Final report ... to the UNC General Administration from the NC EMPT Program Advisory Committee. 
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Dr. Robert Bernhardt, Director Ellen Hilgoe, Associate Director Ph: 252 328 6418 Fax: 252 328 2166 E mail: ncempt@ ncempt. org Web site: www. ncempt. org Update: August 2009 What is NC EMPT? The NC ���� Early Mathematics Placement Testing Program provides high school students with a non threatening, eye opening, reality check of their readiness for college level mathematics. It is remarkably a FREE service to high schools and students, and is sponsored by the State of North Carolina. FAST FEEDBACK! Average turnaround time for the return of test results to 37,434 students last year was 1.5 days!! Grade Level of Participating Students, 2009 2010 40% seniors 36% juniors 18% sophomores 3% freshmen 3% did not respond NC EMPT has been continuously directed by faculty and staff at East Carolina University since the program’s inception. Students Part icipating in NC EMPT 33,833 38,261 38,821 33,549 46,418 43,063 23,476 37,434 27,456 41,520 43,714 47,925 27,030 8,195 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 Number of Students * Note that testing during 2008 2009 occurred only during the second half of the school year. High School Math Teachers Participating in NC EMPT during 2009 10: 782 High S chools Partic ipating in NC EMPT 243 243 282 285 287 288 189 251 66 205 302 303 292 293 0 100 200 300 400 500 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 10 Number of S chools NC EMPT Participation S T R E T C H E S Across ALL of North Carolina! Registration and participation in NC EMPT is free of charge to all public and non public high schools. Register now at http:// www. ncempt. org f or the 2009 2010 year. Each pushpin in the state map above represents a participating high school during 2009 2010. 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 A Survey of 2009 2010 Participating Teachers found. . . 90% strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of college freshmen that require mathematics remediation at the college level. 95% strongly agreed or agreed that their students found their NC EMPT experience helpful and useful for future college plans. 97% strongly agreed or agreed that their students were attentive and tested with a serious attitude. 100% strongly agreed or agreed that test results to students and summary results to teachers were promptly returned. 100% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing participating high school students with a “ reality check” of their readiness for college level mathematics. 100% strongly agreed or agreed that overall the NC EMPT Program provides a valuable service to high school students, parents, 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 Advanced Functions and Modeling Pre Calculus Discrete Math Statistics and other upper level mathematics courses. Reasons why high school students and their parents like taking the NC EMPT test It is a reality check of the current readiness for college level mathematics. It helps students understand what skills must be improved so the appropriate degree counting math course( s) can be taken and passed in college. It provides eye opening information about the actual math placement procedure and required math course( s) for the major and institution of their choice. Reasons why high school math teachers and administrators like NC EMPT It is excellent preparation for college bound students. It is a non threatening, up to date, “ practice” math placement test with all materials provided FREE, easy administration, and immediate feedback. It offers current information about expectations and requirements in mathematics curriculum for fifty eight community colleges and fifteen UNC institutions. EYE OPENING information that benefits everyone! Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared! I. From the Director Dr. Robert Bernhardt, September 2010 The NC EMPT program has been recovering from last year’s requirement that we not test in the Fall Semester of 2008, and that we adopt a new test. Reactions to the new test have been uniformly positive. Initially, student scores were somewhat lower in Spring Semester 2009, reflecting the fact that the new test had harder questions than the old test. But the Fall Semester 2009 and Spring Semester 2010 scores have been higher in general. So, overall, I feel that the new test is a big success. The new test that we use now was adapted from tests used by the Ohio EMPT program. When used as a placement test in some of the Ohio universities, data indicated that their test was superior to Accuplacer and Compass. We enjoyed many discussions with Ed Laughbaum, who directed the Ohio EMPT program, about placement testing in general, and the revisions we in the NC EMPT program made to the Ohio test. I felt that Ed liked to discuss these concepts with us, and he always carefully considered our ideas and revisions. He even adopted several of them for the next iteration of the Ohio test. Thus I am deeply saddened to learn that the Ohio EMPT program is being terminated. This was the oldest EMPT program in the nation, having started in 1978. It was also the model for the North Carolina EMPT program when it was created in 1997. Ed was always generous and helpful with his advice and counsel, and eager to help us when we needed to come up with a new validated test in a hurry. I will miss him. So now NC EMPT is both the oldest and largest EMPT program in the nation. Please pat yourself on the back for working with us all these years. 1 2 II. From the Associate Director Ellen Hilgoe, August 2010 ! What a great year of rebuilding! Despite a reduction in participation numbers during the previous year due to a testing window of only one semester and a six month vacant staff position, our small band united, went into overdrive, and was rewarded with a 59% increase in high school student involvement during 2009 2010 as compared to 2008 2009! I am so very grateful for our dependable East Carolina University student workers and for the arrival in mid November of a new administrative support associate, Mrs. Debby Hodges. With the additional support of some powerful and reliable consultants, we improved our speedy turnaround of test results to high schools to the best ever: 1.5 days! These consultants include Robert Elliott, technology; David Hodges, database management; and Brian Manning, webmaster. ( l to r): ECU student workers Jaleesa Minor, Carla Watson, Cayleigh Blackwell, Bob Longest, and Associate Director Ellen Hilgoe Administrative Support Associate Debby Hodges There are many pieces used to build the solid NC EMPT Program each year and many people to thank. Most importantly, NC EMPT has a loyal band of teachers from public and non public high schools across the state. 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 math placement assessment is a testament to its value. In these dire times of strained state budgets, participating teachers were asked to let their voices be heard by offering testimonials regarding the value of the NC EMPT Program to their students. Their unique responses were overwhelming and revealing. They tell the true story. See the document that follows: Straight from the Source! Honest Reviews by Teachers that Use NC Early Mathematics Placement Testing. 3 4 Straight from the Source! Honest Reviews by Teachers that Use NC Early Mathematics Placement Testing* Feb 2010 I’ve used the NC EMPT in my Algebra 2, PreCalculus, Advanced Functions and Modeling ( AFM) courses for several years now. Most of the students in my AFM classes are seniors planning on attending a 4 year college in less than a year. The test gives them a taste of the math entrance exam many will have to take – it is no longer my word about what you need to know in math to be successful in a college math course. For my Algebra 2 students, the test provides more experience with a standardized test but much less stress than their upcoming EOC. And it provides very quick feedback – something they never receive from their EOC. Not only do they get a score, but they are also told which problems they’ve missed. This report along with the test book, help in their review for the EOC. They are also interested in the information they received on the report that is specific to their chosen major and their chosen college. My students are asking for their results before I have even had a chance to send them back for scoring! Another reason this test is so great is its convenience! I get to decide the dates I administer it – so it fits in my timetable. I can adjust the day I plan to give it to accommodate snow days, assemblies, etc. AND all of the scoring and reports are compiled at ECU – the turn around time for results is REALLY quick! Stephanie Ruggiero, Mathematics Teacher, Porter Ridge High School, Indian Trail, Union County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ At AC Reynolds High school, we use the NC EMPT program to assess the students in Advanced Functions and Modeling. Usually, these are the students who have completed Algebra I, II, and Geometry but struggled in one or more of these subjects. We give them the NC EMPT Pre and Post tests ( Option # 1 and Option # 2) to monitor their progression in this course before entering into a college math course. My students really appreciate this program because it motivates them to grasp the material in this class as a preparation for college and the SAT. We give the students warm up questions based on the ones missed from the analysis report. We appreciate this program and what is does to prepare our students for the next level. Tracy Kuykendall, Mathematics Department, AC Reynolds High