE SCHOOL HAWTHORNE HIGH HAYWORTH CHRISTIAN SCHOOL HEIDE TRASK HIGH HIBRITEN HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HICKORY RIDGE HIGH HIGHLAND SCHOOL OF TECHNOLOGY HOBGOOD ACADEMY HOKE COUNTY HIGH HOWARD HEALTH & LIFE SCIENCES HIGH INDEPENDENCE HIGH, CHARLOTTE J F WEBB HIGH J W TURLINGTON ALTERNATIVE SCHOOL JACK BRITT HIGH JACKSONVILLE HIGH JESSE C CARSON HIGH JIMMY C DRAUGHN HIGH JOHN PAUL II HIGH SCHOOL JORDANMATTHEWS HIGH KESTREL HEIGHTS SCHOOL 15 KINGS MOUNTAIN HIGH KINSTON HIGH LAKE NORMAN CHARTER LAKE NORMAN HIGH LAWRENCE ACADEMY LEE CHRISTIAN SCHOOL LEESVILLE ROAD HIGH LEXINGTON SENIOR HIGH LINCOLN CHARTER SCHOOL MADISON EARLY COLLEGE HIGH MAIDEN HIGH MALLARD CREEK HIGH MANTEO HIGH MARIE G DAVIS MILITARY & GLOBAL LEADER ACAD MATTAMUSKEET EARLY COLLEGE HIGH MCDOWELL HIGH METROLINA CHRISTIAN ACADEMY MIDDLE CREEK HIGH MILLBROOK HIGH MOORESVILLE HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN YOUTH SCHOOL NANTAHALA SCHOOL NASH CENTRAL HIGH NASHROCKY MOUNT EARLY COLLEGE HIGH NEEDHAM BROUGHTON HIGH NEUSE CHRISTIAN ACADEMY NEW BERN HIGH NEW GARDEN FRIENDS SCHOOL NEW HANOVER HIGH NEWTONCONOVER HIGH NORTH BRUNSWICK HIGH NORTH DAVIDSON HIGH NORTH EDGECOMBE HIGH NORTH FORSYTH HIGH NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH NORTH MOORE HIGH NORTH PITT HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHEAST ACADEMY NORTHERN GUILFORD HIGH NORTHSIDE CHRISTIAN ACADEMY NORTHSIDE HIGH, JACKSONVILLE NORTHWEST CABARRUS HIGH NORTHWEST SCHOOL OF THE ARTS OAKWOOD SCHOOL OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF MATH, ENG, TECHNOLOGY & SCI OLYMPIC SCH OF RENAISSANCE ORANGE HIGH PAGE HIGH PARENT REQUEST 1 PASQUOTANK COUNTY HIGH PENDER EARLY COLLEGE HIGH PENDER HIGH PERSON HIGH PHILLIP O BERRY ACADEMY OF TECHNOLOGY PIEDMONT HIGH PINE FOREST HIGH PUNGO CHRISTIAN ACADEMY REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RICHMOND SENIOR HIGH RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROBBINSVILLE HIGH ROBERT L PATTON HIGH ROBESON CO EARLY COLLEGE HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH RUTHERFORD EARLY COLLEGE HIGH SAINT STEPHENS HIGH SALEM ACADEMY SAMPSON EARLY COLLEGE HIGH SCHOOL OF INQUIRY & LIFE SCIENCES @ ASHEVILLE SCOTLAND EARLY COLLEGE HIGH SCOTLAND HIGH SHEETS MEMORIAL CHRISTIAN SCHOOL SOUTH CALDWELL HIGH SOUTH GRANVILLE HIGH OF HLTH & LIFE SCI SOUTH GRANVILLE HIGH OF INTEG TECH & LEADER SOUTH LENOIR HIGH SOUTH VIEW HIGH SOUTHEAST RALEIGH MAGNET HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN HIGH SCH OF ENGINEERING SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHWEST EDGECOMBE HIGH SPRING CREEK HIGH ST THOMAS MORE ACADEMY STARMOUNT HIGH SURRY EARLY COLLEGE HIGH OF DESIGN TABERNACLE CHRISTIAN SCHOOL, HICKORY TERRY SANFORD HIGH TOPSAIL HIGH TRINITY ACADEMY OF RALEIGH TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY HIGH TRINITY PREP HIGH SCHOOL TUSCOLA HIGH UNION ACADEMY, MONROE UNION GROVE CHRISTIAN SCHOOL VANDALIA CHRISTIAN SCHOOL VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE FOREST/ROLESVILLE HIGH WAKE YOUNG WOMEN’S LEADERSHIP ACADEMY WAKE/NC STATE STEM EARLY COLL HIGH WALTER M WILLIAMS HIGH WARREN COUNTY HIGH WARREN NEW TECH HIGH WASHINGTON HIGH WAYNE EARLY MIDDLE COLLEGE HIGH WAYNE SCH OF ENGINEERING @ GOLDSBORO HIGH WEAVER ACADEMY WEST BRUNSWICK HIGH WEST CARTERET HIGH WEST CRAVEN HIGH WEST HENDERSON HIGH WEST STANLY HIGH WESTCHESTER COUNTRY DAY SCHOOL WESTERN HARNETT HIGH WESTOVER HIGH WHEATMORE HIGH WILKES CENTRAL HIGH WILLIAM AMOS HOUGH HIGH WILSON CHRISTIAN ACADEMY WOODLAWN SCHOOL WOODS CHARTER ******** Visit us online for a wealth of information about preparing for collegelevel mathematics: www.ncempt.org 16 IV. Summary of 20122013 Testing Two versions of the NC EMPT test were administered during the year. For those schools interested in pretesting early in a new term for diagnostic and motivational purposes, the previous 20112012 version was used (pretesting data for Option #1 can be found on page 14). Option #2, used by the vast majority of schools, involves administering the new 20122013 version of the NC EMPT test later in the term. High schools have the choice to participate in Option #1 or Option #2, or both. Teachers administered the traditional paperandpencil test in their classrooms. Interesting data is given below: Participants Using the 20122013 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2012 10,592 Spring 2013 18,246 Total for Year 28,838 NC EMPT Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20122013 for the return of Option #1 and Option #2 test results to 37,090 students was 0.9 days, our fastest time ever! The resulting scores were classified into one of four EMPT levels. Beginning in 19992000, the numeration of these levels was aligned with the achievement levels designed by the North Carolina State Board of Education in High School Participation in Testing Options #1 or #2, 20122013 Option #1 Option #2 34 53 174 High School Participation in Option #2 20122013 Fall 2012 Spring 2013 43 66 118 17 the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the highest: EMPT Level Number of Correct Answers 1 011 2 1216 3 1724 4 2532 These scores were then used to advise each student in a personalized letter. Each letter contained a test score, the test score converted to a percent, a corresponding EMPT level, a listing of the mathematical objective for each test question, a listing of each answer given by the student, a listing of each correct answer, and an interpretation of each student’s readiness to take collegelevel mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for collegelevel math courses and must take remedial mathematics. Level 2: A Level 2 score indicates the student must take remedial mathematics in some choices of majors. Level 3: A Level 3 score indicates the student is ready for a beginninglevel college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science, or engineering. Level 4: A Level 4 score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful Web site addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters at two different levels follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2012 2013,” 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. 18 19 20 21 22 Western Carolina University Undergraduate and transfer students admitted to Western Carolina University who wish to take mathematics beyond entry level courses* are placed according to the WCU Mathematics Placement Criteria show in the table. WCU Mathematics Placement Criteria For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/8462.asp For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the keyword "MATH," and then click on individual math courses.) UNC Wilmington All entering freshmen at the University of North Carolina at Wilmington take a mathematics placement test during Orientation. The test results, along with the student’s intended major, will be used to determine the most appropriate Precalculus, Calculus, or General Education mathematics course for the student. The student’s advisor will help in this selection. The UNCW mathematics placement test covers Algebra I, Algebra II, Advanced Math and some Trigonometry. Students take the test on a computer (no computer skills are necessary!); it is multiplechoice WinstonSalem State University MATH CUTOFF SCORES AND COURSE PLACEMENT Placement Test Taken . SCORE Course Placement Elementary Algebra............................... 0  41 ............................... MAT 1306 (Basic Algebra) Elementary Algebra............................... 42  ............................... MAT 1311 (College Algebra), or . MAT 1323 (Fundamentals of Mathematics) College Level Math................................ 10  59 ............................... MAT 1311 (College Algebra) College Level Math................................ 60  75 ............................... MAT 1312 (Precalculus I) College Level Math................................ 76  85 ............................... MAT 1312H (Honors version) College Level Math................................ 86  103 ............................... MAT 1313 (Precalculus II) College Level Math................................ 104  ............................... MAT 2317 (Calculus I) UNC Charlotte Most entering freshmen at the University of North Carolina at Charlotte take a mathematics placement exam during the SOAR (Student Orientation and Registration) program prior to their first semester of courses. The 20122013 Mathematics Placement Test at UNC Charlotte is noncalculator based and consists of 25 questions on algebra. A score of 0 – 11 mandates a student to enroll in MATH 0900, a Basic Mathematics Skills course offered by a local community college on the UNC Charlotte campus. The student will receive 1 hour college credit for this course. A score of 1217 means that the student may register to take MATH 1100 (College Algebra) or MATH 1103 (Precalculus), depending upon the major. A score of 18 or higher means that the student may register for MATH 1120 (Single Variable Calculus) or MATH 1241 (Differential and Integral Calculus I). It is very important that students be prepared and not let their mathematical skills deteriorate prior to the date of the placement test. Students are well advised to take their mathematics courses as soon as they enroll in college, before they lose the skills that they have gained in high school. Students who are applying for AP Mathematics (Calculus or Statistics) credit need not take the placement exam. For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduatecatalogs/current/coursedescription/MATH UNC Greensboro All entering students at UNCG may enroll in MAT 112 (Contemporary Topics in Mathematics), MAT 115 (College Algebra), MAT 150 (Precalculus I), or STA 108 (Elementary Intro. to Probability and Statistics). These courses do not have prerequisites and hence no student is required to take the Mathematics Placement Test in order to enroll into one of them. Science or Business majors with very stong background in precalculus or calculus should consult (at least two months prior to the beginning of a semester via email address: matplace@uncg.edu) with the Department of Mathematics and Statistics in order to discuss the possibility of taking the Mathematics Placement Test. The Mathematics Placement Test is an hour long, 20question, noncalculator based test administered online (at any time and at any location). Eligibility of being placed in a more advanced course depends on the performance on this test. Additional information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html. For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/index.html For UNCG math course descriptions, visit: www.uncg.edu/mat/mat/matcour.html WinstonSalem State University The majority of entering freshmen at WinstonSalem State University take a mathematics placement exam during their orientation session prior to their first semester of college courses. The placement test given for mathematics is the ACCUPLACER Computerized Placement Test. The students are given the Elementary Algebra and the CollegeLevel Mathematics parts of this placement test, both of which are calculator based. For more information about the WSSU Mathematics Department, visit: http://www.wssu.edu/collegeartsscience/departments/ mathematics/default.aspx For WSSU math course descriptions, visit: http://www.wssu.edu/collegeartsscience/departments/mathematics/mathematicscoursedescriptions. aspx NORETHM CARPOLITNA For more information, contact: Ellen Hilgoe, NC EMPT Associate Director Building 123, 1805 Charles Boulevard, Mail Stop 145, East Carolina University, Greenville, NC 278584353 Phone: 2523286418 • Fax: 2523282166 • Email: ncempt@ncempt.org 4,200 copies of this public document were printed at a cost of $602.79, or $.14 per copy. ASC006215 (rev. 10/12) Printed on recycled paper. inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring *An early intervention and outreach program of the State of North Carolina. A North Carolina Early Mathematics Placement Testing* Program . . . a comprehensive listing of placement procedures and preparation suggestions for students preparing for college entrance testing UNC Pembroke Freshmen entering the University of North Carolina at Pembroke take a departmentaldeveloped mathematics placement test during their orientation session prior to their fall semester of classes. The 20122013 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 204208 of the document.) continued . . . and untimed; a nongraphing calculator is available on each computer. For more detailed placement information, see the web site: http://www.uncw.edu/math. Most mathematics courses require minimum placement results before a freshman, without appropriate advanced placement or college transfer credit, can enroll in the course. Progress toward satisfying requirements for a major can be delayed if a student’s mathematics skills are not brought up to the college level in a timely manner. It is important that students take a mathematics course during their senior year in high school so that skills do not become rusty! For more information about the UNCW Department of Mathematics and Statistics, visit: http://www.uncw.edu/math For UNCW math course descriptions, visit: http://catalogue.uncw.edu/. (Scroll down on the left and in box labeled "Search Catalogue" type in "math course descriptions.") UNC Wilmington, continued 20122013 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 5dayaweek course that does not count towards graduation. Not placing into college level mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with an ND designator. For example, a student must place into collegelevel mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/12_13_undergrad/11_artsandsciences.pdf. (See pages 101107 of the document.) North Carolina Community Colleges The majority of students entering a community college in North Carolina take a mathematics placement exam during their summer orientation session or just prior to their first semester of college courses. There are three different types of math placement tests given across the state. Each college establishes their own using statewide criteria for placement into the first collegelevel math courses. That is, cutoff scores for math placement are standardized across the community college system. These scores are also transferable among the fiftyeight community colleges. The NC EMPT practice placement test includes topics from Algebra I, Geometry, and Algebra II. Community college math placement exams will also ask students to demonstrate proficiency in arithmetic skills, such as fractions, decimals, and percents. It is important that students brush up on these skills. Students may contact the Mathematics Department of their chosen community college for information about additional math courses that may further prepare them for college. Elizabeth City State University ECSU uses Accuplacer, a computer adaptive test, to determine appropriate placement of students into mathematics courses. The placement test is administered to new freshmen and transfer students during the summer orientation sessions and at other designated periods throughout the academic year. Students with SAT (Math) scores greater than or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations, algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental mathematics course, GE 109 (Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more may enroll in GE 118 (PreCalculus). The calculatorbased test contains multiplechoice questions that are untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior year to provide a “smooth” transition into college level mathematics. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/undergrad_catalog/mathematicscoursedescriptions.htm Fayetteville State University Prior to enrollment in a math class, firsttime freshmen and certain transfer students at Fayetteville State University (FSU) take a computer adaptive mathematics profile exam during their orientation session. University College makes every effort to place students in courses that correspond to their level of academic preparation. Advisors use high school Grade Point Average (HS GPA), SAT scores, and scores on the Profile placement examination (administered during First Steps) as criteria. NC Central University Undergraduates admitted to North Carolina Central University take noncalculator based mathematics placement tests before registering for classes (unless they are transferring in appropriate credits). Students with a 480 or higher on the SATMath section or a 20 or higher on the ACT are exempt from placement testing. Students with less than 480 on the SATMath section or less than 20 on the ACT take an Accuplacer assessment (untimed) on elementary algebra and on intermediate algebra. Placement is then made to Introductory College Algebra or to College Algebra. Placement testing is available at the beginning of each semester, during the Early Orientation Programs, and by appointment. To prepare for the mathematics placement tests, you should review materials and work problems relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations; systems of equations; and NC State University Entering freshmen at NC State are strongly encouraged to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer orientation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 (Calculus I), which is the first course of the threesemester calculus sequence. In addition, upon admission and prior to registration each entering freshman must take the NC State University online skills test. Students who have not taken the SAT Subject Test must use their online skills test score. The SAT Subject Test is preferred. Between onefourth and onethird of the students entering NCSU have taken the AP Calculus AB exam or the AP Calculus BC exam and have received placement based on their scores. For more information about placement opportunities, visit http://www.math.ncsu.edu/undergrad/whichclass. php, and then click "Placement Information." For prerequisites for all courses, see http://www2. acs.ncsu.edu/reg_records/crs_cat/MA.html. For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math course number for description.) *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 161 is an equivalent course offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level II scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level II score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 099Intermediate Mathematics, a remedial mathematics course offered by the Center for Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level II score between 430 and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101Fundamental Algebra and Trigonometry I (for nonSTEM majors) or MATH 103Collge Algebra and Trigonometry for Scientists and Engineers (for STEM majors) offered by the Mathematics Department. An SAT Math score between 490 and 540, or SAT Subject Math Level II score between 470 and 530, or ACT Math score between 19 and 21 requires that the student enroll in MATH 110Precalculus for Engineering Sciences, or MATH 111College Algebra and Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher, or SAT Subject Math Level II score of 540 or higher, or ACT Math score of 22 or higher allows the student to enroll in MATH 131Calculus I also offered by the Mathematics Department. If a student is not satified with his/her initial math course placement, s/he can take the Mathematics Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50 minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra placement test allows the student to enroll in MATH 101 if the student is a nonSTEM major or MATH 103 if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131. For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/math/ For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/math/courses.html UNC Asheville Each incoming UNCAsheville student is asked to visit the Math Placement website before his/her summer registration appointment. This can be done at home or on campus by visiting the Math Department Website: http://math. unca.edu/. Click For Students in the blue menu on the right and then select Math Placement in the drop down menu. The website gives the answers to important questions regarding course requirements. It customizes the information needed for students to make the best course selection for their individual plans by asking students about their intended major and math background. We expect that the majority of new students will be able to click their way through the website to determine which math course to take, without ever needing to take a math placement test. However, there are some individual circumstances where a placement test is crucial. Consequently, a 20question, multiplechoice, calculatorbased exam is built into the site. The website supplies all of the placement information directly to the students to help them make the