School, Asheville, Buncombe Co., NC ~~~~~~~~~~~~~~~~~~~~~~~~ Students have benefited from the NC Early Math Placement Test in many ways. Most importantly it gives a student critical and non biased feedback on concepts and skills that they need to learn before going on the college campus. It also can be used as a guide for the teacher in planning for instruction, both in spiraling back to previously taught concepts and selection of problems for new instruction. NC EMPT has efficiently provided this assessment for a number of years and it has achieved its purpose. Karen Vaughan, Director of Curriculum, Ridgecroft School, Ahoskie, Hertford County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ We have participated in the NC EMPT Program for many years now. The students get a strong dose of reality as they go through the tests and receive their scores. Many find out for the first time that they have to buckle down and improve if they are going to excel in any form of college math. It also lets them know where they stand in that regard when there is still time to improve. Our Algebra 2, Discrete, and Pre Calculus classes participate at our school. Thanks again for your hard work. Tommy Maness, Mathematics Dept. Head, Eastern Randolph High, Ramseur, Randolph County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ Need more information about the FREE services provided by the NC EMPT Program? Contact Ellen Hilgoe, Associate Director, at 252 328 6418 OR e mail at ncempt@ ncempt. org. NC EMPT is sponsored by the State of North Carolina and is proudly housed at East Carolina University. 5 2 I would like to express my appreciation for the availability of the NC EMPT program that is in place. This is a wonderful tool for our school. I personally use it to guide my students to help them make the proper decision about which math to take for the next level based on the information provided by NC EMPT about their career choice. There is very useful feedback about their college major and the entry level math course that they are expected to take. The test is also a great eye opener for those students that may decide to not take a senior level math, but more importantly it helps guide them on which math to take their junior or senior year. I hope that this service will continue to be offered. All teachers at East that use this tool find it helpful in this same manner and it is also a great review tool. Thank you for this opportunity. Myra Cannon, Mathematics Dept. Chair, East Davidson High School, Thomasville, Davidson County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ At our school, we have been using the North Carolina Early Mathematic Placement Testing ( NC EMPT) Program since 2001 and are most pleased to be able to offer this excellent service to our students. Currently, we administer the testing to our Discrete Math and Advanced Functions and Modeling students. We feel that it is a great reality check to let students see what a college/ university placement test is like and to see how they measure up to freshmen college mathematics. The students are often naïve about what level of mathematics they are expected to be at when they enter college. Many students find the results reassuring. Others find the results an eye opening experience and realize that they need to take another math course in high school. At Manteo, we have a high percentage of students who continue their studies in mathematics and we contribute part of this to the reality check from the NC EMPT. We have found that the NC EMPT office is very professional in all of its functions. Everything is done very expediently. Also, the results that the students receive are very user friendly. When we distributed back the results this year, the students were intrigued to read their predicted first college mathematics course. We also like the Reference Tool handout for the students where it lists important information regarding many of the universities in North Carolina. Our parents appreciate this “ reality check” for their children. At Manteo High School, we feel very fortunate to offer this great service to our math students at no cost. We have a saying here at the Outer Banks about restaurants and souvenir shops being, “ The best deal on the beach.” This is how we feel about the NC EMPT program. Manteo High School Mathematics Department: Frank Vrablic, Department Chair; Liz Brown; John Houston; Suzanne Pack; and Cathy Service; Manteo, Dare County, NC ~~~~~~~~~~~~~~~~~~~~~~~ I have been participating in the NC EMPT program since I student taught at Southside High School in 2002. I am the NC EMPT contact person for my current school, Northside High, in which I have taught for 7 years. We use old versions of the NC EMPT as a pre test at the start of each semester in all our Algebra II, Advanced Functions and Modeling, PreCalculus, and Calculus courses. This then becomes a great tool to measure student growth at the close of the semester when students take the current year NC EMPT post test. Most importantly, our students are especially excited to receive their catered letter that reveals their potential placement in future college mathematics courses from their school and major of choice. Just recently I gave the post test just days before exams and did not receive student result letters in time before the end of the semester. You would not believe the kids that hunted me down to get the NC EMPT results " letter" that would reveal their " could be" future. Not only does this program work well for your top students that are on the right track for college and are responsible enough to have already started mapping out their future college plans. This program is especially beneficial to your borderline kids that need a push in the right direction. I have had many students that appreciated the wake up call that was offered through the participation in this excellent program. Upon receiving their results and realizing their placement would be in a remedial math course, many of our struggling juniors were motivated to work harder their senior year to learn mathematics. With this said, I am a firm believer that the NC EMPT program is an important program for providing teachers with a dependable assessment tool and our students with a honest reality check. This program has encouraged many of my students to get prepared for college by becoming better high school math students first. The teachers and students of Northside High truly enjoy participating in the NC EMPT program and hope to continue for years to come. Ashley Cullipher, Mathematics Teacher, Northside High, Beaufort County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ EVERYONE BENEFITS: high school students, teachers, administrators, and parents. Visit us at: www. ncempt. org for a wealth of information about college math placement testing! 6 3 Our school, Jack Britt High School, has taken advantage of the wonderful resource from the NC EMPT office since the school opened 10 years ago. We currently give both the pre test Option 1 and the post test Option 2 in our Algebra 2 and Advanced Functions classes. This test is one of the best things we do for our students. The NC EMPT is really helping high school students be very realistic about their preparation in mathematics. This test gives the students a wake up call early on so that they will be better prepared in math to obtain their goals for a college or university. When students get the feedback from their pre test, it gets their attention. They know immediately from the snapshot they receive that they must start being more serious about their preparation. Therefore, as a teacher, I usually see immediate improvement ( better study habits, etc.) because they want to get into a certain college. When the students take the post test, their scores usually improve tremendously. The NC EMPT is a wonderful service that is truly needed for our students. Kathleen Ives, Mathematics Teacher, Jack Britt High, Fayetteville, Cumberland County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ It is a pleasure to share our experiences with the NC EMPT Program and the NC EMPT team. When we first learned about NC EMPT, it was clear that it would be a benefit to our students. We began our participation in the 2008 2009 school year. We were delighted to discover this opportunity far exceeded our expectations. When our students took the test and saw the results, some received a hard dose of reality shock. Many students’ motivation to do well in their high school math course increased dramatically as they suddenly realized the possibility of remedial math in college. We also use the content of the NC EMPT test as a teaching tool. Another happy surprise was the quality and comprehensiveness of the feedback we received to give to each individual student and their parent/ guardians. Very meaningful feedback was professionally presented. We were proud to share it with our families. It clearly showed how the student had done and what is ahead in the context of their individual plans for specific colleges and careers. NC EMPT also helped to improve our instruction. NC EMPT provides statistics for each question and we could see areas where we needed to improve our instruction, e. g. " Word Problems". We presented this data at our math department meeting. This was a great help in our vertical planning as each subject matter team planned how needed areas could be addressed. All of the above are compelling reasons for using the NC EMPT; however there is more good news. The NC EMPT team is a joy to partner with. They are responsive, flexible and fast. We quickly realized that we could always count on them, e. g. for last minute additions, and they have never let us down. Lew Davidson, Ph. D., Mathematics Teacher, Mallard Creek High School, Charlotte, Mecklenburg County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ I have been a participant in the NC EMPT program for at least 6 years. It has been used in my Advanced Functions and Modeling and Discrete Math classes. Since these courses are part of the 4th math course requirement for entrance into an NC University school, I have found it necessary to incorporate the NC EMPT program in my curriculum. Many students enrolled in these courses have various mathematical backgrounds and abilities. The NC EMPT preparation enables me to have all of my students at the same level of math readiness for a university in North Carolina. I have had former students tell me that they passed a UNC math entrance test due to the experience of the NC EMPT exam during their senior year at Davie County High School. They also stated that their peers at various universities were not prepared for the math entrance exam, because their former high school math teachers had not prepared them for this test. My success as a teacher has been due partly because of the support, resources, and communication provided by NC EMPT. It is VERY important as educators to enable students by providing the academic tools for success in their various disciplines of study. Joan Ray, Mathematics Teacher, Davie County High, Davie County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ I just wanted to thank you for expediting our Early Math Placement results for our first semester students. Our seniors benefit so much from the tailored information you provide. I have a few students who are concerned about their placement tests this summer. I have plans with a couple of students to do a little math remediation in May so they will be accurately placed in college. Thank you for this service  it is really beneficial for my students. 7 4 Susan Blackwell, National Board Certified Teacher, Mathematics Dept. Chair, First Flight High School, Kill Devil Hills, NC ~~~~~~~~~~~~~~~~~~~~~~~~ Greenfield School is a small independent school located in Wilson. 100% of our graduates attend college. We are always working to provide the best possible preparation for our students as they enter college. We have been using the NC EMPT for many years as a predictor of how well our students are prepared for college mathematics courses. It has been a very valuable predictor for us. The feedback we receive is very user friendly and the staff is always so helpful. We share the results with the students, their parents, and our mathematics faculty. The materials provided by NC EMPT are used by our college counselor in working with students in selecting high school mathematics courses as well as selecting colleges/ universities. We have seen scores significantly improve from one year to the next as students realize the importance that mastering these mathematical concepts can have on their future options. Greenfield School administers the test to students taking Algebra II – ADV., PreCalculus, Advanced Functions and Modeling, Discrete Math, and Calculus – AP. Janet Beaman, Headmaster, Greenfield School, Wilson, Wilson County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ I am writing on behalf of the mathematics department at Vance High School, in Charlotte, NC. We have a long history of giving the NC EMPT to all of our post Algebra II students, as well as some other groups such as the AVID college preparatory classes, and believe that the students benefit from this early analysis of their strengths and weaknesses. We witness the test results being an eye opener for many students we teach every year. For example, one of my Advanced Functions and Modeling students, Bree, had always seemed to skim by with the bare minimum levels of work that she could, and still pass her math class. We administered the EMPT in December, and she received her personalized results, which had placed her at the lowest level, Level I. I could tell that this result stunned her; reading what the test said about where her results would place her at her listed college of choice seemed to make her realize for the first time the ramifications of her work in school. After a semester of trying to get her to come to tutoring after school, she finally began after that point, and was discussing taking an SAT preparation class to brush up on her test taking skills as well. One of our proud seniors this year took the EMPT a year or two ago as part of our administration of the test to our AVID ( college preparatory) classes. This year, as a senior, she has already been accepted to UNC Charlotte, her first choice university, and continually asked her Statistics teacher throughout the semester when they were going to take the EMPT this year. She was eager to track her growth in the intervening time, and wanted to see where she could expect her mathematics skills to place her in the Nursing major at UNC Charlotte next fall. This shows that even the students realize the benefits of a personalized, tailored result sheet that gives a fair and honest assessment of what they can expect as they go to college. My feeling is that it means more to them coming from somewhere outside of the high school that they are comfortable with already; they know and love the fact that they are interacting with someone on a college campus; they see validation in analyzing the scores from an outside source; the teachers love it as both a reinforcement and validation of the skills that we have been teaching in our math curriculum all along. Finally, one of our math teachers at Vance had a daughter who was going to Appalachian State a few years ago when she graduated. Her daughter, Erin, took the results of her EMPT to heart, and credited it as much of the reason for her preparation and success on the actual mathematics placement test that she took at ASU the following summer. Since then, that same teacher's son also graduated and left to attend the same university. He also used his released copy of the EMPT, along with his results sheet, to know which areas he needed to study and practice before going to take his ASU placement test. Both of these former Vance High School students are currently attending their college of choice. The EMPT was one step in getting there with success. I see the North Carolina Early Mathematics Placement Test as an essential ingredient in serving our students successfully. It helps the college bound students see, from an outside and credible source, the future benefits of learning the high school math material. The personalized and honest notes about their mathematics levels, their own areas of strength and weakness, and the information about the mathematics program and major at the college they select all make this a very informative and concrete learning device for the students. It has functioned as an eye opening experience for some, and a personal stress relieving validation for others. The EMPT is a valuable service that helps bridge the often daunting gap between high school and college with specific and useful information for each student. Mr. Mitchell S. Easter, Mathematics Teacher, AVID Teacher and Coordinator, Zebulon Vance High, Charlotte, Mecklenburg County, NC * Each testimonial in this document and on our website was approved for use by each named author. Many more testimonials from teachers can be found on our web site. Please visit: www. ncempt. org 8 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. Avoid Rusty Math Skills! Link Successfully to College Level Mathematics! By offering this non threatening advice with opportune timing, that is, while students are still in high school and can maneuver to correct weaknesses, NC EMPT hopes to motivate students to remain 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 2009 2010 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry ( see pp. 35 42 and pp. 83 86). 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 competing Algebra II and to students in upper level math courses. This may include sophomores, juniors, or seniors. A new version of the NC EMPT test is created each year, and teachers are encouraged to test students near the end of their Algebra II term and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university 9 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 twenty nine states across the nation since the 1980s. Unfortunately, many of these have ceased to exist due to several factors including competition from existing mandated testing and funding problems. Currently, strong programs exist in Ohio, North Carolina, Kentucky, and Wisconsin. Organization of the NC EMPT Program East Carolina University ( ECU) operated a four year pilot early math placement testing program from fall 1992 to spring 1996. Sixteen area high schools were involved, and ECU sponsored the pilot. As chair of the ECU Mathematics Department, Dr. Robert Bernhardt directed the program with the help of Dr. Sunday Ajose, and secretarial help was provided by the mathematics department staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996 and was permanently transferred to ECU in fall 1996. A full time program manager and office assistant were added to the staff. The program reached out to all public and non pubic high schools statewide in 1997 1998. Participation numbers increased to an annual high of 47,925 high school students. NC EMPT has been continuously directed by faculty and staff 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 UNC institutions, NC community colleges, and the NC Department of Public Instruction are included. The members meet annually each October and correspond often via phone, e mail, and postal mail throughout the year. The following list includes the members of