most informed math course decision possible. Obviously, it is in each student’s best interest to do the website test without help from anyone else. Calculus course sections will administer pretests at the start of the semester to check that these students are enrolled in the most appropriate course. For more information about the UNCA Department of Mathematics, visit: http://math.unca.edu/ For UNCA math course descriptions, visit: http://registrar.unca.edu/coursecatalogs. Click on the current courses catalog (at the top of the list) and go to pp. 224230 within the catalog. East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam prior to their first college courses. The 20122013 mathematics placement test at ECU is a 32question algebra test, which is calculator optional. A fourfunction calculator may be used and should be brought by the student to orientation for use on the ECU math placement exam. A score of 13 or less on this test requires the student to enroll in a remedial math course. A score of 14 or more allows a student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making), or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores. For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It is very important that students take a mathematics course during their senior year of high school so that skills are retained. For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/ For ECU math course descriptions, visit: http://www.ecu.edu/csacad/Ugcat/CoursesM.cfm#math (See pages 469474 of the document.) For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test." Then click on "Review Test.") FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT Placement Criteria Course Placement 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 25 26 27 28 29 3% 2% 0.40% 0.10% 7% 1% 1% 0% 0.30% 1% 9% 11% 0.40% 0.10% 7% 3% 1% 0% 1% 0% 9% 10% 0.30% 0.10% 2% 3% 0.10% 0% 1% 0.30% 9% 10% 0.40% 0.1% 1% 3% 0.10% 0% 1% 0.40% 0 500 1000 1500 2000 2500 3000 3500 Algebra II or Integrated Math III or Common Core Math III Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra, or Trigonometry Integrated Math IV or Common Core Math IV PreCalculus Probability or Statistics or Discrete Math Calculus Technical Math II Other I am not currently enrolled in a math course Number of Students Placement Level by Current Math Course 20122013 Level 4 (highest) Level 3 Level 2 Level 1 30 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 91011121314151617181920212223242526272829303132 Number of Students Score NC EMPT Score Frequency 20122013 Freq… 0 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031 32 Percent Correct Question # Item Analysis 20122013 31 NC EMPT 20122013 Question Objective # Correct % Correct 11 multiply nos. in scientific notation 28025 84.49 18 evaluate function 27696 83.5 22 evaluate expression 27314 82.35 1 arrange fractions in order by size 27178 81.94 21 solve word problem: percent increase 26810 80.83 6 find yintercept of line 26567 80.1 7 solve word problem: linear function 26425 79.67 2 solve linear equation 26355 79.46 24 find range of abs. value function 25507 76.9 19 solve word problem: proportion 25315 76.32 27 add and subtract radical terms 25228 76.06 32 solve word problem: square root function 24665 74.36 14 solve word problem: arith. mean 24484 73.82 10 apply midpoint formula 24371 73.48 25 solve system of two linear equations 23586 71.11 4 solve word problem: circumference 23313 70.29 5 find area of a trapezoid 23313 70.29 20 multiply polynomials 23275 70.17 3 rewrite using law of neg. exponents 23127 69.73 15 find quadratic function given zeros 23107 69.67 31 find angle measure in triangle 23090 69.62 8 compare numbers 22816 68.79 9 apply Pythagorean Theorem 21965 66.22 16 solve word problem: percent markdown 21573 65.04 23 find value using right triangle trig 21296 64.21 30 find equation of line 21002 63.32 13 simplify complex fraction 20816 62.76 28 solve quadratic equation 20442 61.63 26 solve exponential equation 19078 57.52 29 add rational expressions 17721 53.43 17 recognize function given data 15979 48.18 12 solve formula for variable 14222 42.88 Item Analysis by Decreasing %, 20122013 Note that each "percent correct" in the previous "20122013 Item Analysis" bar graph and in this corresponding table was calculated by dividing the number of students who answered each question correctly by the total number tested, which was 28,838 (Option #2). The percentages for the next document, "NC EMPT Test Result, 20122013 Version," were calculated differently and the data for this analysis was incomplete, so the results were slightly different. 32 1 NC Early Mathematics Placement Testing 20122013 NC EMPT Test Results, 20122013 Test Version Total Students Tested: 28,838 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 26% Level 3: 33% Mean Score: 16.7 out of 32, or 52% Level 2: 25% Level 4: 16% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. For this test version: 42% used a graphing calculator, 28% a scientific calculator, 17% a fourfunction calculator, and 13% no calculator. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. Select the one best answer to each question. Place each answer on your bubble sheet. 1. Arrange these in order from largest to smallest: 3 5 2 , , 8 9 7 A. 3 2 5 , , 8 7 9 B. 2 3 5 , , 7 8 9 C. 5 3 2 , , 9 8 7 D. 2 5 3 , , 7 9 8 E. 5 2 3 , , 9 7 8 2.83% 26.59% 65.13% 2.31% 2.87% 2. Find the solution of the equation 2 x 3 5 4 5 x 2 . A. 9 7 x B. 25 7 x C. 27 7 x D. 13 3 x E. x 6 6.08% 73.83% 7.07% 7.72% 3.37% 3. An expression equivalent to 2 m is A. 2m B. 2m C. 2 m D. 1 2m E. 1 2m 14.69% 5.45% 2.94% 61.86% 14.45% 33 2 NC Early Mathematics Placement Testing 20122013 4. A hamster wheel is 10 cm in diameter. If the hamster runs so that the wheel makes 100 revolutions, how far did the hamster run? Round to the nearest cm. A. 314 B. 1,571 C. 3,142 D. 7,854 E. 31,415 7.71% 23.14% 45.35% 15.76% 3.98% 5. The area of the given figure in square units is A. 12.5 B. 35 C. 77 3.96% 12.88% 9.27% D. 110 E. 125 16.45% 55.61% 6. Which of the following is the y intercept of the line passing through the point 2,5 and having a slope of 5? A. 23 B. 5 C. 1 D. 15 E. 20 3.62% 60.73% 16.13% 14.37% 2.61% 7. The cost, C , in dollars to produce x pounds of chocolate candy is represented by the linear function C(x) 3.5x 800. Find the number of pounds produced if the cost is $842.00. Round to the nearest tenth of a pound. A. 1.2 B. 12.0 C. 38.5 D. 469.1 E. 3,747.0 4.44% 75.97% 5.90% 3.64% 8.84% 8. How many of the following five statements are TRUE? 1 17 2 32 10 11 2 8 9 36 1 0.333 3 3 3% 0.03375 8 A. 0 B. 1 C. 2 D. 3 E. 4 1.54% 4.14% 15.18% 41.14% 37.42% 14 10 11 34 3 NC Early Mathematics Placement Testing 20122013 9. If one leg of a right triangle has length x and hypotenuse has length z , then the other leg has length A. z x B. z2 x2 C. z2 x2 12.02% 22.99% 43.71% D. x2 z2 E. x2 z2 9.23% 10.28% 10. The coordinates of the two endpoints of a line segment are A(2a,3b) and B(8a,9b) . What are the coordinates of the midpoint of AB? A. (10a,12b) B. (6a,6b) C. (4a,3b) D. (3a,3b) E. (5a,6b) 8.42% 19.37% 14.52% 8.54% 47.11% 11. Find the product (1.2 x 10 1)(5.0 x 10 2 ). Which of the answers below is NOT equal to this product? A. 6 10,000 B. 0.001 0.005 C. 0.006 D. (0.2)(0.03) E. 3 500 69.30% 4.89% 11.84% 5.80% 6.81% 12. Solve the equation P 3Q 2 r for Q and simplify your answer (where r 0). A. ( 2) 3 Q r P B. 2 3 Q P r C. 2 3 Q Pr 14.45% 8.32% 59.65% D. 2 3 Q P E. 2 3 P Q r 8.39% 5.88% 35 4 NC Early Mathematics Placement Testing 20122013 13. The complex fraction 3 1 3 1 a a is equivalent to A. 3 1 3 1 a a B. 3 3 a a C. 2 2 3 1 3 1 a a D. 1 E. 1 43.27% 11.59% 8.53% 21.77% 12.21% 14. A student earned the following scores on equally weighted quizzes during one marking period: 81, 96, 61, 88. The highest possible score on each quiz was 100. What score on the fifth quiz would be needed to earn an average (mean) score of exactly 85? A. 34 B. 79 C. 85 D. 95 E. none of these 1.83% 4.54% 4.93% 5.21% 82.32% 15. If the zeros of a quadratic function are 1 and 3 , one possible quadratic function having these zeros is A. f (x) x3 2x2 3x B. f (x) x2 2x 3 C. f (x) 2x2 4x 6 9.52% 15.53% 10.67% D. f (x) x2 2x 3 E. f (x) x2 2x 3 47.92% 12.12% 16. If the price of a jacket is reduced by 10%, the sale price is $113.40. The original price was A. $103.09 B. $114.53 C. $123.40 6.26% 8.87% 16.76% D. $125.00 E. $126.00 18.26% 48.19% 36 5 NC Early Mathematics Placement Testing 20122013 17. What kind of function would best model the data below, where x is the independent variable and y is the dependent variable? x 3 2 1 0 1 2 3 y 11 9 7 5 3 1 1 A. quadratic B. rational C. exponential D. logarithmic E. linear 15.31% 8.22% 10.34% 4.92% 58.35% 18. If f (x) x2 1, then f 2 x is A. 2x 2 x B. 2 4 x 1 C. 2 2 1 x D. 2 4 1 x E. 2 2 x 1 7.91% 8.83% 19.50% 32.30% 27.55% 19. A crew of workers clears trees from 1 2 acre of land in 3 days. How long will it take the same crew to clear the entire plot of 2 3 4 acres? A. 8 1 4 days B. 12 3 4 days C. 15 days D. 16 1 2 days E. 17 1 4 days 11.98% 16.18% 10.33% 55.16% 3.49% 20. Simplify: (2x 3)(3x2 x 5) A. 6x3 7x2 7x 15 B. 6x3 7x2 13x 15 C. 6x3 7x2 13x 15 5.13% 69.19% 9.66% D. 6x3 7x2 13x 15 E. 6x3 7x2 7x 15 5.22% 8.14% 37 6 NC Early Mathematics Placement Testing 20122013 21. In 2011, Joel had a collection of 30 music CDs. Since then he has given away 2 CDs and purchased 7 new CDs. Since 2011, what has been the percent increase in the number of CDs in Joel’s collection? A. 16 2% 3 B. 14 2% 7 C. 10% D. 31% 3 E. 6% 35.78% 14.90% 12.29% 12.75% 19.34% 22. When x 1, find the value of the expression 3 1 2 ? 4 x A. 1 2 B. 9 4 C. 5 4 D. 2 E. The value is not real number. 4.15% 4.35% 16.12% 58.13% 14.05% 23. In the given right triangle, QRS, find the value of tan R. A. 24 7 B. 25 24 C. 24 25 D. 7 24 E. 7 25 43.60% 8.99% 14.05% 13.96% 13.99% 24. The range of the function defined by the equation f (x) 2x is A. y y 2 B. y y 0 C. y y 0 14.68% 27.80% 8.28% D. y y 0 E. all real numbers 5.87% 37.34% 25. The solution to the system of equations 2 8 5 2 17 x y x y includes which x value? A. 9 B. 3.667 C. 1 D. 6 E. 33 12.45% 12.56% 48.49% 16.00% 3.59% 7 24 R 25 Q S 38 7 NC Early Mathematics Placement Testing 20122013 26. Find the solution of the equation 32x3 81. A. x 4 B. 7 2 x C. x 3 D. x 2.5 E. 1 2 x 8.38% 64.04% 11.55% 6.60% 3.70% 27. Simplify: 50 18 32 A. 2 2 B. 6 2 C. 8 D. 8 2 E. 64 5.98% 58.93% 16.79% 10.92% 2.33% 28. Find all values of x for which 2x2 5x 1 0. A. 5 17 4 x B. 5 17 4 x C. 5 33 2 x 36.21% 15.85% 15.02% D. 5 17 4 x E. 5 17 2 x 11.93% 11.84% 29. Which expression below is an equivalent form of 2 2 + 3 x 1 x 1 (where x 1, x 1) ? A. 2 x 1 B. 5 x 1 x 1 C. 2 x 1 7.98% 34.83% 9.39% D. 2 5 1 1 x x x E. 2 1 1 1 x x x 12.96% 26.33% 39 40 41 3455 2907 2705 2688 2342 2282 2204 1514 1380 749 584 575 566 551 535 490 482 474 440 391 254 196 107 84 75 2340 1643 1453 2171 2106 2143 2376 1290 1394 809 847 942 983 1008 662 954 689 719 620 731 485 378 338 279 199 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Social and Behavioral Sciences PreMedicine, PreVeterinary Medicine or Pharmacy Medical Technologies and Allied Health Fields Security and Protective Services Biology and Biological Sciences PreK and Elementary Education Computer Science in a Business Area Automotive Technology Humanities Engineering Technologies Computer Science in a Mathematics, Engineering or Science Area Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Agriculture Secondary Education in a NonScience or Non Mathematics Area Family and Consumer Sciences Architecture and Related Services Natural Resources and Conservation Middle Grades Education Secondary Education in a Science and Mathematics Area Ethnic, Cultural and Gender Studies Percentage of Students Anticipated College Major 20122013 First Choice Second Choice 42 43 161 366 236 10 10 27 15 1237 57 1449 293 104 35 303 87 13 1230 954 972 40 47 234 106 1613 164 1367 823 359 133 780 379 124 1583 608 807 48 86 278 148 733 105 578 659 337 135 441 371 170 2108 508 688 78 129 411 200 536 101 426 621 293 153 291 254 223 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State… Placement Level by School Planning to Attend (1) 20122013 Level 4 (highest) Level 3 Level 2 Level 1 44 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20122013 Level 4 (highest) Level 3 Level 2 Level 1 45 V. Trends in NC EMPT Data, 19962013 The NC EMPT Program has compiled data from a pilot semester and sixteen full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 19981999 $5.46 20052006 $3.59 19992000 $4.55 20062007 $3.86 20002001 $4.24 20072008 $4.07 20012002 $3.62 20082009 $7.27 20022003 $4.02 20092010 $4.78 20032004 $4.96 20102011 $5.25 20042005 $3.79 20112012 $4.47 20122013 $5.26 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 20062007 Business/Administrative Sciences 12% Social and Behavioral Sciences 12% Engineering 11% PreMed/ PreVet/ Pharmacy 9% 20072008 Business/Administrative Sciences 13% Social and Behavioral Sciences 13% Engineering 12% PreMed/ PreVet/ Pharmacy 9% 20082009 Business, Management, and Marketing 13% PreMed/ PreVet/ Pharmacy 10% Visual and Performing Arts 9% Engineering 9% 20092010 Business, Management, and Marketing 12% PreMed/ PreVet/ Pharmacy 10% Engineering 9% Nursing 9% 20102011 Business, Management, and Marketing 11% PreMed/ PreVet/ Pharmacy 10% Engineering 10% Nursing 9% 20112012 Business, Management, and Marketing 12% Engineering 11% Nursing 11% PreMed/ PreVet/ Pharmacy 11% 20122013 Business, Management, and Marketing 12% Engineering 10% Nursing 9% Visual and Performing Arts 9% Note that testing during 20082009 occurred only during the second half of the school year. 47 * 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 0 10,000 20,000 30,000 40,000 50,000 60,000 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 2010 2010 2011 2011 2012 2012 2013 Number of Students Students Participating in NC EMPT, 19962013 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 Number of Schools High Schools Participating in NC EMPT, 19962013 48 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year Grade Level of Participating Students 19962013 Sopho more Junior Senior 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year EMPT Level of Participating Students 19962013 Level 4 (Highest) Level 3 Level 2 Level 1 49 0 5 10 15 20 25 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year Average Score Out of 32 Questions for Participants Each Year 19962013 Series1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year Students Planning to Go to College After High School Graduation 19962013 4year College 2year College 50 VI. Evaluation of the 20122013 Year Feedback from participating teachers is critical to the success of the program and responses are carefully reviewed and considered. The surveys in this section of the report were disseminated in May and June 2013 to the contact persons of the high schools involved in Option #2 testing during the spring of 2013. This is our largest and last testing window of the school year. Included are teachers from spring block or traditional calendars and from both public and 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 122 of 198 surveys anonymously returned, 62% of those polled responded. This response rate decreased slightly as compared to the rate from the previous year of 20112012 (69%). The associate director emailed four small batches of surveys to school contact persons throughout May and June 2013 as schools completed their last rounds of EMPT testing. An email reminder was sent to contact persons in each batch one week later. A Survey of 20122013 Participating Teachers Found… ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 98% strongly agreed or agreed that the tan brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20122013" included in each teacher's results package was useful to teachers in advising collegebound students. ♥ 98% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 99% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 100% Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 51 The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers, continue to make improvements, and maintain consistency in service. It is especially inspiring to receive a 100% vote of confidence with regard to the overall value of the service to high school students, parents, and teachers. The NC EMPT test is not mandatory and the fact that so many teachers voluntarily find room in their busy math curriculums to employ this early mathematics placement test is a testament to its value. Each year, NC EMPT Advisory Board members who represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2324 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, 98% of the contact persons responding found this brochure helpful in advising students. This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. Eight of the fifteen survey questions, down from twelve of fifteen the previous year, had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201112. In a positive light, the percentage of teachers who strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level increased from 85% in 201112 to 89% in 201213. Teachers also felt that the NC EMPT website, www.ncempt.org, was an informative tool for college mathematics placement testing in NC, indicated by an increase from 86% to 90%. However, it was evident that students’ opinions of the NC EMPT test had changed. This was indicated by a slight decline in agreement for questions number 6, 11, and 12. Teachers felt that slightly fewer students: were attentive and serious when testing, found their individualized results letters valuable, and found the NC EMPT experience useful for college plans. It was suggested by some teachers that the increased number of testing, including PLAN, ACT, PSAT, ACT, and MSL, has had an overwhelming effect on students. The NC EMPT Program enjoyed the services and continuity of one webmaster for a dozen years. Brian Manning, a fellow employee at ECU, created and maintained the site on a server housed on campus. He also managed the online registration form with great attention to detail. He was available to the associate director daily if questions arose. Manning took another position with a private company during the spring of 2012. A new webmaster was hired, but he was offsite, not an employee of ECU, and did not have the advantage of daytoday interaction with the web server or the EMPT staff. The associate director learned after the fact that the web server was down during several periods of time during 201213. Several teachers contacted the office and noted that they had registered online, but never received testing materials. The NC EMPT Office 52 did not realize that electronic copies of some registration forms were not being forwarded to the associate director’s email account from the server. There was also no way to retrieve these errant forms. Despite several attempts to contact all high school math chairs to alert them to the potential problem, too much time had passed and it was difficult for teachers who were affected to wait for the arrival of testing materials and find time late in each semester to administer the test. Part of the reason student participation was lower this year can be traced to the missing registration forms. This was also mirrored in survey question 2: “The online registration form was userfriendly and reliable.” Only 49% of contact persons rated this statement with strong agreement or agreement. Since February 2013, the associate director and administrative assistant have worked tirelessly with the ITCS Department to redesign and create a new website and online registration form, both of which will reside on a safer central server. The new site and form will be available on August 1, 2013. Of the 402 registration forms received from teachers during the 201213 academic year for one or more of the four available testing windows, 299, or 74%, were completed electronically and 103, or 26%, were completed by hand (and then mailed or faxed to the NC EMPT office). Question #5 was originally stated, “Test administration took a total of 55 minutes or less.” In reaction to last year’s survey results, this was reworded to increase the time to “60 minutes or less.” This proved to be a more accurate picture of the amount of time teachers needed to plan for the completion of NC EMPT testing: 94% of respondents in 201213 strongly agreed or agreed with the 60 minute block of testing time. The response rate for question #10, “Participating teachers took time to review test errors with students,” increased from 75% in 201112 to 77% in 201213. The best case scenario would be for teachers to return a test copy along with each student’s individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the valuable results letter personalized for their child. The NC EMPT website offers many supplementary worksheets and lists of top missed questions that could then be assigned to students to reinforce mastery of the highlighted weak skills. We are pleased that more teachers are taking time to review errors, especially realizing that competition for instructional time in the classroom is intense. A sample of the Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2013 As our high school contact person, you play a pivotal role in the success of NC Early Mathematics Placement Testing. THANK YOU for your time and many efforts! We need, read, and react to your valuable feedback! The deadline for your response is June 30, 2013. 53 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational mailings were sent to high school math chairs and last year's contact persons in September/October 2012 and then in March 2013. Several emails were sent as well. These mailings were helpful reminders of news and services available from the NC EMPT Program. 91 26 0 1 3 # 2. If you registered to test online, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 46 12 3 0 58 119 3. The NC EMPT website www.ncempt.org is an informative tool for college mathematics placement testing in NC. 62 47 0 0 12 121 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 100 22 0 0 0 122 5. Test administration took a total of 60 minutes or less. 76 38 5 2 0 121 Part A: Carefully read each statement below and respond by checking one box to the right of each statement. 54 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 6. Students were attentive and tested with a serious attitude. 42 59 17 0 4 122 7. The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 102 18 1 0 0 121 8. The test score summary received by each teacher for each class period was helpful. 99 21 0 0 2 122 9. The tan brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2012 2013" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 86 33 1 0 2 122 10. Participating teachers took time to review test errors with students. 32 62 16 3 9 122 11. Students found their individualized student results letters valuable. 54 56 4 0 7 121 55 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 12. Students found their NC EMPT experience useful for future college plans. 41 60 10 0 8 119 13. The NC EMPT Program accomplished its goal of providing your participating high school students with a "reality check" of their readiness for collegelevel mathematics. 76 44 1 0 1 122 14. The NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level (consider the seniors from your high school that participated in the program and plan to attend college in fall 2013). 43 65 6 1 6 121 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 89 32 0 0 0 121 56 Part B: Please type your thoughts about the three questions below: #16. The Measures of Student Learning (MSL) became the new common exams in 2012 2013 in public high schools. This included common exams for the first time in these 4thlevel math courses: Advanced Functions and Modeling and Precalculus. If you teach at a public high school, how did these newly mandated tests affect NC EMPT participation by fourthyear math students at your school during 201213? Number Comments About NC EMPT Participation by 4thYear Math Students in 201213 30 The MSL did not affect our participation in NC EMPT this school year; No change  we have always used NC EMPT; NC EMPT will continue to be used; We haven’t taken the MSL yet, so we continue to give the NC EMPT test; EMPT is such an easy process and a valuable tool. 22 I do not teach at a public high school and so we don’t have to worry about taking time to prepare for and administer the MSL. 16 The number of NC EMPT participants was lower this year. Teachers found it difficult to take time out of busy schedules preparing for MSL exams to administer the EMPT test; It is so hard to give up days in a 90day calendar; It is especially difficult in the spring semester to take time to give the EMPT test. We have more things going on that disrupt our teaching schedule and pull our students out of the classroom; Some of us still participated in EMPT this year. Our problem has been lack of interest by one teacher and forgetting to plan time for participation by other teachers. 5 We found a way! The time challenge to address all the objectives in the 4th year math course made it VERY difficult to find time to fit in EMPT, BUT we thought EMPT testing important enough that we made time; The emphasis on the MSL did make me second guess giving the EMPT due to the amount of material that has to be covered in Advanced Functions and Modeling (AFM), but EMPT is a reality check for students so I still gave it; My math department decided that EMPT is definitely worth the class time lost to give it; I think NC EMPT is an amazing program, but now with AFM being tested at the State level, I had to justify another day away from instruction; EMPT is a valuable investment in time despite the pressure of the MSL. 5 We did not give the EMPT test this year due to our preparation for the MSL, but we will work it in our schedule next year; Due to early MSL testing, I was unable to use the Option #2 testing materials you’d already sent me. I was very disappointed, but it was out of my control. I will continue to use EMPT in the future. I will return the unused materials. Thanks! 5 In fact, the students and I believe the EMPT test to be a better indicator of growth than the MSL; Students still took the test seriously and the results were valid; The EMPT test was still used as a better tool for students to see how prepared they are for what comes next for them. The MSL covered only those topics supposedly in the new, everchanging math curriculum. EMPT gives students a fair assessment of the types of questions they will face as they approach college placement; EMPT is a much better assessment tool than the MSL; EMPT allowed students to see another form of testing. 57 Number Comments About NC EMPT Participation by 4thYear Math Students in 201213 3 The students are getting overloaded with testing. I do not think they gave their best effort on the NC EMPT test this year; Students were confused as to which test they were taking for me; All of my students took the EMPT test, but not all of them took it seriously. 3 The new mandate to give the MSL to AFM and Discrete Math classes made our school want to participate in NC EMPT even more! EMPT is good practice for students to take a test that neither students nor teachers knew what material would be covered; The new requirement was more influential in increasing EMPT participation at our school; The EMPT test is good practice for the MSL. 2 We may find that in future years that we won’t have time to administer the EMPT test; I am afraid that we may have to cut out EMPT completely due to not getting all the curriculum covered this year. I do not like this idea because I think the EMPT test is beneficial to our students. 2 We still gave the EMPT test this year, but there was no time to go over test questions once scores came back due to the amount of time needed to cover the curriculum. 1 My teachermade final exam for AFM has questions similar to some of the EMPT test questions. The EMPT test is therefore a helpful review and my AFM students will continue to participate in EMPT. 1 I still participated this year for my AFM classes, but next year I might not. Unfortunately, AFM is now tested with a MSL and those scores reflect in my personal teacher evaluation. 1 This spring, the MSL were given before Memorial Day, which means that there was a shortened time to cover curriculum. Some teachers wanted to delay giving the EMPT test until after the MSL even though that would mean EMPT results wouldn’t be back until after the majority of seniors stopped coming to school due to pregraduation exercises. Those of us who gave the EMPT test before the MSL had to deal with one less day for instruction, as well as one more test to give in addition to the MSL and a schoolmandated teachermade exam. 1 EMPT tests are not used in the 4th level math courses (AFM, Discrete Math, Precalculus) at this school…most teachers do not feel they have time to give it. I personally do not agree, especially for AFM and Discrete Math students. I understand not to give the test to Precalculus students. They are typically juniors who will be taking calculus next year and the AP Calculus exam. We have an alternative math course for some lower level seniors. We did use the EMPT test for them. There were not time issues since this course does not have a MSL. 58 #17. Please share your tips and ideas: With SO many types of required testing filling the instructional calendar in both public and nonpublic high schools, how did you and your fellow math teachers squeeze NC EMPT in this year?!? We’d like to share your ideas with other teachers. Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars 9 We planned in advance for NC EMPT testing because we feel strongly that it is a valid benchmark for allowing students to see if they are ready for collegelevel math; Our teachers believe in NC EMPT and have been committed to giving the test for years; As much as I hate to lose instructional time, I think that this test is an eyeopener for some of my students. It also helped me improve my instruction; You can use the EMPT test as a review for material in Algebra II and beyond since the test topics are usually covered on high stakes testing as well. 9 We administer the EMPT test on days when teachers are absent. It is an excellent and instant lesson plan; I used EMPT as a substitute plan when I knew I was going be out of the classroom for a conference or meeting. This way I did not lose a day and my students still got to benefit from this fabulous service. 8 We gave the EMPT test on early release days or half days. Students are usually in class for just one hour on these shortened days and that’s the perfect amount of time to administer the test; We gave it on either the half day before Thanksgiving or the half day before Easter. These are days in which attendance is down and it’s difficult to teach new material. 7 We just knew that we needed to give the NC EMPT test to our kids – it’s as simple as that! We scheduled it in our calendars early and then we made sure we implemented it; We made sure to do it well before testing seasons heat up in Jan and May; I just put it in my lesson plans and fit other stuff around it; As we do our pacing guide for the semester, we schedule and EMPT test date and stick to it; We agreed to give up one of the tests we normally fit in the quarterly calendar and replaced it with the EMPT test. 5 We scheduled the EMPT test for the first day back from Thanksgiving Break (for the fall semester) and the first day back from Spring Break (for the spring semester); We test students as they walk back into school as a “let’s get back in the math mode” tool. 5 EMPT testing is invaluable in my opinion. As the math chairman, I went to my principal and we put it on the school calendar; As a department, we just set aside a date to test all our upperlevel students ; We schedule three days per semester near vacation time for testing (test, review results, practice weak areas); We schedule it into the calendar a year in advance. Generally the testing is done the same week every year. It is expected by everyone in the school that NC EMPT testing will take place during the designated week; We recognize the importance of this testing and its feedback, so we make it work. We establish a twoweek testing window so that teachers can fit the test in on a day convenient to them. 5 EMPT is easier to plan for when other school events are going on and you cannot start teaching a new topic effectively; We administer the test when we finished a unit; Testing is usually done when student participation in other things like the PSAT, PLAN, or ACT testing. Seniors are not involved in these, so it’s a great day to administer the EMPT. 59 Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars 5 When AP testing for Stats and Calculus is over, we always have extra class time. This is when we give the EMPT test and end up surprising quite a few of the overconfident students; My teachers gave the EMPT test after the MSL and EOC tests; During the regular final exam schedule, teachers gave the test during a class period when applicable students did not have an exam. 4 To save time and since we are on a 55minute class schedule, I had my students fill out the background information on the bubble sheets (opscan forms) the day before testing. Then we could be sure to devote fortyfive minutes for actual testtaking the next day. 4 We gave the EMPT test prior to the review for final exams so discussion of EMPT test results could be done during exam review. This helped review for the MSL as well. 4 Since we are a private school, it was easier to work EMPT into the schedule. We have far fewer mandated tests; Our school schedule is yearlong, so it wasn’t a big issue to work EMPT into our calendar; I always test in April so students in my yearlong classes have obtained more skills than they had in the previous fall; I am at a private school. I would not be willing to give up the class time for my students to take the EMPT test and then review the results once they are returned if I did not consider it a valuable source of information for my students. 4 I use EMPT to gather pre and posttest data for my students. I also use pretest results to help assign cooperative learning groups at the beginning of the semester; pretesting with Option #1 and posttesting with Option #2 allows me and my students to see growth in math skills important to their futures; We all gave the test in the fall. This gave us an indication of which concepts our students demonstrated strength in, as well as on indication of those that they found particularly challenging. We reviewed those result with the students. We administered the test again this spring so students could measure their progress in readying for collegelevel math courses. 2 We squeeze NC EMPT testing in around spring break. Sometimes it is the last thing we do before the break. 2 I gave the test to all seniors during the first semester. Then they would get a chance to bring up their score before they took their actual college math placement exam. The rest of my underclassmen took it in the spring; We just make sure we choose a day soon enough before the seniors leave in the spring. 2 My students did not need as much review for the MSL as the schedule allowed. So we used one of those extra days for NC EMPT. 2 I reviewed the Top Ten Missed Questions as a warmup at the beginning of a unit since there would be nothing new to review from the day before. I also reviewed small batches of the Top Thirty Missed Questions puzzle when a lesson was shorter than I thought it would be. Then I gave the EMPT test on an early release day; After my students got a reality check due to their scores from the NC EMPT test, I assign the Top Thirty Missed Questions as homework (a copy can be found on www.ncempt.org) and then use the Top Ten Missed Questions during the next two weeks (a copy can be found at the same website). This way I’ve gotten their attention and I can slowly build their confidence again. My students truly want to be prepared for college. 60 Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars 1 We have made practicing Algebra II topics part of our Discrete Math curriculum. The NC EMPT test is the most convincing vehicle to use to motivate these seniors who will be taking a college placement test in a few short months. We pretest, spend three weeks reviewing concepts, and then we posttest. By using NC EMPT and its feedback, the value of preparation is more meaningful to the students. Thank you, thank you, thank you! 1 We discussed EMPT results with our students and used this opportunity to talk to them about mathematics and to discuss their future plans. 1 I used the EMPT score as an extra credit grade and this motivated the students to take it seriously. 1 We take one class period to do NC EMPT testing. We use the scores as a measure to assess students’ algebra retention and help determine math class placement for the next term or school year. This is a great measure and one we will MAKE time for. 1 We make the EMPT test optional for students. They can take it after school. 1 I decided to give EMPT on Yearbook Day. Not much instruction is accomplished on that day. 1 The EMPT test is required of our students, but we offer it during study periods before lunch and let them work into their lunch hour. Then no instructional time is lost. 1 I actually created an internet “examview” answer sheet allowing instant feedback to my students. 1 We are fortunate at our high school because we have limited our testing to just the NC EMPT test and classroom exams! 1 We did a poor job of it this year. We waited too late to use the EMPT testing materials we’d already received and as a result our scores did not come back in time to distribute to students. We will do better with scheduling next year. #18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you’d like us to hear, please type them below. When finished, please remember to submit your survey answers by clicking on the box with the two arrowheads on the bottom right. Number Additional Comments About NC EMPT 16 Thank you, Ellen, for all the work you do! Everything is always so organized; Ellen and her staff were super responsive to our needs. Well done; I always love Ellen’s personal touches added to her mailings; Please don’t change anything; Your guys are awesome!!!! From ordering tests, to administering the test, you made it EASY for us; Thanks for all your support and timely responses to our needs; Awesome job again this year; Thanks for all the years you have worked with me. It’s been such a pleasant experience! 61 62 Appendix A The 20122013 Required Background Questions, Answer Key, and Parent/Guardian Brochure 63 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20122013, 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… 65 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. PreMedicine, PreVeterinary Medicine, or Pharmacy 020. Architecture and Related Services (e.g. city and community planning, environmental design architecture, landscape architecture,…) 021. Ethnic, Cultural, and Gender Studies (e.g. AfricanAmerican studies, Native American studies, Latin American Studies, Women’s studies,…) 022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest management,…) 023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise science, parks recreation and leisure facilities management, sports and fitness management,…) 024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…) 025. Automotive Technology C) My second choice of a college major is: (Use the list in question B for your selection.) D) I am presently enrolled in the following math course: (Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.) 1. Algebra II or Integrated Math III or Common Core Math III 6. Probability or Statistics or Discrete Math 2. Advanced Functions and Modeling 7. Calculus 3. Advanced Math or Algebra III or Advanced Algebra 8. Technical Math II or Trigonometry 9. Other 4. Integrated Math IV or Common Core Math IV 10. I am not currently enrolled in a math class. 5. PreCalculus E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you). F) Enter the period your math class meets. G) My plans initially after graduation are: 1. to attend a 4year college or university 5. to enter military service 2. to attend a 2year college or community/technical college 6. none of these 3. to initially attend a 2year college and then attend a 4year college 4. to attend a trade school or apprenticeship program H) How many collegelevel math courses will be required for your first choice of college major? 1. None 4. I don’t know. 2. One course 5. Not applicable to me 3. Two or more courses I) Please indicate your race/ethnicity. (This question is optional.) 1. American Indian or Alaskan Native 5. Hispanic or Latino 2. Asian or Asian American or Pacific Islander 6. Multiracial 3. African American or Black 7. Other 4. White J) Which calculator will you use on this test? 1. None 3. A scientific calculator 2. A fourfunction calculator 4. A graphing calculator K) How many college credits do you expect to have earned when you graduate from high school? 1. 0 3. 1630 5. 4660 2. 115 4. 3145 6. 60+ 66 Suggested Levels of the NC EMPT Program, 20122013 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, 20122013, Option #2 Question # Correct Answer Question # Correct Answer 1 C 17 E 2 B 18 D 3 D 19 D 4 C 20 B 5 E 21 A 6 B 22 D 7 B 23 A 8 D 24 B 9 C 25 C 10 E 26 B 11 A 27 B 12 C 28 A 13 A 29 E 14 E 30 A 15 D 31 C 16 E 32 B 67 inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring Actual college mathematics placement tests are often given during summer orientation s
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  2013 
Description  2012/2013 
Digital CharacteristicsA  5.51 MB; 86 p. 