the 2009 10 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Dept. of Public Instruction Carmella Fair Interim K 12 Mathematics Section Chief Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant East Carolina University Robert Bernhardt NC EMPT Director and Dept. of Mathematics East Carolina University Ellen Hilgoe NC EMPT Associate Director Elizabeth City State University Krishna Kulkarni Interim Chair, Dept. of Mathematics & Computer Science Fayetteville State University Vinod Arya 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, Student Development Services NC Community College System Elizabeth Spragins Program Coordinator NC Central University Laura Smith Dept. of Mathematics & Computer Science NC State University Harvey Charlton Dept. of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center 10 UNC Chapel Hill Joseph Plante Dept. of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Bruce Mallette Senior Associate Vice President for Academic and Student Affairs UNC Pembroke Steve 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 Winston Salem State Univ. John O. Adeyeye Chair, Dept. of Mathematics Wake Technical Community College Robert Kimball Dept. of Mathematics & Physics Outreach Efforts of the NC EMPT Program The following groups are contacted via e mail, postal mail, and in presentations at workshops and conferences: North Carolina public and non public high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents, directors of secondary instruction, and secondary math coordinators NC community college presidents, mathematics department chairs, and testing coordinators �� University of North Carolina institution chancellors, mathematics department chairs, and directors of admissions North Carolina State Board of Education North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors and Pre College Program coordinators National early mathematics placement testing programs and individuals interested in such programs in the following states: Alabama, Florida, Georgia, Hawaii, Iowa, Indiana, Kansas, Kentucky, Maryland, Nevada, Oklahoma, Ohio, Pennsylvania, Tennessee, Washington, Wisconsin Achieve, Inc.  American Diploma Project, Washington, D. C. Also see Appendix B: Promotion of the NC EMPT Program. 11 A Quick Look at NC EMPT Participation Numbers 1997 2010 Pilot  Spring 1997: Total Number of NC High Schools Solicited 80 Total Number of NC High Schools That Signed Up For Testing 72 Total Number of NC High Schools That Actually Tested 66 Total Number of Students Tested 8,195 1997 1998: Total Number of NC High Schools Solicited 376 Total Number of NC High Schools That Signed Up For Testing 226 Total Number of NC High Schools That Actually Tested 205 Total Number of Students Tested 27,456 1998 1999: Total Number of NC High Schools Solicited 357 Total Number of NC High Schools That Signed Up For Testing 202 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 27,030 1999 2000: Total Number of NC High Schools Solicited 637 Pretesting ( with the 1998 1999 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 9 Total Number of NC High Schools that Actually Tested 4 Total Number of Students Pretested 364 Placement Testing ( with the new 1999 2000 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 273 Total Number of NC High Schools That Actually Tested 251 Total Number of Students Tested 33,469 Grand Total of Students Tested in 1999 2000 33,833 2000 2001: Total Number of NC High Schools Solicited 658 Pretesting ( with the 1999 2000 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 58 Total Number of NC High Schools that Actually Tested 37 Total Number of Students Pretested 3,259 Placement Testing ( with the new 2000 2001 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 307 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 35,002 Grand Total of Participating High Schools ( nonoverlapping) 288 Grand Total of Students Tested in 2000 2001 38,261 12 2001 2002: Total Number of NC High Schools Solicited 650 Pretesting ( with the 2000 2001 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 67 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 3,716 Placement Testing ( with the new 2001 2002 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 299 Total Number of NC High Schools That Actually Tested 279 Total Number of Students Tested 37,804 Grand Total of Participating High Schools ( nonoverlapping) 287 Grand Total of Students Tested in 2001 2002 41,520 2002 2003: Total Number of NC High Schools Solicited 648 ( this includes 358 public and 290 non public schools) Pretesting ( with the 2001 2002 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 65 Total Number of NC High Schools that Actually Tested 50 Total Number of Students Pretested 4,422 Placement Testing ( with the new 2002 2003 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 311 Total Number of NC High Schools That Actually Tested 278 Total Number of Students Tested 34,399 Grand Total of Participating High Schools ( nonoverlapping) 285 Grand Total of Students Tested in 2002 2003 38,821 2003 2004: Total Number of NC High Schools Solicited 643 ( this includes 370 public and 273 non public schools) Pretesting ( with the 2002 2003 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 51 Total Number of NC High Schools that Actually Tested 34 Total Number of Students Pretested 4,084 Placement Testing ( with the new 2003 2004 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 266 Total Number of NC High Schools That Actually Tested 232 Total Number of Students Tested 29,465 Grand Total of Participating High Schools ( nonoverlapping) 243 Grand Total of Students Tested in 2003 2004 33,549 13 2004 2005: Total Number of NC High Schools Solicited 629 ( this includes 370 public and 259 non public schools) Pretesting ( with the 2003 2004 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 69 Total Number of NC High Schools that Actually Tested 68 Total Number of Students Pretested 6,339 Placement Testing ( with the new 2004 2005 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 308 Total Number of NC High Schools That Actually Tested 244 Total Number of Students Tested 37,375 Grand Total of Participating High Schools ( nonoverlapping) 302 Grand Total of Students Tested in 2004 2005 43,714 2005 2006: Total Number of NC High Schools Solicited 626 ( this includes 378 public and 248 non public schools) Pretesting ( with the 2004 2005 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 78 Total Number of NC High Schools that Actually Tested 65 Total Number of Students Pretested 5,919 Placement Testing ( with the new 2005 2006 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 318 Total Number of NC High Schools That Actually Tested 285 Total Number of Students Tested 42,006 Grand Total of Participating High Schools ( nonoverlapping)* 303 Grand Total of Students Tested in 2005 2006 47,925 2006 2007: Total Number of NC High Schools Solicited 752 ( this includes 502 public and 250 non public schools) Pretesting ( with the 2005 2006 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 87 Total Number of NC High Schools that Actually Tested 73 Total Number of Students Pretested 7,016 Placement Testing ( with the new 2006 2007 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 310 Total Number of NC High Schools That Actually Tested 274 Total Number of Students Tested 39,402 Grand Total of Participating High Schools ( nonoverlapping)* 292 Grand Total of Students Tested in 2006 2007 46,418 14 2007 2008: Total Number of NC High Schools Solicited 780 ( this includes 534 public and 246 non public schools) Pretesting ( with the 2006 2007 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 73 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 5,763 Placement Testing ( with the new 2007 2008 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 330 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 37,300 Grand Total of Participating High Schools ( nonoverlapping)* 293 Grand Total of Students Tested in 2007 2008 43,063 2008 2009: ( Note that testing in 2008 2009 occurred only during the second half of the school year.) Total Number of NC High Schools Solicited 792 ( this includes 542 public and 250 non public schools) Pretesting ( with the 2007 2008 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 33 Total Number of NC High Schools that Actually Tested 20 Total Number of Students Pretested 1,794 Placement Testing ( with the new 2008 2009 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 283 Total Number of NC High Schools That Actually Tested 233 Total Number of Students Tested 21,682 Grand Total of Participating High Schools ( nonoverlapping)* 243 Grand Total of Students Tested in 2008 2009 23,476 2009 2010: Total Number of NC High Schools Solicited 797 ( this includes 548 public and 249 non public schools) Pretesting ( with the 2008 2009 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 61 Total Number of NC High Schools that Actually Tested 45 Total Number of Students Pretested 4,119 Placement Testing ( with the new 2009 2010 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 312 Total Number of NC High Schools That Actually Tested 266 Total Number of Students Tested 33,315 Grand Total of Participating High Schools ( nonoverlapping)* 281 Grand Total of Students Tested in 2009 2010 37,434 * A list of the 281 participating schools in 2009 2010 follows. 