Digital Format  application/pdf 
Pres File NameM  pubs_serial_finalreportuncgeneral20122013.pdf 
Full Text  e PREPARED BY: Dr. Johannes Hattingh, Program Director & Mrs. Ellen L. Hilgoe, Associate Director THE NORTH CAROLINA EARLY MATHEMATICS PLACEMENT TESTING PROGRAM Building 123, 1805 Charles Boulevard • Mail Stop 145 East Carolina University • Greenville, NC 278584353 2523286418 office • 2523282166 fax ncempt@ncempt.org email www.ncempt.org website to the UNC General Administration from the NC EMPT Program Advisory Committee Final Report 2012–2013 NC EMPT Project Summary 20122013 Be Wise  Be Prepared! North Carolina Early Mathematics Placement Testing has established itself during the past seventeen years as a reliable and extremely helpful service to high school students, parents, and teachers across the state. The program provides nonthreatening and eyeopening advice to these students at an opportune time, while there is time and motivation to strengthen and maintain mathematics skills necessary for success at the 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 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. Eligible students include those enrolled in Algebra II, Integrated Math III, Common Core Math III, Advanced Functions and Modeling, Precalculus, Discrete Math, Statistics, and any other upperlevel mathematics courses. Despite crowded curriculums, 701 teachers empowered 37,090 students during the 2012 2013 year to be better prepared for collegelevel mathematics. NC EMPT has now served more than 610,000 students since its inception in the spring of 1996. The program has stayed abreast and communicated to high schools the myriad of changes in high school mathematics curriculum, mathematics admissions requirements at NC community colleges and UNC institutions, and beginning mathematics course requirements for a variety of majors at these colleges/universities. NC EMPT serves as a crucial bridge connecting high school and collegelevel mathematics, particularly as students apprehensively step from grades 12 to 13. The program is strongly supported by the State of North Carolina and East Carolina University (ECU). Housed at ECU, NC EMPT continues to thrive and serve the entire state. Early intervention is an important key in reducing the percentage of incoming college freshmen that require mathematics remediation. NC EMPT embraces the fact that immediate and professional feedback has the most effective impact for students, parents, and teachers. Turnaround time for test results remains the quickest in our history and averaged 0.85 days! The 20122013 year is clearly captured in the following document titled “NC EMPT Quick Stats, August 2013.” The year was characterized by an increase in mandated testing in public high schools. The NC Board of Education and NC Department of Public Instruction (DPI) continued to make sweeping changes in an effort to better prepare every child for college and career readiness. For the first time, students in some fourthyear high school mathematics courses were administered a new common exam authored by DPI, the results of which were factored into the teachers’ yearly evaluations. Teachers hustled to thoroughly cover large curriculums in Advanced Functions and Modeling (AFM) and Precalculus. For some, time for voluntary NC EMPT testing was lost and many NC EMPT testing materials that were ordered in good faith by teachers and then delivered were not used. Overall participation in NC EMPT during 201213 decreased 16% as compared to the previous year. In addition to changes in mandated testing by DPI, the NC EMPT Program experienced many adjustments to its infrastructure this year. Four positions that had a direct impact on the program endured changes in personnel. Despite the length of time necessary to acclimate and train the new people in these positions, unexpected and positive changes occurred. With the change in webmasters and increased support from the technology team at ECU, a more modern NC EMPT website was created along with a more secure online registration form. The welcome appointment of a new program director, Dr. Johannes Hattingh, and a reorganization of divisions at ECU, brought NC EMPT back under the umbrella of the Mathematics Department. The NC EMPT Advisory Board continued to have strong participation by members and a keen interest in the effects of the national Common Core Movement on K16 education. The advisory board is comprised of representatives from the mathematics departments of University of North Carolina (UNC) institutions, North Carolina community colleges, the NC Department of Public Instruction, and the UNC General Administration (UNCGA). See pp. 6, 7. The board is also increasingly relied upon by UNCGA for advice in discussions about mathematics curriculum and requirements. In addition, Ellen Hilgoe, the associate director, was recognized for her NC EMPT experience and selected by the Southern Regional Education Board to help write a new transitional mathematics curriculum for high school seniors who are deemed not ready for collegelevel mathematics. Hilgoe traveled extensively during the summer of 2013 to participate in workshops and conferences with high school mathematics teachers in order to feel the pulse of their concerns, to promote the program, and to continue to help span the divide between high school and collegelevel mathematics. See Appendix B. Despite several setbacks, NC EMPT remained steady. The program continued to operate with an inexpensive budget, high school mathematics teachers embraced a measure that is useful and doable, and students are reaping the rewards by BEING BETTER PREPARED. Registration and participation in NC EMPT is still freeofcharge to all public and nonpublic high schools and their students! Register now at http://www.ncempt.org for the 20132014 year. 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 20122013 Participating Teachers Found… ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 98% strongly agreed or agreed that the tan brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20122013" included in each teacher's results package was useful to teachers in advising collegebound students. ♥ 99% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 100% strongly agreed or agreed that overall, the NC EMPT Program provides a valuable service to high school students and teachers. WHO should take the valuable practice math placement test offered by NC EMPT? High school students enrolled in: Algebra II Integrated Math III Common Core Math III Advanced Functions and Modeling PreCalculus Discrete Math Statistics and other upperlevel mathematics courses. Each pushpin in the state map to the left represents a participating high school during 20122013. 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……………………………….… 516 IV. Summary of 20122013 Testing………………………………………….… 1746 V. Trends in NC EMPT Data, 19962013……………………………………. 4750 VI. Evaluation of the 20122013 Year...………………………………….….… 5162 VII. Appendix A – 20122013 Required Background Questions, Answer Key, and Parent/Guardian Brochure…………………………. 6370 VIII. Appendix B – Promotion of NC EMPT Participation………………. 7176 IX. Appendix C – Top 10 Missed Questions, 20122013 NC EMPT Test Version; Top 30 Missed Questions Puzzle, Version 2....……. 7786 North Carolina Early Mathematics Placement Testing  A Treasure Chest of Mathematical Advice for the CollegeBound! I. From the Director Dr. Johannes Hattingh, September 2013 The NC Early Mathematics Placement Program (NC EMPT) provides high school students with a nonthreatening appraisal of their readiness for collegelevel mathematics. The results of this exam let students avoid remedial mathematics by knowing how they would fare on a real placement exam without penalty. The program encourages further mathematical preparation and participation by high school students so that they may be prepared mathematically for the courses in their planned programs of study, and it serves the State of North Carolina by lessening the need for remediation in mathematics. Dr. Robert Bernhardt, who served as the founder and Director of NC EMPT, since its inception in 1997, passed away December 2, 2012. Bob and our Associate Director Ellen Hilgoe have developed wide ranging contact and collaborative efforts with high school teachers across the state on behalf of mathematics and STEM initiatives. Under Bob’s leadership, NC EMPT became the largest EMPT program among the four remaining in the nation. We will miss you Bob. The success of NC EMPT is also due in part to the outstanding support and cooperation of everyone involved in the program, including the administrations at UNC General Administration and East Carolina University, the many high school mathematics teachers and students participating in the program, the stellar participation by members of the NC EMPT Advisory Board, and the superb and invaluable contributions and efforts of the Associate Director Ellen Hilgoe and her staff. NC EMPT underwent several changes during the past year, including a move to new physical location, the unveiling of a new website, and the housing of the program within the Department of Mathematics at ECU. The Advisory Board of NC EMPT is increasingly asked by UNCGA for advice on mathematics curriculum and related matters. 1 NC EMPT has made a significant difference in the transition from high school to college mathematics and I want to thank you all for all your invaluable contributions to NC EMPT. 2 II. From the Associate Director Ellen Hilgoe, August 2013 ! NC EMPT had a bumpy ride throughout 20122013. Unfortunately, the difficulties were caused by events out of our control. After a lengthy illness, the director, Dr. Robert Bernhardt, passed away. As a result of economic downsizing at ECU, our program was reorganized under different leadership. Our webmaster moved to another position off campus. Our liaison at the UNC General Administration, Dr. Bruce Mallette, retired. Newly mandated common exams in seniorlevel high school mathematics courses competed with the time teachers normally used to administer the NC EMPT test. Our student participation numbers dipped 16% as compared to 201112… However, we are a seasoned team! We have regrouped and retooled!! I’m proud to say that every member of our small band remains hardworking and believes in our cause. I am grateful for the guidance of the new NC EMPT director and chair of the ECU Mathematics Department, Dr. Johannes Hattingh. I appreciate the steadfast hands of the Advisory Board members, East Carolina University, and the UNC General Administration. The NC EMPT Crew! (1st row, l to r): Administrative Support Associate Debby Hodges, ECU student worker Magen Smith, Associate Director Ellen Hilgoe; (2nd row, l to r): student workers Holly Britton, Samantha Arnold, and Emily Fisher. The folks at ECU Mail Services do an excellent job! Mailman Mike Latham receives some Easter goodies as a thank you gift from Debby Hodges. We couldn’t move our massive amounts of NC EMPT packages statewide each year without the help of University Printing & Graphics and Mail Services! 3 III. Introduction The NC EMPT Program hopes to raise awareness of the importance of mathematics, and strives to give future incoming college freshmen an early warning of the mathematics skills necessary for successful placement in 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 20122013 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry (see pp. 3340 and pp. 7982). The questions were a result of a thorough study of current math placement tests used at NC community colleges and UNC institutions. Understanding the Basics of an EMPT Program Early Mathematics Placement Testing concisely describes a valuable intervention service provided to high school students in programs across the nation. The test allows students to experience a facsimile of an actual mathematics placement exam well before the first semester in college. Thus students, teachers, and parents become more aware of expectations, and therefore more able to react positively in a timely fashion. Students’ results letters are individualized, offer a wealth of information about mathematical readiness, and provide a “reality check” of a student’s current mastery of mathematics skills. Some EMPT programs in the United States target high school juniors, in the hope that reinforcement of mathematics skills or corrective action can be taken in the senior year. The North Carolina program offers “practice” placement testing to students close to completing Algebra II, Integrated Math III, Common Core Mathematics III, and to students in 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, Integrated Math III, or Common Core Math III term and during each subsequent math course. Reinforcement and retention of algebra skills is critical 5 because university mathematics placement tests consist primarily of algebra questions. For a closer look at the North Carolina EMPT Program, please read the documents found in Appendix A. Historically, a variety of EMPT programs have been offered, or are currently being considered, in at least 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 members meet annually each October and correspond often via phone, email, and postal mail throughout the year. The following list includes the members of the 20122013 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Central Piedmont Community College Suzanne Williams Mathematics Division Dept. of Public Instruction Barbara Bissell Chief, K12 Mathematics Educ. Division Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant East Carolina University Johannes Hattingh Director, NC EMPT and Chair, Dept. of Mathematics East Carolina University Ellen Hilgoe Associate Director, NC EMPT Elizabeth City State University Farrah Chandler Chair, Dept. of Mathematics & Computer Science Fayetteville State University Dwight House Interim Chair, Dept. of Mathematics & Computer Science NC A&T State University Guoqing Tang Interim Chair, Dept. of Mathematics NC Community College System Wanda White Director, Financial Aid & Student Success NC Community College System Cynthia Liston Assoc Vice President for Policy Research & Special Projects 6 NC Central University Solomon Abraham Dept. of Mathematics & Computer Sci. NC State University John Griggs Department of Mathematics NC State University Leslie Kurtz Department of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center UNCChapel Hill Joseph Plante Department of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Karrie Dixon Senior Associate Vice President for Academic and Student Affairs UNC Pembroke Steven Bourquin Chair, Dept. of Mathematics & Computer Science UNC Wilmington Kenneth Gurganus Dept. of Mathematics & Statistics Western Carolina University Nory Prochaska Director, Mathematics Tutoring Center, Dept. of Mathematics & Computer Science WinstonSalem State Univ. John O. Adeyeye Chair, Dept. of Mathematics Outreach Efforts of the NC EMPT Program The following groups are contacted via email, postal mail, and in presentations at workshops and conferences: North Carolina public and nonpublic high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents and secondary math coordinators NC community college presidents and mathematics department chairs University of North Carolina General Administration; institution chancellors, mathematics department chairs, and directors of admissions North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors North Carolina New Schools Project, Early College High Schools STEM Education (Science, Technology, Engineering, and Mathematics) East Carolina University High School Mathematics Contest NC Ready for Success, Director Dr. John Denning Southern Regional Education Board National early mathematics placement testing programs and individuals interested in such programs in the following states: Kentucky, Maryland, Nevada, Ohio, Tennessee, Wisconsin Also see Appendix B: Promotion of the NC EMPT Program. The associate director travels quite extensively to meet and greet high school mathematics teachers and administrators, and to attend and present at mathematics workshops and conferences. 7 A variety of efforts and media are used throughout the school year to encourage all public and nonpublic high school mathematics teachers, counselors, and administrators to take advantage of the free services the NC EMPT Program has to offer: Helpful supplementary materials that can be used in the classroom by teachers to reinforce mathematics skills found on college mathematics placement tests are created yearly by the associate director. The materials are disseminated via postal and State courier mail and email, and are also posted on the program’s website, www.ncempt.org. Free downloads are available. These materials include a listing of the most recent “Top Ten Missed Questions, 201213” and “Top Thirty Missed Questions Puzzle, Volume 2.” Samples of these two documents can be found in Appendix C. As a token of appreciation to teachers for their time and energy, the associate director tries each year to provide a helpful gift for the classroom and includes this with each batch of testing results for each participating teacher. The 2012 2013 gift was 7inch vinyl ruler with both English and metric measurements. It is illustrated on the cover of the report. The logo found on the ruler says it all, “Measuring absorption just got easier! Visit our website at www.ncempt.org.” In a special effort during 201213, the associate director created an outreach campaign that targeted students enrolled in high schools that had not participated in NC EMPT in the last 35 years. Also included were students enrolled in high schools located in Tier 1 counties in North Carolina. “The N.C. Department of Commerce annually ranks the state’s 100 counties based on economic wellbeing and assigns each a Tier designation. The 40 most distressed counties are designated as Tier 1.” The aggressive campaign was titled: TRY IT, YOU’LL LIKE IT! An abundance of extra 201112 test copies and opscan forms were dutifully returned by high school teachers in an effort to recycle unused materials. During the 201213 school year, 201112 test versions become Option #1 testing. The associate director decided to put a class set of 30 of these unused testing materials in the hands of each mathematics department chair of each high school that had not participated in the last 35 years or who chaired in a Tier 1 high school. 