15 A variety of efforts and media are used throughout the school year to encourage high school teachers, counselors, and administrators to take advantage of the free services the NC EMPT Program has to offer. This postcard was disseminated in early October 2009. Provide your students with the golden opportunity of taking a “ practice” college math placement exam while still in high school. Steer students clear of costly remedial mathematics at the college level. NO strings attached. NO COST to students or high schools. NO sharing of test scores. Just purely GOOD advice about each student’s readiness for college level mathematics! The NC Early Mathematics Placement Testing ( NC EMPT) Program has not yet received a registration form from your high school! Don’t delay!! Our shelves are brimming with testing materials that can be shipped immediately. For more information and a place to register, visit www. ncempt. org or call 252 328 6418. NC EMPT is an early intervention and outreach program sponsored by the State of North Carolina. Take the Fright out of college math placement Testing!! Another popular document is included in each participating teacher’s test results packet and is titled “ Top Ten Missed Questions.” The 2009 2010 version can be found in Appendix C. 16 North Carolina Early Mathematics Placement Testing Program Participating High Schools for 2009 2010 A C Reynolds Alexander Central Al Iman School American Hebrew Academy Antioch Christian Academy Ardrey Kell Arendell Parrott Academy Ashe County Asheville Asheville School Athens Drive Auldern Academy Ayden Grifton Bear Grass Beaufort County Early College Bertie Preparatory Bethel Assembly Christian Academy Bethel Christian Academy ( Canton) Bethel Christian Academy ( Kinston) Bible Baptist Christian School Bishop McGuinness Catholic Brevard Bunker Hill Bunn Burns CamTech Cannon School Cape Fear Academy Cape Fear Christian Academy Cardinal Gibbons Carolina Christian School Carver Cary Cary Christian School Central Academy @ Lake Park Central Academy of Technology and the Arts Chapel Hill Charlotte Catholic Charlotte United Christian Academy Christian Faith Center Academy Clayton Clover Garden Charter Clyde A Erwin Coastal Christian School Columbia Community Baptist School Community Christian School Concord Cornerstone Christian School Cox Mill Cramerton Christian Academy Crest Crossroads Christian School ( Henderson) Currituck County Cuthbertson D H Conley David W Butler Davie County Dixon Douglas Byrd Durham School of the Arts E E Smith E T Beddingfield Early College @ Guilford Early College of Forsyth County East Davidson East Forsyth East Gaston East Henderson East Mecklenburg East Wake School of Arts Education & Global Studies East Wake School of Engineering Systems East Wake School of Health Science Eastern Alamance Eastern Randolph Eastern Wayne Enka Epiphany School Falls Rd Baptist Church School Farmville Central Fayetteville Christian School Fike First Assembly Christian School ( Concord) First Flight Fletcher Academy Forsyth Country Day School Franklin Fred T Foard Freedom Friendship Christian School ( Raleigh) Garinger School of Math and Science Garinger School of New Technology Garner Magnet Gaston Christian School Goldsboro Grace Christian School ( Sanford) Gramercy Christian School Granville Central Gray Stone Day School Greene Central Greenfield School Grimsley Guilford Day School Halifax Academy Harding University Harnett Central Harrells Christian Academy Havelock Hayworth Christian School Hendersonville Christian School Hickory Ridge High Point Christian Academy Hobbton Hobgood Academy Hoke County Holly Springs Homeschool # 1 17 Hopewell Hunter Huss Hyde County Early College Independence ( Charlotte) Isaac Bear Early College J F Webb J F Webb School of Health and Life Sciences J H Rose Jack Britt Jacksonville James Hunt James Kenan Jamesville Jay M Robinson Jesse C Carson Jimmy C Draughn John T Hoggard Jones Senior Jordan Matthews Kings Mountain Kinston Lake Norman Lawrence Academy Lee Christian School Lee County Leesville Road Lejeune Lincolnton Louisburg Mallard Creek Manteo Marie G. Davis Military & Global Leadership Academy P r o v i d e n c e McDowell Metrolina Christian Academy Middle Creek Millbrook Mitchell Mooresville Mount Airy Mount Tabor Nash Central Neuse Christian Academy New Bern New Hanover Norlina Christian School North Buncombe North Edgecombe North Forsyth North Iredell North Lenoir North Lincoln North Mecklenburg North Moore North Pitt North Raleigh Christian Academy North Stokes North Surry Northern Guilford Northern Nash Northern Vance Northside Christian Academy Northside ( Jacksonville) Northside ( Pinetown) Northwest Cabarrus Northwest Guilford Northwest School of the Arts Oakwood School Olympic School of Biotech, Health, and Public Admin Olympic School of Intl Business and Communication Studies Olympic School of Math, Engineering, and Technology Olympic School of Renaissance Orange Page Paisley IB Magnet Middle Pamlico County Parkland Pender Pender Early College Person Phillip O Berry Academy of Technology Piedmont Pine Forest Pisgah Plymouth Porter Ridge Pungo Christian Academy R B Glenn R J Reynolds Reagan Reid Ross Classical Richlands Richmond Senior Ridgecroft School Roanoke Roanoke Rapids Rocky Mount Preparatory Rocky Mount Senior Roxboro Christian Academy Rutherford Early College Salem Academy Sampson Early College Sanderson School of Inquiry and Life Sciences @ Asheville Scotland High of Leadership and Public Service South Brunswick South Caldwell South Central South Granville School of Business & Global Communication South Granville School of Health and Life Sciences South Johnston South Point Southeast Raleigh Magnet Southern Alamance Southern Guilford Southern Nash Southern Wayne Southlake Christian Academy Southside Southwest Edgecombe Southwestern Randolph Spring Creek Stanly Early College Starmount Statesville Statesville Christian School Sun Valley Surry Central Swansboro Tabernacle Christian School ( Hickory) Tarboro Tri County Christian School Trimont Christian Academy Trinity Trinity Prep High School Union Academy Union Pines Vandalia Christian School Victory Christian Center School Village Christian Academy Wake Forest/ Rolesville Wakefield Walter M Williams Washington Watauga Wayne Early Middle College Wayne School of Engineering @ Goldsboro Weddington West Bladen West Brunswick West Caldwell West Craven West Henderson West Stanly Westchester Country Day School Western Harnett Westover Wheatmore White Oak Wilkes Central Winston Salem Prep Academy Woodland Baptist Christian School Woodlawn School Zebulon B Vance 18 IV. Summary of 2009 2010 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 purposes, the previous 2008 2009 version was used ( 2009 2010 pretesting data for Option # 1 can be found on page 15). Option # 2, used by the vast majority of schools, involves administering the new 2009 2010 version of the NC EMPT test later in the term. High schools have the choice to participate in Option # 1 or Option # 2, or both. Teachers administered the traditional paper and pencil test. Interesting data is given below: High School Participation in Testing Options # 1 or # 2, 2009 2010 Option # 1 Option # 2 15 30 236 High School Participation in Option # 2 2009 2010 Fall 2009 Spring 2010 33 95 138 Participants Using the 2009 2010 Version of the NC EMPT Test ( Option # 2): Time Period Number of Students Fall 2009 12,099 Spring 2010 21,216 Total for Year 33,315 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, within 2 5 days after receipt of the opscans. The average turnaround time during 2009 2010 for the return of test results to 37,434 students was 1.5 days. The resulting scores were classified into one of four EMPT levels. Beginning in 1999 2000, the numeration of these levels was aligned with the achievement levels designed by the North Carolina State Board of Education in the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the highest: 19 EMPT Level Number of Correct Answers 1 0 11 2 12 16 3 17 24 4 25 32 These scores were then used to advise each student in a personalized letter. Each letter contained a test score, the test score converted to a percent, a corresponding EMPT level, a listing of the mathematical objective for each test question, a listing of each answer given by the student, a listing of each correct answer, and an interpretation of each student’s readiness to take college level mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for 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 beginning level college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science, or engineering. Level 4: A Level 4 score indicates a solid high school preparation for college level mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful 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, 2009 2010,” a handy reference tool for their college bound students. The brochure is updated each year by the associate director upon the advice of the NC EMPT Advisory Board members who represent the fifteen UNC campuses and fifty eight NC community colleges. A sample of this brochure follows as well. 20 21 22 23 24 UNC Chapel Hill Most entering students are required to have results from the SAT Subject Test – Mathematics Level 2* prior to placement in a math course at UNC CH. This calculator based exam is NOT given on campus and should be taken as soon after a prospective student’s precalculus course as possible, and certainly before arriving at UNC CH. A score greater than or equal to 520 is necessary to exempt 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 of 600 or greater is needed to place into Math 231 ( Calculus I). For more information about the UNC CH Mathematics Department, visit: http:// www. math. unc. edu/ For UNC CH math course descriptions, visit: http:// www. math. unc. edu/ for undergrads/ course descriptions. html * 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 MAT score will be used for placement into college level mathematics at ASU. A student wishing to place into a calculus course takes the online " Calculus Readiness