205 of these packets were mailed in early September 2012. In this mailing, the associate director encouraged the math chair to urge the teacher of just one class of students from Algebra II, Integrated Math III, Common Core Math III, Advanced Functions and Modeling, PreCalculus, Discrete Math, or Statistics to give the test a try. A sample of an advertisement for this campaign follows: 8 Dear Mathematics Teacher, THANK YOU for stepping up and becoming part of our “Try It, You’ll Like It” campaign! The NC Early Math Placement Testing Program provides a “practice” math placement exam that is a facsimile of the actual math placement exams currently given at NC community colleges and UNC institutions. Each of your participating students will receive individualized and confidential results that are: eyeopening! honest!! motivating!*! This is amazingly a FREE service provided by the State of North Carolina. We strive to provide students and teachers with a reality check of readiness for collegelevel mathematics while there is still time in high school to ensure this. We offer purely good advice  the scores will never be shared or compared. So after administering this set of tests to just one class, returning the opscans to us for grading, and then quickly receiving the results, WE ARE CONFIDENT that you will be so pleased that you will convince other math teachers to join in! ???????’s: Feel free to contact me. Ellen Hilgoe, Associate Director, hilgoee@ecu.edu, 2523286418. During the spring of 2013, mathematics department chairs and principals of the 205 highs schools that received “Try It, You’ll Like It” (TIYLI) packets in the fall of 2012 were reminded in a mailing that NC EMPT testing was also available during the spring semester. They were encouraged to give their students the NC EMPT opportunity. Results of the campaign were promising: Twentytwo high schools used the packets received, returned the opscans to the NC EMPT Office for grading, and received immediate results. Six of these twentytwo requested Option #2 materials for further testing. 6 high schools did not return opscans for grading from the packets received, but did request larger numbers of Option #2 testing materials for further testing. 9 A Quick Look at NC EMPT Participation Numbers 19972013 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 Grand Total of Participating High Schools (nonoverlapping) 288 Grand Total of Students Tested in 20002001 38,261 10 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 * A list of the 261 participating schools in 20122013 follows. 14 North Carolina Early Mathematics Placement Testing Program 20122013 Participating High Schools: 261 Participating Mathematics Teachers: 701 Participating Students: 37,090 A L BROWN HIGH ALAMANCE CHRISTIAN SCHOOL ANTIOCH CHRISTIAN ACADEMY APEX HIGH ARENDELL PARROTT ACADEMY ASHBROOK HIGH ASHE COUNTY HIGH ASHEVILLE HIGH ASHEVILLE SCHOOL BALFOUR EDUCATION CENTER BANDYS HIGH BARTLETT YANCEY HIGH BEAR GRASS CHARTER SCHOOL BEAUFORT COUNTY EARLY COLLEGE HIGH BEREAN BAPTIST ACADEMY BIBLE BAPTIST CHRISTIAN SCHOOL BREVARD HIGH BRUNSWICK COUNTY ACADEMY BUNCOMBE COUNTY EARLY COLLEGE BUNKER HILL HIGH BUNN HIGH BURNS HIGH C E JORDAN HIGH CALDWELL ACADEMY CALVARY BAPTIST CHURCH SCHOOL CALVARY BAPTIST DAY SCHOOL CAMTECH HIGH CAPE FEAR CHRISTIAN ACADEMY CAPE HATTERAS SECONDARY CARDINAL GIBBONS HIGH CARTER G WOODSON SCHOOL CARY ACADEMY CARY HIGH CEDAR RIDGE HIGH CENTRAL ACADEMY AT LAKE PARK CENTRAL ACADEMY OF TECHNOLOGY & ARTS CHAPEL HILL HIGH CHARLES D OWEN HIGH CHARLOTTE CATHOLIC HIGH CHARLOTTE ISLAMIC ACADEMY CHARLOTTE UNITED CHRISTIAN ACADEMY CHEROKEE HIGH CHERRYVILLE HIGH COASTAL CHRISTIAN HIGH SCHOOL COLLABORATIVE COLLEGE FOR TECH & LEADERSHIP COMMUNITY BAPTIST SCHOOL COMMUNITY CHRISTIAN SCHOOL CONCORD HIGH CORINTH HOLDERS HIGH CORNERSTONE CHRISTIAN SCHOOL COX MILL HIGH CREST HIGH CURRITUCK COUNTY HIGH CUTHBERTSON HIGH DAVID W BUTLER HIGH DAVIE COUNTY HIGH DISCOVERY HIGH DURHAM SCHOOL OF THE ARTS EAST BURKE HIGH EAST CARTERET HIGH EAST GASTON HIGH EAST HENDERSON HIGH EAST RUTHERFORD HIGH EAST WAKE ACADEMY EAST WAKE SCH OF ARTS, EDUC, & GLOBAL STUDIES EASTERN ALAMANCE HIGH EASTERN GUILFORD HIGH EASTERN WAYNE HIGH ELON SCHOOL ENKA HIGH EPIPHANY SCHOOL OF GLOBAL STUDIES FAIRMONT HIGH FAITH CHRISTIAN SCHOOL, RAMSEUR FAITH CHRISTIAN SCHOOL, ROCKY MOUNT FARMVILLE CENTRAL HIGH FAYETTEVILLE CHRISTIAN SCHOOL FIKE HIGH FIRST ASSEMBLY CHRISTIAN SCHOOL, CONCORD FIRST FLIGHT HIGH FLETCHER ACADEMY, RALEIGH FOREST HILLS HIGH FORESTVIEW HIGH FORSYTH COUNTRY DAY SCHOOL FRANKLIN ACADEMY FRANKLIN HIGH FRED T FOARD HIGH FREEDOM HIGH GARINGER HIGH GASTON CHRISTIAN SCHOOL GASTON DAY SCHOOL GATES COUNTY HIGH GOSPEL LIGHT CHRISTIAN SCHOOL GRACE CHRISTIAN SCHOOL, SANFORD GRAHAM HIGH GRANVILLE CENTRAL HIGH GREEN HOPE HIGH GREENFIELD SCHOOL GRIMSLEY HIGH HALIFAX ACADEMY HARDING UNIVERSITY HIGH HARRELLS CHRISTIAN ACADEMY HAWBRIDGE SCHOOL HAWTHORNE HIGH HAYWORTH CHRISTIAN SCHOOL HEIDE TRASK HIGH HIBRITEN HIGH HICKORY CAREER & ARTS MAGNET HIGH HICKORY HIGH HICKORY RIDGE HIGH HIGHLAND SCHOOL OF TECHNOLOGY HOBGOOD ACADEMY HOKE COUNTY HIGH HOWARD HEALTH & LIFE SCIENCES HIGH INDEPENDENCE HIGH, CHARLOTTE J F WEBB HIGH J W TURLINGTON ALTERNATIVE SCHOOL JACK BRITT HIGH JACKSONVILLE HIGH JESSE C CARSON HIGH JIMMY C DRAUGHN HIGH JOHN PAUL II HIGH SCHOOL JORDANMATTHEWS HIGH KESTREL HEIGHTS SCHOOL 15 KINGS MOUNTAIN HIGH KINSTON HIGH LAKE NORMAN CHARTER LAKE NORMAN HIGH LAWRENCE ACADEMY LEE CHRISTIAN SCHOOL LEESVILLE ROAD HIGH LEXINGTON SENIOR HIGH LINCOLN CHARTER SCHOOL MADISON EARLY COLLEGE HIGH MAIDEN HIGH MALLARD CREEK HIGH MANTEO HIGH MARIE G DAVIS MILITARY & GLOBAL LEADER ACAD MATTAMUSKEET EARLY COLLEGE HIGH MCDOWELL HIGH METROLINA CHRISTIAN ACADEMY MIDDLE CREEK HIGH MILLBROOK HIGH MOORESVILLE HIGH MOUNT PLEASANT HIGH MOUNT TABOR HIGH MOUNTAIN YOUTH SCHOOL NANTAHALA SCHOOL NASH CENTRAL HIGH NASHROCKY MOUNT EARLY COLLEGE HIGH NEEDHAM BROUGHTON HIGH NEUSE CHRISTIAN ACADEMY NEW BERN HIGH NEW GARDEN FRIENDS SCHOOL NEW HANOVER HIGH NEWTONCONOVER HIGH NORTH BRUNSWICK HIGH NORTH DAVIDSON HIGH NORTH EDGECOMBE HIGH NORTH FORSYTH HIGH NORTH LENOIR HIGH NORTH LINCOLN HIGH NORTH MECKLENBURG HIGH NORTH MOORE HIGH NORTH PITT HIGH NORTH RALEIGH CHRISTIAN ACADEMY NORTH STOKES HIGH NORTH WILKES HIGH NORTHEAST ACADEMY NORTHERN GUILFORD HIGH NORTHSIDE CHRISTIAN ACADEMY NORTHSIDE HIGH, JACKSONVILLE NORTHWEST CABARRUS HIGH NORTHWEST SCHOOL OF THE ARTS OAKWOOD SCHOOL OCRACOKE SCHOOL OLYMPIC SCH OF BIOTECH, HLTH, & PUBLIC ADMIN OLYMPIC SCH OF MATH, ENG, TECHNOLOGY & SCI OLYMPIC SCH OF RENAISSANCE ORANGE HIGH PAGE HIGH PARENT REQUEST 1 PASQUOTANK COUNTY HIGH PENDER EARLY COLLEGE HIGH PENDER HIGH PERSON HIGH PHILLIP O BERRY ACADEMY OF TECHNOLOGY PIEDMONT HIGH PINE FOREST HIGH PUNGO CHRISTIAN ACADEMY REID ROSS CLASSICAL SCHOOL RICHLANDS HIGH RICHMOND SENIOR HIGH RIVERSIDE HIGH, WILLIAMSTON ROANOKE RAPIDS HIGH ROBBINSVILLE HIGH ROBERT L PATTON HIGH ROBESON CO EARLY COLLEGE HIGH ROCKY MOUNT ACADEMY ROCKY MOUNT HIGH ROCKY RIVER HIGH RUTHERFORD EARLY COLLEGE HIGH SAINT STEPHENS HIGH SALEM ACADEMY SAMPSON EARLY COLLEGE HIGH SCHOOL OF INQUIRY & LIFE SCIENCES @ ASHEVILLE SCOTLAND EARLY COLLEGE HIGH SCOTLAND HIGH SHEETS MEMORIAL CHRISTIAN SCHOOL SOUTH CALDWELL HIGH SOUTH GRANVILLE HIGH OF HLTH & LIFE SCI SOUTH GRANVILLE HIGH OF INTEG TECH & LEADER SOUTH LENOIR HIGH SOUTH VIEW HIGH SOUTHEAST RALEIGH MAGNET HIGH SOUTHERN ALAMANCE HIGH SOUTHERN GUILFORD HIGH SOUTHERN HIGH SCH OF ENGINEERING SOUTHERN WAYNE HIGH SOUTHLAKE CHRISTIAN ACAD SOUTHWEST EDGECOMBE HIGH SPRING CREEK HIGH ST THOMAS MORE ACADEMY STARMOUNT HIGH SURRY EARLY COLLEGE HIGH OF DESIGN TABERNACLE CHRISTIAN SCHOOL, HICKORY TERRY SANFORD HIGH TOPSAIL HIGH TRINITY ACADEMY OF RALEIGH TRINITY CHRISTIAN SCHOOL, GREENVILLE TRINITY HIGH TRINITY PREP HIGH SCHOOL TUSCOLA HIGH UNION ACADEMY, MONROE UNION GROVE CHRISTIAN SCHOOL VANDALIA CHRISTIAN SCHOOL VICTORY CHRISTIAN CENTER SCHOOL VILLAGE CHRISTIAN ACADEMY WAKE FOREST/ROLESVILLE HIGH WAKE YOUNG WOMEN’S LEADERSHIP ACADEMY WAKE/NC STATE STEM EARLY COLL HIGH WALTER M WILLIAMS HIGH WARREN COUNTY HIGH WARREN NEW TECH HIGH WASHINGTON HIGH WAYNE EARLY MIDDLE COLLEGE HIGH WAYNE SCH OF ENGINEERING @ GOLDSBORO HIGH WEAVER ACADEMY WEST BRUNSWICK HIGH WEST CARTERET HIGH WEST CRAVEN HIGH WEST HENDERSON HIGH WEST STANLY HIGH WESTCHESTER COUNTRY DAY SCHOOL WESTERN HARNETT HIGH WESTOVER HIGH WHEATMORE HIGH WILKES CENTRAL HIGH WILLIAM AMOS HOUGH HIGH WILSON CHRISTIAN ACADEMY WOODLAWN SCHOOL WOODS CHARTER ******** Visit us online for a wealth of information about preparing for collegelevel mathematics: www.ncempt.org 16 IV. Summary of 20122013 Testing Two versions of the NC EMPT test were administered during the year. For those schools interested in pretesting early in a new term for diagnostic and motivational purposes, the previous 20112012 version was used (pretesting data for Option #1 can be found on page 14). Option #2, used by the vast majority of schools, involves administering the new 20122013 version of the NC EMPT test later in the term. High schools have the choice to participate in Option #1 or Option #2, or both. Teachers administered the traditional paperandpencil test in their classrooms. Interesting data is given below: Participants Using the 20122013 Version of the NC EMPT Test (Option #2): Time Period Number of Students Fall 2012 10,592 Spring 2013 18,246 Total for Year 28,838 NC EMPT Levels Student opscan forms were graded at the NC EMPT office at East Carolina University. Feedback was returned to the school’s contact person immediately. Turnaround time is defined to be the amount of time it takes to return testing results from the day a batch of opscans arrives at the NC EMPT office to the day the results are mailed back to the high school from the office. The average turnaround time during 20122013 for the return of Option #1 and Option #2 test results to 37,090 students was 0.9 days, our fastest time ever! The resulting scores were classified into one of four EMPT levels. Beginning in 19992000, the numeration of these levels was aligned with the achievement levels designed by the North Carolina State Board of Education in High School Participation in Testing Options #1 or #2, 20122013 Option #1 Option #2 34 53 174 High School Participation in Option #2 20122013 Fall 2012 Spring 2013 43 66 118 17 the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the highest: EMPT Level Number of Correct Answers 1 011 2 1216 3 1724 4 2532 These scores were then used to advise each student in a personalized letter. Each letter contained a test score, the test score converted to a percent, a corresponding EMPT level, a listing of the mathematical objective for each test question, a listing of each answer given by the student, a listing of each correct answer, and an interpretation of each student’s readiness to take collegelevel mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for collegelevel math courses and must take remedial mathematics. Level 2: A Level 2 score indicates the student must take remedial mathematics in some choices of majors. Level 3: A Level 3 score indicates the student is ready for a beginninglevel college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science, or engineering. Level 4: A Level 4 score indicates a solid high school preparation for collegelevel mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful Web site addresses were provided for the mathematics department and math course descriptions for the college or university of choice. Samples of student results letters at two different levels follow. The contact person of each participating high school also received a summary, in various formats, of the test results of all students who participated at the school. Individual teachers received helpful results by class and period. Each teacher was provided with a copy of a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2012 2013,” 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. 18 19 20 21 22 Western Carolina University Undergraduate and transfer students admitted to Western Carolina University who wish to take mathematics beyond entry level courses* are placed according to the WCU Mathematics Placement Criteria show in the table. WCU Mathematics Placement Criteria For more information about the WCU Department of Mathematics and Computer Science, visit: http://www.wcu.edu/8462.asp For WCU math course descriptions, visit: http://catalog.wcu.edu (Select "Course Information" in the left column, type in the keyword "MATH," and then click on individual math courses.) UNC Wilmington All entering freshmen at the University of North Carolina at Wilmington take a mathematics placement test during Orientation. The test results, along with the student’s intended major, will be used to determine the most appropriate Precalculus, Calculus, or General Education mathematics course for the student. The student’s advisor will help in this selection. The UNCW mathematics placement test covers Algebra I, Algebra II, Advanced Math and some Trigonometry. Students take the test on a computer (no computer skills are necessary!); it is multiplechoice WinstonSalem State University MATH CUTOFF SCORES AND COURSE PLACEMENT Placement Test Taken . SCORE Course Placement Elementary Algebra............................... 0  41 ............................... MAT 1306 (Basic Algebra) Elementary Algebra............................... 42  ............................... MAT 1311 (College Algebra), or . MAT 1323 (Fundamentals of Mathematics) College Level Math................................ 10  59 ............................... MAT 1311 (College Algebra) College Level Math................................ 60  75 ............................... MAT 1312 (Precalculus I) College Level Math................................ 76  85 ............................... MAT 1312H (Honors version) College Level Math................................ 86  103 ............................... MAT 1313 (Precalculus II) College Level Math................................ 104  ............................... MAT 2317 (Calculus I) UNC Charlotte Most entering freshmen at the University of North Carolina at Charlotte take a mathematics placement exam during the SOAR (Student Orientation and Registration) program prior to their first semester of courses. The 20122013 Mathematics Placement Test at UNC Charlotte is noncalculator based and consists of 25 questions on algebra. A score of 0 – 11 mandates a student to enroll in MATH 0900, a Basic Mathematics Skills course offered by a local community college on the UNC Charlotte campus. The student will receive 1 hour college credit for this course. A score of 1217 means that the student may register to take MATH 1100 (College Algebra) or MATH 1103 (Precalculus), depending upon the major. A score of 18 or higher means that the student may register for MATH 1120 (Single Variable Calculus) or MATH 1241 (Differential and Integral Calculus I). It is very important that students be prepared and not let their mathematical skills deteriorate prior to the date of the placement test. Students are well advised to take their mathematics courses as soon as they enroll in college, before they lose the skills that they have gained in high school. Students who are applying for AP Mathematics (Calculus or Statistics) credit need not take the placement exam. For more information about the UNCC Department of Mathematics, visit: http://www.math.uncc.edu For UNCC math course descriptions, visit: http://catalog.uncc.edu/undergraduatecatalogs/current/coursedescription/MATH UNC Greensboro All entering students at UNCG may enroll in MAT 112 (Contemporary Topics in Mathematics), MAT 115 (College Algebra), MAT 150 (Precalculus I), or STA 108 (Elementary Intro. to Probability and Statistics). These courses do not have prerequisites and hence no student is required to take the Mathematics Placement Test in order to enroll into one of them. Science or Business majors with very stong background in precalculus or calculus should consult (at least two months prior to the beginning of a semester via email address: matplace@uncg.edu) with the Department of Mathematics and Statistics in order to discuss the possibility of taking the Mathematics Placement Test. The Mathematics Placement Test is an hour long, 20question, noncalculator based test administered online (at any time and at any location). Eligibility of being placed in a more advanced course depends on the performance on this test. Additional information can be found at http://www.uncg.edu/mat/undergraduate/mathplacetest.html. For more information about the UNCG Mathematics and Statistics Department, visit: http://www.uncg.edu/mat/index.html For UNCG math course descriptions, visit: www.uncg.edu/mat/mat/matcour.html WinstonSalem State University The majority of entering freshmen at WinstonSalem State University take a mathematics placement exam during their orientation session prior to their first semester of college courses. The placement test given for mathematics is the ACCUPLACER Computerized Placement Test. The students are given the Elementary Algebra and the CollegeLevel Mathematics parts of this placement test, both of which are calculator based. For more information about the WSSU Mathematics Department, visit: http://www.wssu.edu/collegeartsscience/departments/ mathematics/default.aspx For WSSU math course descriptions, visit: http://www.wssu.edu/collegeartsscience/departments/mathematics/mathematicscoursedescriptions. aspx NORETHM CARPOLITNA For more information, contact: Ellen Hilgoe, NC EMPT Associate Director Building 123, 1805 Charles Boulevard, Mail Stop 145, East Carolina University, Greenville, NC 278584353 Phone: 2523286418 • Fax: 2523282166 • Email: ncempt@ncempt.org 4,200 copies of this public document were printed at a cost of $602.79, or $.14 per copy. ASC006215 (rev. 10/12) Printed on recycled paper. inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring *An early intervention and outreach program of the State of North Carolina. A North Carolina Early Mathematics Placement Testing* Program . . . a comprehensive listing of placement procedures and preparation suggestions for students preparing for college entrance testing UNC Pembroke Freshmen entering the University of North Carolina at Pembroke take a departmentaldeveloped mathematics placement test during their orientation session prior to their fall semester of classes. The 20122013 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 204208 of the document.) continued . . . and untimed; a nongraphing calculator is available on each computer. For more detailed