Test" before coming to orientation. A student not placing into college level mathematics must successfully complete MAT 0010, a 5 day a week course that does not count towards graduation. Not placing into college level mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with a ND designator. For example, a student must place into college level mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/ Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http:// www. mathsci. appstate. edu For ASU math course descriptions, visit: http:// www. appstate. edu/ www_ docs/ catalogs/ undergrad/ MAT_ SUBJ. html 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 college level math courses. That is, cut off scores for math placement are standardized across the community college system. These scores are also transferable among the fifty eight 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 math ematics course, GE 109 ( Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 ( College Algebra). Students scoring 85 or more may enroll in GE 118 ( Pre Calculus). The calculator based test contains multiple choice questions that are untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior year to provide a “ smooth” transition into college level mathematics. For more information about the ECSU Department of Mathematics and Computer Science, visit: http:// www. ecsu. edu/ academics/ mathsciencetechnology/ mathcompsci/ index. cfm For ECSU math courses descriptions, visit: http:// www. ecsu. edu/ academics/ docs/ ECSUCatalog2008 2010. pdf ( See pages 352 355 of this document.) Fayetteville State University Prior to enrollment in a math class, first time freshmen and certain transfer students at Fayetteville State University ( FSU) take a computer adaptive mathematics profile exam during their orientation session. University College makes every effort to place students in courses that correspond to their level of academic preparation. Advisors use high school Grade Point Average ( HS GPA), SAT scores, and scores on the Profile placement examination ( administered during First Steps) as criteria. NC Central University Undergraduates admitted to North Carolina Central University take non calculator based mathematics placement tests before registering for classes ( unless they are transferring in appropriate credits). Students with a 480 or higher on the SAT Math section take a 30 minute, 30 question test on functions and graphs. Assignment is then made to College Algebra, Precalculus, or Calculus I. Students with less than 480 on the SAT Math section take a 30 minute, 35 question test on elementary algebra and a 30 minute, 30 question test 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 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. math. nccu. edu For NCCU math course descriptions, visit: http:// www. nccu. edu/ formsdocs/ proxy. cfm? file_ id= 307 ( see pp. 292 294) NC State University Entering freshmen at NC State are required to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer orientation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 ( Intermediate Algebra), which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 ( Calculus I), which is the first course of the three semester calculus sequence. In addition, upon admission and prior to registration each entering freshman must take the NC State University online skills test. Between one fourth and one third of the students entering NCSU have taken the AP Calculus AB exam or the AP Calculus BC exam and have received placement based on their scores. For more information about placement opportunities, visit http:// www. math. ncsu. edu/ undergrad/ plan. php. Further details can be found at http:// www. ncsu. edu/ uap/ hat/ current/ ch02/ 010709. html, which is a section of our Handbook for Advising and Teaching. 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.) NC A& T State University Starting in the fall semester of 2009, NC A& T State University will no longer use the Accuplacer's College Level Mathematics Assessment test to place its incoming freshmen and transferring students whose curricula contain math courses into an appropriate math course. Instead NC A& T will use the students' highest SAT or ACT Math scores to place them into an appropriate math course. A student with a SAT Math score of less than 430 or ACT Math score of less than 16 will be placed in MATH 099 Intermediate Mathematics, a remedial mathematics course offered by the Center for Academic Excellence. A SAT Math score between 430 and 469 or ACT Math score of 16 allows a student to enroll in MATH 101 Fundamental Algebra and Trigonometry I offered by the Mathematics Department. A SAT Math score between 470 and 539 or ACT Math score between 17 and 20 requires the student to enroll in MATH 110 Precalculus for Engineering Sciences, or MATH 111 College Algebra and Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 540 or higher or ACT Math score of 21 or higher allows the student to enroll in MATH 131 Calculus I which is also offered by the Mathematics Department. The Mathematics Department is currently exploring/ developing an appropriate mathematics placement test to be adopted for use in the fall semester of 2010. For more information about the NC A& T Department of Mathematics, visit: http:// www. ncat. edu/~ math. For NC A& T math course descriptions, visit: http:// www. ncat. edu/~ acdaffrs/ Bulletin_ 2008 2010/ 2008 2010_ Undergraduate_ Bulletin. pdf, pp. 249 261. UNC Asheville Each incoming UNC Asheville student is asked to visit the Math Placement website before his/ her summer registration appointment. This can be done at home or on campus by visiting the math department website: http:// www. unca. edu/ math/ and clicking on " Placement" in the left hand column. The website gives the answers to important questions regarding course requirements. By asking students about their intended major and math background, the website customizes the information needed for students to make the best course selection for their individual plans. We expect that the majority of new students will be able to click their way through the website to determine which math course to take, without ever needing to take a math placement test. However, there are some individual circumstances where a placement test is crucial. Consequently, a 20 question, multiple choice, calculator based exam is built into the site. At the website, all of the placement information is being supplied 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. Precalculus and Calculus sections will administer placement tests 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:// www. unca. edu/ math/ For UNCA math course descriptions, visit: http:// www. unca. edu/ catalog/ and click on the latest course catalog to open a pdf file. You can page down this file to find the Math Department. 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 2009 2010 Mathematics Placement Test at UNC Charlotte is non calculator 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 East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam during their summer orientation session prior to their first fall semester of college courses. The 2009 2010 mathematics placement test at ECU is a 32 question algebra test, which is calculator optional. 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), 1067 ( Algebraic Concepts and Relationships), 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. 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: www. ecu. edu/ math/ For ECU math course descriptions, visit: http:// www. ecu. edu/ cs acad/ aa/ upload/ ugcat0910. pdf. ( see pages 457 462 of the document) For ECU math placement test review questions, visit: 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 SAT Math ( SATM) Score >= 600 AND MATH 142 – Calculus and Analytical Geometry I College Level Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________ ________________ SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry College Level Math Score >= 80 99 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________ ________________ SATM Score = 550 599 OR MATH 129 – Precalculus Mathematics I Algebra Profile Score >= 90 For math, computer science, biology, and chemistry majors. MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________ ________________ SATM Score = 550 599 OR MATH 123 – College Algebra Algebra Profile Score >= 90 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________ ________________ SATM Score = 500 549 OR MATH 123S – College Algebra, Academic Support Sections. Algebra Profile Score = 71 89 _______________________________________________________________________________________________________________________________ ________________ SATM Score = 420 499 OR MATH 121 – Introduction to College Algebra Algebra Profile Score = 50 70 _______________________________________________________________________________________________________________________________ ________________ SATM Score < 420 AND MATH 121S – Introduction to College Algebra, Academic Support Sections. Algebra Profile Score < 50 _______________________________________________________________________________________________________________________________ ________________ 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) continued . . . Graphics Describing Testing Results from the 2009 2010 Version of the NC EMPT Test A special thanks is given to David Hodges, our database consultant, for his time, effort, and wisdom in creating these graphs. High School Demographics: Public High School Participation in NC EMPT 2009 2010 Total Number of NC Public High Schools = 548* 61% 39% ( 335) Schools Non participating ( 213) Schools Participating * The