placement information, see the web site: http://www.uncw.edu/math. Most mathematics courses require minimum placement results before a freshman, without appropriate advanced placement or college transfer credit, can enroll in the course. Progress toward satisfying requirements for a major can be delayed if a student’s mathematics skills are not brought up to the college level in a timely manner. It is important that students take a mathematics course during their senior year in high school so that skills do not become rusty! For more information about the UNCW Department of Mathematics and Statistics, visit: http://www.uncw.edu/math For UNCW math course descriptions, visit: http://catalogue.uncw.edu/. (Scroll down on the left and in box labeled "Search Catalogue" type in "math course descriptions.") UNC Wilmington, continued 20122013 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 5dayaweek course that does not count towards graduation. Not placing into college level mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with an ND designator. For example, a student must place into collegelevel mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http://www.mathsci.appstate.edu For ASU math course descriptions, visit: http://www.registrar.appstate.edu/catalogs/12_13_undergrad/11_artsandsciences.pdf. (See pages 101107 of the document.) North Carolina Community Colleges The majority of students entering a community college in North Carolina take a mathematics placement exam during their summer orientation session or just prior to their first semester of college courses. There are three different types of math placement tests given across the state. Each college establishes their own using statewide criteria for placement into the first collegelevel math courses. That is, cutoff scores for math placement are standardized across the community college system. These scores are also transferable among the fiftyeight community colleges. The NC EMPT practice placement test includes topics from Algebra I, Geometry, and Algebra II. Community college math placement exams will also ask students to demonstrate proficiency in arithmetic skills, such as fractions, decimals, and percents. It is important that students brush up on these skills. Students may contact the Mathematics Department of their chosen community college for information about additional math courses that may further prepare them for college. Elizabeth City State University ECSU uses Accuplacer, a computer adaptive test, to determine appropriate placement of students into mathematics courses. The placement test is administered to new freshmen and transfer students during the summer orientation sessions and at other designated periods throughout the academic year. Students with SAT (Math) scores greater than or equal to 500 are exempt from testing. The test items include topics involving arithmetic computations, algebra, precalculus and trigonometry. A score below 70 requires students to enroll in a developmental mathematics course, GE 109 (Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 (College Algebra). Students scoring 85 or more may enroll in GE 118 (PreCalculus). The calculatorbased test contains multiplechoice questions that are untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior year to provide a “smooth” transition into college level mathematics. For more information about the ECSU Department of Mathematics and Computer Science, visit: http://www.ecsu.edu/mcs For ECSU math courses descriptions, visit: http://www.ecsu.edu/undergrad_catalog/mathematicscoursedescriptions.htm Fayetteville State University Prior to enrollment in a math class, firsttime freshmen and certain transfer students at Fayetteville State University (FSU) take a computer adaptive mathematics profile exam during their orientation session. University College makes every effort to place students in courses that correspond to their level of academic preparation. Advisors use high school Grade Point Average (HS GPA), SAT scores, and scores on the Profile placement examination (administered during First Steps) as criteria. NC Central University Undergraduates admitted to North Carolina Central University take noncalculator based mathematics placement tests before registering for classes (unless they are transferring in appropriate credits). Students with a 480 or higher on the SATMath section or a 20 or higher on the ACT are exempt from placement testing. Students with less than 480 on the SATMath section or less than 20 on the ACT take an Accuplacer assessment (untimed) on elementary algebra and on intermediate algebra. Placement is then made to Introductory College Algebra or to College Algebra. Placement testing is available at the beginning of each semester, during the Early Orientation Programs, and by appointment. To prepare for the mathematics placement tests, you should review materials and work problems relating to the following topics: arithmetic calculations and algebraic operations; algebraic expressions involving polynomials; exponents and logarithms; graphs of functions; linear and quadratic equations; systems of equations; and NC State University Entering freshmen at NC State are strongly encouraged to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer orientation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 (Intermediate Algebra)*, which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 (Calculus I), which is the first course of the threesemester calculus sequence. In addition, upon admission and prior to registration each entering freshman must take the NC State University online skills test. Students who have not taken the SAT Subject Test must use their online skills test score. The SAT Subject Test is preferred. Between onefourth and onethird of the students entering NCSU have taken the AP Calculus AB exam or the AP Calculus BC exam and have received placement based on their scores. For more information about placement opportunities, visit http://www.math.ncsu.edu/undergrad/whichclass. php, and then click "Placement Information." For prerequisites for all courses, see http://www2. acs.ncsu.edu/reg_records/crs_cat/MA.html. For more information about the NCSU Department of Mathematics, visit: http://www.math.ncsu.edu For NCSU math course descriptions, visit: http://www2.acs.ncsu.edu/reg_records/crs_cat/dir_MA.html (Then click on the math course number for description.) *MA 101 can only be taken at NCSU during the first and second summer sessions. MAT 161 is an equivalent course offered at NC Community Colleges. NC A&T State University Since the fall semester of 2011, all incoming freshmen or transfer students will be initially placed into an appropriate Math course based on their highest SAT or ACT Math, or SAT Subject Test – Math Level II scores. A student with an SAT Math score of less than 440, or SAT Subject Math Level II score of less than 430, or ACT Math Score of less than 16 will be placed on MATH 099Intermediate Mathematics, a remedial mathematics course offered by the Center for Academic Excellence. An SAT Math score between 440 and 480, or SAT Subject Math Level II score between 430 and 460, or ACT Math score between 16 and 18 allows the student to enroll in MATH 101Fundamental Algebra and Trigonometry I (for nonSTEM majors) or MATH 103Collge Algebra and Trigonometry for Scientists and Engineers (for STEM majors) offered by the Mathematics Department. An SAT Math score between 490 and 540, or SAT Subject Math Level II score between 470 and 530, or ACT Math score between 19 and 21 requires that the student enroll in MATH 110Precalculus for Engineering Sciences, or MATH 111College Algebra and Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 550 or higher, or SAT Subject Math Level II score of 540 or higher, or ACT Math score of 22 or higher allows the student to enroll in MATH 131Calculus I also offered by the Mathematics Department. If a student is not satified with his/her initial math course placement, s/he can take the Mathematics Department developed Algebra (for placement of MATH 099, 101, 103, and 111) or Precalculus (for placement of MATH 110 and 131) placement tests. The Algebra placement test contains 35 multiple choice questions, while the Precalculus placement test contains 30 multiple choice quesitons. The test time for both tests is limited to 50 minutes, and no calculator is allowed in either test. A score of less than 15 in the Math Dept. Algebra placement test requires that the student enroll in MATH 099. A score between 15 and 19 in the Math Dept. Algebra placement test allows the student to enroll in MATH 101 if the student is a nonSTEM major or MATH 103 if the student is a STEM major. A score of 20 or higher in the Math Dept. Algebra placement test will place the student in MATH 111. A score beteen 13 and 16 in the Math Dept. Precalculus placement test requires that the student enroll in MATH 110. A score of 17 or higher allows the student to enroll in MATH 131. For more information about the NC A&T Department of Mathematics, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/math/ For NC A&T math course descriptions, visit: http://www.ncat.edu/academics/schoolscolleges1/cas/math/courses.html UNC Asheville Each incoming UNCAsheville student is asked to visit the Math Placement website before his/her summer registration appointment. This can be done at home or on campus by visiting the Math Department Website: http://math. unca.edu/. Click For Students in the blue menu on the right and then select Math Placement in the drop down menu. The website gives the answers to important questions regarding course requirements. It customizes the information needed for students to make the best course selection for their individual plans by asking students about their intended major and math background. We expect that the majority of new students will be able to click their way through the website to determine which math course to take, without ever needing to take a math placement test. However, there are some individual circumstances where a placement test is crucial. Consequently, a 20question, multiplechoice, calculatorbased exam is built into the site. The website supplies all of the placement information directly to the students to help them make the most informed math course decision possible. Obviously, it is in each student’s best interest to do the website test without help from anyone else. Calculus course sections will administer pretests at the start of the semester to check that these students are enrolled in the most appropriate course. For more information about the UNCA Department of Mathematics, visit: http://math.unca.edu/ For UNCA math course descriptions, visit: http://registrar.unca.edu/coursecatalogs. Click on the current courses catalog (at the top of the list) and go to pp. 224230 within the catalog. East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam prior to their first college courses. The 20122013 mathematics placement test at ECU is a 32question algebra test, which is calculator optional. A fourfunction calculator may be used and should be brought by the student to orientation for use on the ECU math placement exam. A score of 13 or less on this test requires the student to enroll in a remedial math course. A score of 14 or more allows a student to enroll in MATH 1065 (College Algebra), 1066 (Applied Mathematics for Decision Making), or 2127 (Basic Concepts of Mathematics I), all of which count toward the general education mathematics requirement. Placement into freshman mathematics courses can also be based on SAT mathematics scores. For example, no placement test is required if a student’s SAT I math score is 540 or above, OR if the SAT Subject Test – Mathematics Level 2 score is 400 or above, OR if the ACT math score is 20 or above. It is very important that students take a mathematics course during their senior year of high school so that skills are retained. For more information about the ECU Mathematics Department, visit: http://www.ecu.edu/math/ For ECU math course descriptions, visit: http://www.ecu.edu/csacad/Ugcat/CoursesM.cfm#math (See pages 469474 of the document.) For ECU math placement test review questions, visit: http://www.ecu.edu/math/ (In left column, click on "Math Placement Test." Then click on "Review Test.") FSU MATH PLACEMENT CRITERIA AND COURSE PLACEMENT Placement Criteria Course Placement 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 25 26 27 28 29 3% 2% 0.40% 0.10% 7% 1% 1% 0% 0.30% 1% 9% 11% 0.40% 0.10% 7% 3% 1% 0% 1% 0% 9% 10% 0.30% 0.10% 2% 3% 0.10% 0% 1% 0.30% 9% 10% 0.40% 0.1% 1% 3% 0.10% 0% 1% 0.40% 0 500 1000 1500 2000 2500 3000 3500 Algebra II or Integrated Math III or Common Core Math III Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra, or Trigonometry Integrated Math IV or Common Core Math IV PreCalculus Probability or Statistics or Discrete Math Calculus Technical Math II Other I am not currently enrolled in a math course Number of Students Placement Level by Current Math Course 20122013 Level 4 (highest) Level 3 Level 2 Level 1 30 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 91011121314151617181920212223242526272829303132 Number of Students Score NC EMPT Score Frequency 20122013 Freq… 0 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031 32 Percent Correct Question # Item Analysis 20122013 31 NC EMPT 20122013 Question Objective # Correct % Correct 11 multiply nos. in scientific notation 28025 84.49 18 evaluate function 27696 83.5 22 evaluate expression 27314 82.35 1 arrange fractions in order by size 27178 81.94 21 solve word problem: percent increase 26810 80.83 6 find yintercept of line 26567 80.1 7 solve word problem: linear function 26425 79.67 2 solve linear equation 26355 79.46 24 find range of abs. value function 25507 76.9 19 solve word problem: proportion 25315 76.32 27 add and subtract radical terms 25228 76.06 32 solve word problem: square root function 24665 74.36 14 solve word problem: arith. mean 24484 73.82 10 apply midpoint formula 24371 73.48 25 solve system of two linear equations 23586 71.11 4 solve word problem: circumference 23313 70.29 5 find area of a trapezoid 23313 70.29 20 multiply polynomials 23275 70.17 3 rewrite using law of neg. exponents 23127 69.73 15 find quadratic function given zeros 23107 69.67 31 find angle measure in triangle 23090 69.62 8 compare numbers 22816 68.79 9 apply Pythagorean Theorem 21965 66.22 16 solve word problem: percent markdown 21573 65.04 23 find value using right triangle trig 21296 64.21 30 find equation of line 21002 63.32 13 simplify complex fraction 20816 62.76 28 solve quadratic equation 20442 61.63 26 solve exponential equation 19078 57.52 29 add rational expressions 17721 53.43 17 recognize function given data 15979 48.18 12 solve formula for variable 14222 42.88 Item Analysis by Decreasing %, 20122013 Note that each "percent correct" in the previous "20122013 Item Analysis" bar graph and in this corresponding table was calculated by dividing the number of students who answered each question correctly by the total number tested, which was 28,838 (Option #2). The percentages for the next document, "NC EMPT Test Result, 20122013 Version," were calculated differently and the data for this analysis was incomplete, so the results were slightly different. 32 1 NC Early Mathematics Placement Testing 20122013 NC EMPT Test Results, 20122013 Test Version Total Students Tested: 28,838 Placement Levels (#1 lowest  #4 highest) (paper and pencil test) Level 1: 26% Level 3: 33% Mean Score: 16.7 out of 32, or 52% Level 2: 25% Level 4: 16% This test is calculator optional. The current calculator usage policy on the actual math placement test for each UNC institution and NC community college is shared with high school math teachers prior to testing. For this test version: 42% used a graphing calculator, 28% a scientific calculator, 17% a fourfunction calculator, and 13% no calculator. Correct answers are circled below. The percent of students choosing each answer is found in an italicized font below each answer. Select the one best answer to each question. Place each answer on your bubble sheet. 1. Arrange these in order from largest to smallest: 3 5 2 , , 8 9 7 A. 3 2 5 , , 8 7 9 B. 2 3 5 , , 7 8 9 C. 5 3 2 , , 9 8 7 D. 2 5 3 , , 7 9 8 E. 5 2 3 , , 9 7 8 2.83% 26.59% 65.13% 2.31% 2.87% 2. Find the solution of the equation 2 x 3 5 4 5 x 2 . A. 9 7 x B. 25 7 x C. 27 7 x D. 13 3 x E. x 6 6.08% 73.83% 7.07% 7.72% 3.37% 3. An expression equivalent to 2 m is A. 2m B. 2m C. 2 m D. 1 2m E. 1 2m 14.69% 5.45% 2.94% 61.86% 14.45% 33 2 NC Early Mathematics Placement Testing 20122013 4. A hamster wheel is 10 cm in diameter. If the hamster runs so that the wheel makes 100 revolutions, how far did the hamster run? Round to the nearest cm. A. 314 B. 1,571 C. 3,142 D. 7,854 E. 31,415 7.71% 23.14% 45.35% 15.76% 3.98% 5. The area of the given figure in square units is A. 12.5 B. 35 C. 77 3.96% 12.88% 9.27% D. 110 E. 125 16.45% 55.61% 6. Which of the following is the y intercept of the line passing through the point 2,5 and having a slope of 5? A. 23 B. 5 C. 1 D. 15 E. 20 3.62% 60.73% 16.13% 14.37% 2.61% 7. The cost, C , in dollars to produce x pounds of chocolate candy is represented by the linear function C(x) 3.5x 800. Find the number of pounds produced if the cost is $842.00. Round to the nearest tenth of a pound. A. 1.2 B. 12.0 C. 38.5 D. 469.1 E. 3,747.0 4.44% 75.97% 5.90% 3.64% 8.84% 8. How many of the following five statements are TRUE? 1 17 2 32 10 11 2 8 9 36 1 0.333 3 3 3% 0.03375 8 A. 0 B. 1 C. 2 D. 3 E. 4 1.54% 4.14% 15.18% 41.14% 37.42% 14 10 11 34 3 NC Early Mathematics Placement Testing 20122013 9. If one leg of a right triangle has length x and hypotenuse has length z , then the other leg has length A. z x B. z2 x2 C. z2 x2 12.02% 22.99% 43.71% D. x2 z2 E. x2 z2 9.23% 10.28% 10. The coordinates of the two endpoints of a line segment are A(2a,3b) and B(8a,9b) . What are the coordinates of the midpoint of AB? A. (10a,12b) B. (6a,6b) C. (4a,3b) D. (3a,3b) E. (5a,6b) 8.42% 19.37% 14.52% 8.54% 47.11% 11. Find the product (1.2 x 10 1)(5.0 x 10 2 ). Which of the answers below is NOT equal to this product? A. 6 10,000 B. 0.001 0.005 C. 0.006 D. (0.2)(0.03) E. 3 500 69.30% 4.89% 11.84% 5.80% 6.81% 12. Solve the equation P 3Q 2 r for Q and simplify your answer (where r 0). A. ( 2) 3 Q r P B. 2 3 Q P r C. 2 3 Q Pr 14.45% 8.32% 59.65% D. 2 3 Q P E. 2 3 P Q r 8.39% 5.88% 35 4 NC Early Mathematics Placement Testing 20122013 13. The complex fraction 3 1 3 1 a a is equivalent to A. 3 1 3 1 a a B. 3 3 a a C. 2 2 3 1 3 1 a a D. 1 E. 1 43.27% 11.59% 8.53% 21.77% 12.21% 14. A student earned the following scores on equally weighted quizzes during one marking period: 81, 96, 61, 88. The highest possible score on each quiz was 100. What score on the fifth quiz would be needed to earn an average (mean) score of exactly 85? A. 34 B. 79 C. 85 D. 95 E. none of these 1.83% 4.54% 4.93% 5.21% 82.32% 15. If the zeros of a quadratic function are 1 and 3 , one possible quadratic function having these zeros is A. f (x) x3 2x2 3x B. f (x) x2 2x 3 C. f (x) 2x2 4x 6 9.52% 15.53% 10.67% D. f (x) x2 2x 3 E. f (x) x2 2x 3 47.92% 12.12% 16. If the price of a jacket is reduced by 10%, the sale price is $113.40. The original price was A. $103.09 B. $114.53 C. $123.40 6.26% 8.87% 16.76% D. $125.00 E. $126.00 18.26% 48.19% 36 5 NC Early Mathematics Placement Testing 20122013 17. What kind of function would best model the data below, where x is the independent variable and y is the dependent variable? x 3 2 1 0 1 2 3 y 11 9 7 5 3 1 1 A. quadratic B. rational C. exponential D. logarithmic E. linear 15.31% 8.22% 10.34% 4.92% 58.35% 18. If f (x) x2 1, then f 2 x is A. 2x 2 x B. 2 4 x 1 C. 2 2 1 x D. 2 4 1 x E. 2 2 x 1 7.91% 8.83% 19.50% 32.30% 27.55% 19. A crew of workers clears trees from 1 2 acre of land in 3 days. How long will it take the same crew to clear the entire plot of 2 3 4 acres? A. 8 1 4 days B. 12 3 4 days C. 15 days D. 16 1 2 days E. 17 1 4 days 11.98% 16.18% 10.33% 55.16% 3.49% 20. Simplify: (2x 3)(3x2 x 5) A. 6x3 7x2 7x 15 B. 6x3 7x2 13x 15 C. 6x3 7x2 13x 15 5.13% 69.19% 9.66% D. 6x3 7x2 13x 15 E. 6x3 7x2 7x 15 5.22% 8.14% 37 6 NC Early Mathematics Placement Testing 20122013 21. In 2011, Joel had a collection of 30 music CDs. Since then he has given away 2 CDs and purchased 7 new CDs. Since 2011, what has been the percent increase in the number of CDs in Joel’s collection? A. 16 2% 3 B. 14 2% 7 C. 10% D. 31% 3 E. 6% 35.78% 14.90% 12.29% 12.75% 19.34% 22. When x 1, find the value of the expression 3 1 2 ? 4 x A. 1 2 B. 9 4 C. 5 4 D. 2 E. The value is not real number. 4.15% 4.35% 16.12% 58.13% 14.05% 23. In the given right triangle, QRS, find the value of tan R. A. 24 7 B. 25 24 C. 24 25 D. 7 24 E. 7 25 43.60% 8.99% 14.05% 13.96% 13.99% 24. The range of the function defined by the equation f (x) 2x is A. y y 2 B. y y 0 C. y y 0 14.68% 27.80% 8.28% D. y y 0 E. all real numbers 5.87% 37.34% 25. The solution to the system of equations 2 8 5 2 17 x y x y includes which x value? A. 9 B. 3.667 C. 1 D. 6 E. 33 12.45% 12.56% 48.49% 16.00% 3.59% 7 24 R 25 Q S 38 7 NC Early Mathematics Placement Testing 20122013 26. Find the solution of the equation 32x3 81. A. x 4 B. 7 2 x C. x 3 D. x 2.5 E. 1 2 x 8.38% 64.04% 11.55% 6.60% 3.70% 27. Simplify: 50 18 32 A. 2 2 B. 6 2 C. 8 D. 8 2 E. 64 5.98% 58.93% 16.79% 10.92% 2.33% 28. Find all values of x for which 2x2 5x 1 0. A. 5 17 4 x B. 5 17 4 x C. 5 33 2 x 36.21% 15.85% 15.02% D. 5 17 4 x E. 5 17 2 x 11.93% 11.84% 29. Which expression below is an equivalent form of 2 2 + 3 x 1 x 1 (where x 1, x 1) ? A. 2 x 1 B. 5 x 1 x 1 C. 2 x 1 7.98% 34.83% 9.39% D. 2 5 1 1 x x x E. 2 1 1 1 x x x 12.96% 26.33% 39 40 41 3455 2907 2705 2688 2342 2282 2204 1514 1380 749 584 575 566 551 535 490 482 474 440 391 254 196 107 84 75 2340 1643 1453 2171 2106 2143 2376 1290 1394 809 847 942 983 1008 662 954 689 719 620 731 485 378 338 279 199 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Engineering Nursing Visual and Performing Arts Social and Behavioral Sciences PreMedicine, PreVeterinary Medicine or Pharmacy Medical Technologies and Allied Health Fields Security and Protective Services Biology and Biological Sciences PreK and Elementary Education Computer Science in a Business Area Automotive Technology Humanities Engineering Technologies Computer Science in a Mathematics, Engineering or Science Area Parks, Recreation, Leisure and Fitness Studies Mathematical and Physical Sciences Agriculture Secondary Education in a NonScience or Non Mathematics Area Family and Consumer Sciences Architecture and Related Services Natural Resources and Conservation Middle Grades Education Secondary Education in a Science and Mathematics Area Ethnic, Cultural and Gender Studies Percentage of Students Anticipated College Major 20122013 First Choice Second Choice 42 43 161 366 236 10 10 27 15 1237 57 1449 293 104 35 303 87 13 1230 954 972 40 47 234 106 1613 164 1367 823 359 133 780 379 124 1583 608 807 48 86 278 148 733 105 578 659 337 135 441 371 170 2108 508 688 78 129 411 200 536 101 426 621 293 153 291 254 223 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State… Placement Level by School Planning to Attend (1) 20122013 Level 4 (highest) Level 3 Level 2 Level 1 44 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A&T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University WinstonSalem State University Placement Level by Schools Planning to Attend (2) 20122013 Level 4 (highest) Level 3 Level 2 Level 1 45 V. Trends in NC EMPT Data, 19962013 The NC EMPT Program has compiled data from a pilot semester and sixteen full years of testing. Informative trends are appearing and they are presented in the following charts and graphs: NC EMPT Cost Per Student 19981999 $5.46 20052006 $3.59 19992000 $4.55 20062007 $3.86 20002001 $4.24 20072008 $4.07 20012002 $3.62 20082009 $7.27 20022003 $4.02 20092010 $4.78 20032004 $4.96 20102011 $5.25 20042005 $3.79 20112012 $4.47 20122013 $5.26 Top Anticipated College Majors Year Major Students Choosing Major as First Choice 20062007 Business/Administrative Sciences 12% Social and Behavioral Sciences 12% Engineering 11% PreMed/ PreVet/ Pharmacy 9% 20072008 Business/Administrative Sciences 13% Social and Behavioral Sciences 13% Engineering 12% PreMed/ PreVet/ Pharmacy 9% 20082009 Business, Management, and Marketing 13% PreMed/ PreVet/ Pharmacy 10% Visual and Performing Arts 9% Engineering 9% 20092010 Business, Management, and Marketing 12% PreMed/ PreVet/ Pharmacy 10% Engineering 9% Nursing 9% 20102011 Business, Management, and Marketing 11% PreMed/ PreVet/ Pharmacy 10% Engineering 10% Nursing 9% 20112012 Business, Management, and Marketing 12% Engineering 11% Nursing 11% PreMed/ PreVet/ Pharmacy 11% 20122013 Business, Management, and Marketing 12% Engineering 10% Nursing 9% Visual and Performing Arts 9% Note that testing during 20082009 occurred only during the second half of the school year. 47 * 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 0 10,000 20,000 30,000 40,000 50,000 60,000 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 2010 2010 2011 2011 2012 2012 2013 Number of Students Students Participating in NC EMPT, 19962013 66 205 189 251 288 287 285 243 302 303 292 293 243 282 302 291 261 0 100 200 300 400 500 199697 199798 199899 199900 200001 200102 200203 200304 200405 200506 200607 200708 200809 200910 201011 201112 201213 Number of Schools High Schools Participating in NC EMPT, 19962013 48 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year Grade Level of Participating Students 19962013 Sopho more Junior Senior 0% 10% 20% 30% 40% 50% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year EMPT Level of Participating Students 19962013 Level 4 (Highest) Level 3 Level 2 Level 1 49 0 5 10 15 20 25 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year Average Score Out of 32 Questions for Participants Each Year 19962013 Series1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 96 97 97 98 98 99 99 00 00 01 01 02 02 03 03 04 04 05 05 06 06 07 07 08 08 09 09 10 10 11 11 12 12 13 Year Students Planning to Go to College After High School Graduation 19962013 4year College 2year College 50 VI. Evaluation of the 20122013 Year Feedback from participating teachers is critical to the success of the program and responses are carefully reviewed and considered. The surveys in this section of the report were disseminated in May and June 2013 to the contact persons of the high schools involved in Option #2 testing during the spring of 2013. This is our largest and last testing window of the school year. Included are teachers from spring block or traditional calendars and from both public and 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 122 of 198 surveys anonymously returned, 62% of those polled responded. This response rate decreased slightly as compared to the rate from the previous year of 20112012 (69%). The associate director emailed four small batches of surveys to school contact persons throughout May and June 2013 as schools completed their last rounds of EMPT testing. An email reminder was sent to contact persons in each batch one week later. A Survey of 20122013 Participating Teachers Found… ♥ 98% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing their participating high school students with a "reality check" of their readiness for collegelevel mathematics. ♥ 98% strongly agreed or agreed that the tan brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 20122013" included in each teacher's results package was useful to teachers in advising collegebound students. ♥ 98% strongly agreed or agreed that the test score summary received by each teacher for each class period was helpful. ♥ 99% strongly agreed or agreed that the NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. ♥ 100% strongly agreed or agreed that the testing instructions provided for each teacher were clear and easy to follow. ♥ 100% Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 51 The survey illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers, continue to make improvements, and maintain consistency in service. It is especially inspiring to receive a 100% vote of confidence with regard to the overall value of the service to high school students, parents, and teachers. The NC EMPT test is not mandatory and the fact that so many teachers voluntarily find room in their busy math curriculums to employ this early mathematics placement test is a testament to its value. Each year, NC EMPT Advisory Board members who represent NC community colleges and UNC institutions are asked to update information about their particular schools. This information is unique to each school and includes calculator usage on actual mathematics placement tests, beginning required mathematics courses for majors, and descriptions of mathematics placement procedures. The associate director gathers this information and updates a brochure titled “Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 2324 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, 98% of the contact persons responding found this brochure helpful in advising students. This same valuable information has another important use. Appropriate paragraphs from the brochure are imbedded in individual student results letters based on the student’s choice of major and college/university. Eight of the fifteen survey questions, down from twelve of fifteen the previous year, had equally positive responses or responses within two percentage points above or below the responses to the same questions in 201112. In a positive light, the percentage of teachers who strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level increased from 85% in 201112 to 89% in 201213. Teachers also felt that the NC EMPT website, www.ncempt.org, was an informative tool for college mathematics placement testing in NC, indicated by an increase from 86% to 90%. However, it was evident that students’ opinions of the NC EMPT test had changed. This was indicated by a slight decline in agreement for questions number 6, 11, and 12. Teachers felt that slightly fewer students: were attentive and serious when testing, found their individualized results letters valuable, and found the NC EMPT experience useful for college plans. It was suggested by some teachers that the increased number of testing, including PLAN, ACT, PSAT, ACT, and MSL, has had an overwhelming effect on students. The NC EMPT Program enjoyed the services and continuity of one webmaster for a dozen years. Brian Manning, a fellow employee at ECU, created and maintained the site on a server housed on campus. He also managed the online registration form with great attention to detail. He was available to the associate director daily if questions arose. Manning took another position with a private company during the spring of 2012. A new webmaster was hired, but he was offsite, not an employee of ECU, and did not have the advantage of daytoday interaction with the web server or the EMPT staff. The associate director learned after the fact that the web server was down during several periods of time during 201213. Several teachers contacted the office and noted that they had registered online, but never received testing materials. The NC EMPT Office 52 did not realize that electronic copies of some registration forms were not being forwarded to the associate director’s email account from the server. There was also no way to retrieve these errant forms. Despite several attempts to contact all high school math chairs to alert them to the potential problem, too much time had passed and it was difficult for teachers who were affected to wait for the arrival of testing materials and find time late in each semester to administer the test. Part of the reason student participation was lower this year can be traced to the missing registration forms. This was also mirrored in survey question 2: “The online registration form was userfriendly and reliable.” Only 49% of contact persons rated this statement with strong agreement or agreement. Since February 2013, the associate director and administrative assistant have worked tirelessly with the ITCS Department to redesign and create a new website and online registration form, both of which will reside on a safer central server. The new site and form will be available on August 1, 2013. Of the 402 registration forms received from teachers during the 201213 academic year for one or more of the four available testing windows, 299, or 74%, were completed electronically and 103, or 26%, were completed by hand (and then mailed or faxed to the NC EMPT office). Question #5 was originally stated, “Test administration took a total of 55 minutes or less.” In reaction to last year’s survey results, this was reworded to increase the time to “60 minutes or less.” This proved to be a more accurate picture of the amount of time teachers needed to plan for the completion of NC EMPT testing: 94% of respondents in 201213 strongly agreed or agreed with the 60 minute block of testing time. The response rate for question #10, “Participating teachers took time to review test errors with students,” increased from 75% in 201112 to 77% in 201213. The best case scenario would be for teachers to return a test copy along with each student’s individualized results letter and then take time to review the missed questions. Then students should be strongly encouraged to have their parent(s)/guardian(s) review the brochure which explains the test and the valuable results letter personalized for their child. The NC EMPT website offers many supplementary worksheets and lists of top missed questions that could then be assigned to students to reinforce mastery of the highlighted weak skills. We are pleased that more teachers are taking time to review errors, especially realizing that competition for instructional time in the classroom is intense. A sample of the Qualtrics yearend survey and the results follow: NC EMPT Teacher Survey, Spring 2013 As our high school contact person, you play a pivotal role in the success of NC Early Mathematics Placement Testing. THANK YOU for your time and many efforts! We need, read, and react to your valuable feedback! The deadline for your response is June 30, 2013. 53 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 1. Informational mailings were sent to high school math chairs and last year's contact persons in September/October 2012 and then in March 2013. Several emails were sent as well. These mailings were helpful reminders of news and services available from the NC EMPT Program. 91 26 0 1 3 # 2. If you registered to test online, please rate this statement: The online registration form was userfriendly and reliable. (If you mailed or faxed a paper form, choose N/A.) 46 12 3 0 58 119 3. The NC EMPT website www.ncempt.org is an informative tool for college mathematics placement testing in NC. 62 47 0 0 12 121 4. The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 100 22 0 0 0 122 5. Test administration took a total of 60 minutes or less. 76 38 5 2 0 121 Part A: Carefully read each statement below and respond by checking one box to the right of each statement. 54 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 6. Students were attentive and tested with a serious attitude. 42 59 17 0 4 122 7. The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 102 18 1 0 0 121 8. The test score summary received by each teacher for each class period was helpful. 99 21 0 0 2 122 9. The tan brochure titled "Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2012 2013" was included in each teacher's results package. This brochure was useful to teachers in advising collegebound students. 86 33 1 0 2 122 10. Participating teachers took time to review test errors with students. 32 62 16 3 9 122 11. Students found their individualized student results letters valuable. 54 56 4 0 7 121 55 Question Strongly Agree Agree Disagree Strongly Disagree N/A or No Opinion Total Responses 12. Students found their NC EMPT experience useful for future college plans. 41 60 10 0 8 119 13. The NC EMPT Program accomplished its goal of providing your participating high school students with a "reality check" of their readiness for collegelevel mathematics. 76 44 1 0 1 122 14. The NC EMPT Program will accomplish its goal of helping to reduce the percentage of incoming college freshmen that require mathematics remediation at the college level (consider the seniors from your high school that participated in the program and plan to attend college in fall 2013). 43 65 6 1 6 121 15. Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 89 32 0 0 0 121 56 Part B: Please type your thoughts about the three questions below: #16. The Measures of Student Learning (MSL) became the new common exams in 2012 2013 in public high schools. This included common exams for the first time in these 4thlevel math courses: Advanced Functions and Modeling and Precalculus. If you teach at a public high school, how did these newly mandated tests affect NC EMPT participation by fourthyear math students at your school during 201213? Number Comments About NC EMPT Participation by 4thYear Math Students in 201213 30 The MSL did not affect our participation in NC EMPT this school year; No change  we have always used NC EMPT; NC EMPT will continue to be used; We haven’t taken the MSL yet, so we continue to give the NC EMPT test; EMPT is such an easy process and a valuable tool. 22 I do not teach at a public high school and so we don’t have to worry about taking time to prepare for and administer the MSL. 16 The number of NC EMPT participants was lower this year. Teachers found it difficult to take time out of busy schedules preparing for MSL exams to administer the EMPT test; It is so hard to give up days in a 90day calendar; It is especially difficult in the spring semester to take time to give the EMPT test. We have more things going on that disrupt our teaching schedule and pull our students out of the classroom; Some of us still participated in EMPT this year. Our problem has been lack of interest by one teacher and forgetting to plan time for participation by other teachers. 5 We found a way! The time challenge to address all the objectives in the 4th year math course made it VERY difficult to find time to fit in EMPT, BUT we thought EMPT testing important enough that we made time; The emphasis on the MSL did make me second guess giving the EMPT due to the amount of material that has to be covered in Advanced Functions and Modeling (AFM), but EMPT is a reality check for students so I still gave it; My math department decided that EMPT is definitely worth the class time lost to give it; I think NC EMPT is an amazing program, but now with AFM being tested at the State level, I had to justify another day away from instruction; EMPT is a valuable investment in time despite the pressure of the MSL. 5 We did not give the EMPT test this year due to our preparation for the MSL, but we will work it in our schedule next year; Due to early MSL testing, I was unable to use the Option #2 testing materials you’d already sent me. I was very disappointed, but it was out of my control. I will continue to use EMPT in the future. I will return the unused materials. Thanks! 5 In fact, the students and I believe the EMPT test to be a better indicator of growth than the MSL; Students still took the test seriously and the results were valid; The EMPT test was still used as a better tool for students to see how prepared they are for what comes next for them. The MSL covered only those topics supposedly in the new, everchanging math curriculum. EMPT gives students a fair assessment of the types of questions they will face as they approach college placement; EMPT is a much better assessment tool than the MSL; EMPT allowed students to see another form of testing. 57 Number Comments About NC EMPT Participation by 4thYear Math Students in 201213 3 The students are getting overloaded with testing. I do not think they gave their best effort on the NC EMPT test this year; Students were confused as to which test they were taking for me; All of my students took the EMPT test, but not all of them took it seriously. 3 The new mandate to give the MSL to AFM and Discrete Math classes made our school want to participate in NC EMPT even more! EMPT is good practice for students to take a test that neither students nor teachers knew what material would be covered; The new requirement was more influential in increasing EMPT participation at our school; The EMPT test is good practice for the MSL. 2 We may find that in future years that we won’t have time to administer the EMPT test; I am afraid that we may have to cut out EMPT completely due to not getting all the curriculum covered this year. I do not like this idea because I think the EMPT test is beneficial to our students. 2 We still gave the EMPT test this year, but there was no time to go over test questions once scores came back due to the amount of time needed to cover the curriculum. 1 My teachermade final exam for AFM has questions similar to some of the EMPT test questions. The EMPT test is therefore a helpful review and my AFM students will continue to participate in EMPT. 1 I still participated this year for my AFM classes, but next year I might not. Unfortunately, AFM is now tested with a MSL and those scores reflect in my personal teacher evaluation. 1 This spring, the MSL were given before Memorial Day, which means that there was a shortened time to cover curriculum. Some teachers wanted to delay giving the EMPT test until after the MSL even though that would mean EMPT results wouldn’t be back until after the majority of seniors stopped coming to school due to pregraduation exercises. Those of us who gave the EMPT test before the MSL had to deal with one less day for instruction, as well as one more test to give in addition to the MSL and a schoolmandated teachermade exam. 1 EMPT tests are not used in the 4th level math courses (AFM, Discrete Math, Precalculus) at this school…most teachers do not feel they have time to give it. I personally do not agree, especially for AFM and Discrete Math students. I understand not to give the test to Precalculus students. They are typically juniors who will be taking calculus next year and the AP Calculus exam. We have an alternative math course for some lower level seniors. We did use the EMPT test for them. There were not time issues since this course does not have a MSL. 58 #17. Please share your tips and ideas: With SO many types of required testing filling the instructional calendar in both public and nonpublic high schools, how did you and your fellow math teachers squeeze NC EMPT in this year?!? We’d like to share your ideas with other teachers. Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars 9 We planned in advance for NC EMPT testing because we feel strongly that it is a valid benchmark for allowing students to see if they are ready for collegelevel math; Our teachers believe in NC EMPT and have been committed to giving the test for years; As much as I hate to lose instructional time, I think that this test is an eyeopener for some of my students. It also helped me improve my instruction; You can use the EMPT test as a review for material in Algebra II and beyond since the test topics are usually covered on high stakes testing as well. 9 We administer the EMPT test on days when teachers are absent. It is an excellent and instant lesson plan; I used EMPT as a substitute plan when I knew I was going be out of the classroom for a conference or meeting. This way I did not lose a day and my students still got to benefit from this fabulous service. 8 We gave the EMPT test on early release days or half days. Students are usually in class for just one hour on these shortened days and that’s the perfect amount of time to administer the test; We gave it on either the half day before Thanksgiving or the half day before Easter. These are days in which attendance is down and it’s difficult to teach new material. 7 We just knew that we needed to give the NC EMPT test to our kids – it’s as simple as that! We scheduled it in our calendars early and then we made sure we implemented it; We made sure to do it well before testing seasons heat up in Jan and May; I just put it in my lesson plans and fit other stuff around it; As we do our pacing guide for the semester, we schedule and EMPT test date and stick to it; We agreed to give up one of the tests we normally fit in the quarterly calendar and replaced it with the EMPT test. 5 We scheduled the EMPT test for the first day back from Thanksgiving Break (for the fall semester) and the first day back from Spring Break (for the spring semester); We test students as they walk back into school as a “let’s get back in the math mode” tool. 5 EMPT testing is invaluable in my opinion. As the math chairman, I went to my principal and we put it on the school calendar; As a department, we just set aside a date to test all our upperlevel students ; We schedule three days per semester near vacation time for testing (test, review results, practice weak areas); We schedule it into the calendar a year in advance. Generally the testing is done the same week every year. It is expected by everyone in the school that NC EMPT testing will take place during the designated week; We recognize the importance of this testing and its feedback, so we make it work. We establish a twoweek testing window so that teachers can fit the test in on a day convenient to them. 5 EMPT is easier to plan for when other school events are going on and you cannot start teaching a new topic effectively; We administer the test when we finished a unit; Testing is usually done when student participation in other things like the PSAT, PLAN, or ACT testing. Seniors are not involved in these, so it’s a great day to administer the EMPT. 59 Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars 5 When AP testing for Stats and Calculus is over, we always have extra class time. This is when we give the EMPT test and end up surprising quite a few of the overconfident students; My teachers gave the EMPT test after the MSL and EOC tests; During the regular final exam schedule, teachers gave the test during a class period when applicable students did not have an exam. 4 To save time and since we are on a 55minute class schedule, I had my students fill out the background information on the bubble sheets (opscan forms) the day before testing. Then we could be sure to devote fortyfive minutes for actual testtaking the next day. 4 We gave the EMPT test prior to the review for final exams so discussion of EMPT test results could be done during exam review. This helped review for the MSL as well. 4 Since we are a private school, it was easier to work EMPT into the schedule. We have far fewer mandated tests; Our school schedule is yearlong, so it wasn’t a big issue to work EMPT into our calendar; I always test in April so students in my yearlong classes have obtained more skills than they had in the previous fall; I am at a private school. I would not be willing to give up the class time for my students to take the EMPT test and then review the results once they are returned if I did not consider it a valuable source of information for my students. 4 I use EMPT to gather pre and posttest data for my students. I also use pretest results to help assign cooperative learning groups at the beginning of the semester; pretesting with Option #1 and posttesting with Option #2 allows me and my students to see growth in math skills important to their futures; We all gave the test in the fall. This gave us an indication of which concepts our students demonstrated strength in, as well as on indication of those that they found particularly challenging. We reviewed those result with the students. We administered the test again this spring so students could measure their progress in readying for collegelevel math courses. 2 We squeeze NC EMPT testing in around spring break. Sometimes it is the last thing we do before the break. 2 I gave the test to all seniors during the first semester. Then they would get a chance to bring up their score before they took their actual college math placement exam. The rest of my underclassmen took it in the spring; We just make sure we choose a day soon enough before the seniors leave in the spring. 2 My students did not need as much review for the MSL as the schedule allowed. So we used one of those extra days for NC EMPT. 2 I reviewed the Top Ten Missed Questions as a warmup at the beginning of a unit since there would be nothing new to review from the day before. I also reviewed small batches of the Top Thirty Missed Questions puzzle when a lesson was shorter than I thought it would be. Then I gave the EMPT test on an early release day; After my students got a reality check due to their scores from the NC EMPT test, I assign the Top Thirty Missed Questions as homework (a copy can be found on www.ncempt.org) and then use the Top Ten Missed Questions during the next two weeks (a copy can be found at the same website). This way I’ve gotten their attention and I can slowly build their confidence again. My students truly want to be prepared for college. 60 Number Teacher Tips on How to Squeeze NC EMPT Into Busy Instructional Calendars 1 We have made practicing Algebra II topics part of our Discrete Math curriculum. The NC EMPT test is the most convincing vehicle to use to motivate these seniors who will be taking a college placement test in a few short months. We pretest, spend three weeks reviewing concepts, and then we posttest. By using NC EMPT and its feedback, the value of preparation is more meaningful to the students. Thank you, thank you, thank you! 1 We discussed EMPT results with our students and used this opportunity to talk to them about mathematics and to discuss their future plans. 1 I used the EMPT score as an extra credit grade and this motivated the students to take it seriously. 1 We take one class period to do NC EMPT testing. We use the scores as a measure to assess students’ algebra retention and help determine math class placement for the next term or school year. This is a great measure and one we will MAKE time for. 1 We make the EMPT test optional for students. They can take it after school. 1 I decided to give EMPT on Yearbook Day. Not much instruction is accomplished on that day. 1 The EMPT test is required of our students, but we offer it during study periods before lunch and let them work into their lunch hour. Then no instructional time is lost. 1 I actually created an internet “examview” answer sheet allowing instant feedback to my students. 1 We are fortunate at our high school because we have limited our testing to just the NC EMPT test and classroom exams! 1 We did a poor job of it this year. We waited too late to use the EMPT testing materials we’d already received and as a result our scores did not come back in time to distribute to students. We will do better with scheduling next year. #18. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you’d like us to hear, please type them below. When finished, please remember to submit your survey answers by clicking on the box with the two arrowheads on the bottom right. Number Additional Comments About NC EMPT 16 Thank you, Ellen, for all the work you do! Everything is always so organized; Ellen and her staff were super responsive to our needs. Well done; I always love Ellen’s personal touches added to her mailings; Please don’t change anything; Your guys are awesome!!!! From ordering tests, to administering the test, you made it EASY for us; Thanks for all your support and timely responses to our needs; Awesome job again this year; Thanks for all the years you have worked with me. It’s been such a pleasant experience! 61 62 Appendix A The 20122013 Required Background Questions, Answer Key, and Parent/Guardian Brochure 63 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 20122013, 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… 65 018. Medical Technologies and Allied Health Fields (e.g. athletic trainer, clinical/medical lab technologist, dietitian, environmental health, health care administrator, occupational therapy, public health, recreational therapy, vocational rehabilitation counseling,…) 019. PreMedicine, PreVeterinary Medicine, or Pharmacy 020. Architecture and Related Services (e.g. city and community planning, environmental design architecture, landscape architecture,…) 021. Ethnic, Cultural, and Gender Studies (e.g. AfricanAmerican studies, Native American studies, Latin American Studies, Women’s studies,…) 022. Natural Resources and Conservation (e.g. environmental science, natural resources management, forest management,…) 023. Parks, Recreation, Leisure and Fitness Studies (e.g. health and physical education, kinesiology and exercise science, parks recreation and leisure facilities management, sports and fitness management,…) 024. Security and Protective Services (e.g. criminal justice, fire services administration, forensic science,…) 025. Automotive Technology C) My second choice of a college major is: (Use the list in question B for your selection.) D) I am presently enrolled in the following math course: (Please mark only one choice. If you are taking two math courses, mark the higher numbered choice.) 1. Algebra II or Integrated Math III or Common Core Math III 6. Probability or Statistics or Discrete Math 2. Advanced Functions and Modeling 7. Calculus 3. Advanced Math or Algebra III or Advanced Algebra 8. Technical Math II or Trigonometry 9. Other 4. Integrated Math IV or Common Core Math IV 10. I am not currently enrolled in a math class. 5. PreCalculus E) Enter the teacher’s ID number for your math class. (Your teacher will supply this number to you). F) Enter the period your math class meets. G) My plans initially after graduation are: 1. to attend a 4year college or university 5. to enter military service 2. to attend a 2year college or community/technical college 6. none of these 3. to initially attend a 2year college and then attend a 4year college 4. to attend a trade school or apprenticeship program H) How many collegelevel math courses will be required for your first choice of college major? 1. None 4. I don’t know. 2. One course 5. Not applicable to me 3. Two or more courses I) Please indicate your race/ethnicity. (This question is optional.) 1. American Indian or Alaskan Native 5. Hispanic or Latino 2. Asian or Asian American or Pacific Islander 6. Multiracial 3. African American or Black 7. Other 4. White J) Which calculator will you use on this test? 1. None 3. A scientific calculator 2. A fourfunction calculator 4. A graphing calculator K) How many college credits do you expect to have earned when you graduate from high school? 1. 0 3. 1630 5. 4660 2. 115 4. 3145 6. 60+ 66 Suggested Levels of the NC EMPT Program, 20122013 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, 20122013, Option #2 Question # Correct Answer Question # Correct Answer 1 C 17 E 2 B 18 D 3 D 19 D 4 C 20 B 5 E 21 A 6 B 22 D 7 B 23 A 8 D 24 B 9 C 25 C 10 E 26 B 11 A 27 B 12 C 28 A 13 A 29 E 14 E 30 A 15 D 31 C 16 E 32 B 67 inequalities • function • a bsolute value (x,y) f(x)  x  bo 2_x_ 3 log d _ n_ n+2 y <2 b4 √–c (x,y) f(x)  x  y <2 n __ n+2 2x__ 3 f(x) b4 bo log d √–c rational expressions • graphing lines and curves quadratic equations • parabolic functions • factoring Actual college mathematics placement tests are often given during summer orientation s 
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