total of 548 public high schools includes 538 public schools, two federal schools, and eight charter schools. Non Public High School Participation in NC EMPT 2009 2010 Total Number of NC Non Public High Schools = 249 73% 27% ( 68) Schools Participating ( 181) Schools Non Participating 27 Sex of Participating Students 2009 2010 Not Given 1% ( 418) Male 46% ( 15,173) Female 53% ( 17,724) Grade Level of Participating Students 2009 2010 Senior 40% ( 13,415) Junior 36% ( 11,984) Sophomore 18% ( 6,111) Freshman 3% ( 1,150) Not Given 2% ( 655) Student Demographics: 28 0% 0.1% 1% 75% 1% 6% 16% 0 2000 4000 6000 8000 10000 12000 14000 16000 18000 20000 22000 24000 26000 Number of Students African American or Black American Indian or Alaskan Native Asian or Asian American or Pacific Islander White Hispanic or Latino Not Specified Other Race/ Ethnicity of Participating Students 2009 2010 29 2009 2010 Placement Test Results: NC EMPT Placement Levels  All Students 2009 2010 Level 4 24% ( 7,937) Level 3 41% ( 13,597) Level 2 20% ( 6,797) Level 1 15% ( 4,984) Level 4 ( highest) scored 25 32 Level 3 scored 17 24 Level 2 scored 12 16 Level 1 scored 0 11 Type of Calculator Used 2009 2010 Scientific calculator 25% ( 8,381) Graphing Calculator 47% ( 15,572) Four function calculator 7% ( 2,472) None 14% ( 4,687) 30 Placement Level by Grade 2009 2010 1% 1% 0.5% 0.3% 6% 8% 3% 2% 9% 15% 7% 5% 7% 16% 10% 8% 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500 6000 Level 4 ( highest) Level 3 Level 2 Level 1 Number of Students Freshman Sophomore Junior Senior 7% 8% 9% 12% 18% 22% 12% 12% 0 1000 2000 3000 4000 5000 6000 7000 8000 Number of Students Level 4 ( highest) Level 3 Level 2 Level 1 Placement Level by Sex 2009 2010 Male Female 31 Placement Level by Current Math Course 2009 2010 0.02% 0.11% 2% 6% 1% 5% 0.44% 7% 2% 0.0% 4% 7% 1% 0.04% 0.38% 1% 12% 1% 14% 0.05% 3% 2% 1% 0.24% 0.05% 0.29% 0.13% 7% 1% 7% 2% 1% 1% 0.08% 0.39% 0.06% 5% 0.37% 5% 1% 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra or Trigonometry Algebra II or Integrated Math 3 Calculus I am not currently enrolled in a math course Integrated Math 4 Other Pre Calculus Probability, or Statistics, or Discrete Math Technical Math II Number of Students Level 4 ( highest) Level 3 Level 2 Level 1 32 NC EMPT Score Frequency 2009 2010 0 200 400 600 800 1000 1200 1400 1600 1800 2000 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Score Number of Students Frequency 2009 2010 Item Analysis 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Question # Percent Correct 33 NC EMPT 2009 2010 All Schools Question Objective # Correct % Correct 1 convert a fraction to an equivalent fraction 27559 83% 19 solve word problem: proportion 27487 83% 13 simplify complex fraction 26861 81% 14 solve word problem: average 25402 76% 11 evaluate using laws of exponents 24840 75% 2 solve linear equation 24787 74% 21 solve word problem: percent decrease 23723 71% 24 find equation of linear function 22957 69% 32 solve word problem: linear function 22560 68% 8 solve formula for variable 22553 68% 10 apply midpoint formula 22417 67% 31 recall and then solve formula 21643 65% 16 solve word problem: ratio and percent 21635 65% 18 evaluate function 20889 63% 6 find x intercept of line 20766 62% 30 find angle measure in isosceles triangle 20711 62% 3 solve exponential equation 20444 61% 7 model linear function 19881 60% 4 solve word problem: circumference 19773 59% 22 evaluate expression 19394 58% 9 apply Pythagorean Theorem 18705 56% 20 simplify using distributive property 18235 55% 15 find quadratic function given zeros 17838 54% 25 solve system of two linear equations 16563 50% 27 solve quadratic equation 15578 47% 17 recognize function given data 15065 45% 5 find volume of box 14589 44% 12 compare numbers 14397 43% 29 find equation of line 13543 41% 28 subtract rational expressions 11849 36% 23 solve word problem: right triange trig 11268 34% 26 multiply numbers in scientific notation 10364 31% Item Analysis by Decreasing %, 2009 2010 34 35 36 37 38 39 40 41 42 Plans After High School 2009 2010 4 year university 74% ( 24,709) 2 year college 7% ( 2,349) trade schools or apprenticeship program 12% ( 3,975) military service 1% ( 299) none of these 3% ( 932) initially attend a 2 year college and then attend a 4 year college 1% ( 429) Number of College Level Math Courses Required for First College Major 2009 2010 Not Applicable to Me 1% ( 285) I Don't Know 72% ( 24,119) None 861 ( 3%) One Course 5% ( 1,529) Two or more courses 20% ( 6,522) 43 Anticipated College Major 2009 2010 87 188 190 217 375 3887 3357 3087 3007 2902 2533 1648 1464 1046 919 743 656 637 533 531 461 437 395 376 3021 754 304 413 530 358 2801 2521 1825 1622 2700 2629 2757 1259 1729 954 1154 1029 970 835 1060 710 669 1031 685 757 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Pre Medicine, Pre Veterinary Medicine or Pharmacy Engineering Nursing Visual and Performing Arts Social and Behavior Sciences Medical Technologies and Allied Health Fields Biology and Biological Sciences Security and Protective Services Pre K and Elementary Education Humanities Secondary Education in a Non Science or Non Mathematics Area Computer Science in a Business Area Mathematical and Physical Sciences Parks, Recreation, Leisure and Fitness Studies Computer Science in a Mathematics, Engineering or Science Area Agriculture Engineering Technologies Architecture and Related Services Automotive Technology Family and Consumer Sciences Secondary Education in a Science and Mathematics Area Natural Resources and Conservation Middle Grades Education Ethnic, Cultural and Gender Studies Percentage of Students First Choice Second Choice 44 11% 9% 12% 1% 1% 4% 2% 15% 2% 15% 7% 5% 1% 7% 3% 2% 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500 Winston Salem State University Western Carolina University UNC at Wilmington UNC at Pembroke UNC at Greensboro UNC at Charlotte UNC at Chapel Hill UNC at Asheville NC State University NC Central University NC A& T State University Fayetteville State University Elizabeth City State University East Carolina University Appalachian State University A Community College First Choice of School Planning to Attend 2009 2010 45 Placement Level by School Planning to Attend ( 1) 2009 2010 416 774 702 20 18 67 47 1890 121 2232 456 247 47 544 197 47 1389 1422 1768 83 112 368 193 2074 259 1973 1032 602 165 1095 541 226 993 592 913 75 94 374 170 714 120 565 552 393 130 455 254 182 898 325 571 67 99 373 222 361 74 319 385 301 110 234 140 216 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A& T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University Winston Salem State University Level 4 ( highest) Level 3 Level 2 Level 1 46 Placement Level by Schools Planning to Attend ( 2) 2009 2010 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A& T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University Winston Salem State University Level 4 ( highest) Level 3 Level 2 Level 1 47 48 V. Trends in NC EMPT Data, 1996 2010 The NC EMPT Program has compiled data from a pilot semester and thirteen full years of testing. Informative trends are already beginning to appear and they are presented in the following charts and graphs: NC EMPT Cost Per Student Spring 1997 $ 7.36 2003 2004 $ 4.96 1997 1998 $ 4.40 2004 2005 $ 3.79 1998 1999 $ 5.46 2005 2006 $ 3.59 1999 2000 $ 4.55 2006 2007 $ 3.86 2000 2001 $ 4.24 2007 2008 $ 4.07 2001 2002 $ 3.62 2008 2009 $ 7.27 2002 2003 $ 4.02 2009 2010 $ 4.78 Note that testing during 2008 2009 occurred only during the second half of the school year. Top Anticipated College Majors Year Major Students Choosing Major as First Choice 2003 2004 Social and Behavioral Sciences 14% Engineering 13% Business/ Administrative Sciences 12% Pre Med/ Pre Vet/ Pharmacy 9% 2004 2005 Social and Behavioral Sciences 14% Engineering 13% Business/ Administrative Sciences 12% Pre Med/ Pre Vet/ Pharmacy 9% 2005 2006 Social and Behavioral Sciences 14% Business/ Administrative Sciences 14% Engineering 12% Pre Med/ Pre Vet/ Pharmacy 9% 2006 2007 Business/ Administrative Sciences 12% Social and Behavioral Sciences 12% Engineering 11% Pre Med/ Pre Vet/ Pharmacy 9% 2007 2008 Business/ Administrative Sciences 13% Social and Behavioral Sciences 13% Engineering 12% Pre Med/ Pre Vet/ Pharmacy 9% 2008 2009 Business, Management, and Marketing 13% Pre Med/ Pre Vet/ Pharmacy 10% Visual and Performing Arts 9% Engineering 9% 2009 2010 Business, Management, and Marketing 12% Pre Med/ Pre Vet/ Pharmacy 10% Engineering 9% Nursing 9% 49 Students Participating in NC EMPT 33,833 38,261 38,821 33,549 46,418 43,063 23,476 37,434 27,456 41,520 43,714 47,925 27,030 8,195 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 Number of Students High Schools Participating in NC EMPT 243 243 281 285 287 288 189 251 66 205 302 303 292 293 0 100 200 300 400 500 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 10 Number of Schools * Note that testing during 2008 2009 occurred only during the second half of the school year. * Note that testing during 2008 2009 occurred only during the second half of the school year. 50 Grade Level of Participating Students 1996 2010 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 Year Sophomore Junior Senior EMPT Level of Participating Students 1996 2010 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 Year Level 4 ( highest) Level 3 Level 2 Level 1 51 Students Planning to Go to College After High School Graduation 1996 2010 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 Year 4 year College 2 year College Average Score Out of 32 Questions for Participants Each Year 1996 2008 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 Year Series1 52 VI. Evaluation of the 2009 2010 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 early June 2010 to the contact persons of the high schools involved in Option # 2 testing during the spring of 2010, our largest and last of four testing windows during the school year. 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 Department of East Carolina University. The teacher contacts were asked to discuss the survey statements and questions with other participating math teachers in their departments before completing the survey. With 137 of 228 surveys returned to our office, 60% of those polled responded. This response rate continues to be much improved. In past years, a paper and pencil survey was enclosed with spring testing results rather than the online survey first employed in June 2009, and the response rate was only near 45%. A Survey of 2009 2010 Participating Teachers found. . . 90% strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of college freshmen that require mathematics remediation at the college level. 95% strongly agreed or agreed that their students found their NC EMPT experience helpful and useful for future college plans. 97% strongly agreed or agreed that their students were attentive and tested with a serious attitude. 100% strongly agreed or agreed that test results to students and summary results to teachers were promptly returned. 100% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing participating high school students with a “ reality check” of their readiness for college level mathematics. 100% strongly agreed or agreed that overall the NC ���� EMPT Program provides a valuable service to high school students, parents, and teachers. These responses reassure us that both students and teachers are very satisfied with the administration, efficiency, value, and wealth of timely information provided by the NC EMPT Program. It is especially inspiring to receive a 100% vote of confidence with regard to the overall value of the service to high school students 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 math placement test is a testament to its value. 53 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 math placement tests, beginning required math courses for majors, and descriptions of math placement procedures. The associate director gathers this information and updates a brochure titled “ Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 25 26 for a sample of this document. This important brochure is disseminated each year to each participating teacher and all public and non public high school principals, math chairs and counseling departments. According to question # 9 in the survey, 98% of the teachers responding found this brochure helpful in advising students. This same valuable information provided by board members has another important use. It is imbedded in individual student results letters based on the student’s choice of major and college/ university. The survey question receiving the lowest approval rating was # 2: “ If you registered online ( rather than mailing or faxing the paper form), the online sign up form was userfriendly and reliable.” Only 55% of the respondents answered positively, that is, they strongly agreed or agreed with this statement. It is helpful to note that 45 teachers, or 44%, chose a response of “ N/ A or No Opinion.” This may very well be due to the fact that they registered via the paper form and either mailed or faxed the registration. We continue to make adjustments in the online order form. As a whole, high school contact persons highly employ the online registration process rather than using the hard copy of the form. As far as reliability is concerned, there are inherent problems with Web servers and so there will be times when completed registration forms are not received. We also find that despite written reminders, some required fields of information are not completed by a handful of contact persons and their sign up forms are therefore not successfully submitted. In both cases, contact persons are warned to look for a confirmation email that should immediately be received in their email boxes from the NC EMPT office. If the confirmation is not received, the contact persons are advised to contact the office as soon as possible. Twelve of the fifteen survey questions had positive responses that were higher than the previous year’s ratings for the same questions. This is very admirable and illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers and make improvements. A sample of the Qualtrics year end survey and the results follow. For additional feedback from participating teachers, see pp. 5 8. 54 NC EMPT Teacher Survey, Spring 2010 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, 2010. # Question Strongly Agree Agree Disagree Strongly Disagree N/ A or No Opinion Responses Mean 1 Informational mailings were sent to high school math chairs and last year's contact persons in September ' 09 and March ' 10, and a postcard was sent in October ' 09. These mailings were helpful reminders of the services available from the NC EMPT Program. 115 18 0 1 0 134 1.16 2 If you registered to test on line ( rather than mailing or faxing the paper form), please rate this statement: The online registration form was user friendly and reliable. 54 2 1 0 45 102 2.80 3 The NC EMPT website www. ncempt. org is useful and informative. 69 ��� 37 1 1 26 134 2.09 4 The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 120 13 0 0 0 133 1.10 5 Test administration took a total of 55 minutes or less. 89 32 13 0 0 134 1.43 6 Students were attentive and tested with a serious attitude. 72 58 2 0 2 134 1.52 Par t A: Carefully read each statement below and respond by checking one box to the right of each statement. 55 # Question Strongly Agree Agree Disagree Strongly Disagree N/ A or No Opinion Responses Mean 7 The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 124 9 0 0 0 133 1.07 8 The test score summary received by each teacher for each class period was helpful. 118 16 0 0 0 134 1.12 9 The orange brochure titled " Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2009 2010" was included in each teacher's results package. This brochure was useful to teachers in advising college bound students. 100 31 1 1 1 134 1.30 10 Participating teachers took time to review test errors with students. 50 58 16 0 9 133 1.95 11 Students found their individualized student results letters informative and easy to understand. 91 39 1 0 2 133 1.37 12 Students found their NC EMPT experience helpful and useful for future college plans. 71 55 2 0 4 132 1.57 13 The NC EMPT Program accomplished its goal of providing your participating high school students with a " reality check" of their �� readiness for college level mathematics. 104 29 0 0 0 133 1.22 56 # Question Strongly Agree Agree Disagree Strongly Disagree N/ A or No Opinion Responses Mean 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 2010). 70 51 2 0 11 134 1.74 15 Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 109 25 0 0 0 134 1.19 Part B: Please type your thoughts about the questions below: # 16. In an effort to update and realign with current college math placement tests at community colleges and universities, the 2009 2010 NC EMPT test questions were substantially different from those found on test versions dated earlier than 2008. Please comment on the diversity and difficulty of the 2009 2010 test questions. Number Comments About Diversity and Difficulty of 2009 2010 NC EMPT Test Version 46 Questions were very content appropriate; wide range of test items from Alg I, Alg II, and Geometry curriculums; included various levels of difficulty; great selection of questions; questions reflect what our students should know; test is fair and equitable; greater mix of questions from different math classes other than Alg II. 15 Questions accurately represent the material they were designed to test – current math placement tests at NC community colleges and universities; well designed – I am thrilled for the realignment and update; I use this test as a tool to make sure my students are performing at a level to be successful in college and so appreciate the realignment efforts. 15 Test has more difficult questions than earlier test versions; the test is diverse enough to challenge everyone; questions are more difficult, but more realistic; our scores slightly reflected the increased difficulty; this test was difficult for my students who had not taken a math course for a year or more. 7 Question objectives are more in line with the fourth math course required by the UNC System; test questions better reflect our curriculum and I am glad for the change; questions are more reflective of recent changes in the high school curriculum and standards. 57 5 Difficulty level of questions is now a lot easier than in previous years; test seemed easier to me, but my students didn’t do as well; some test questions seemed easier especially when students used a graphing calculator. 3 Not much difference between new questions and those before 2008. 3 Questions were worded in an understandable manner; well written. 3 I like the diverse questions, especially the inclusion of more geometry concepts; my students did not appreciate the geometry additions – I feel it was good to make them realize that all math is important and NO, you cannot forget the subject once the course is completed. 2 Problems required students to illustrate understanding of the concept, not just complete an algorithm; questions seemed to better test students’ ability to apply the skills they have learned to solve problems and make connections. 2 Questions were perfect for students beyond Alg II; my regular Alg II students struggled a bit and thought the EMPT test questions were harder than the Alg II end of course exam review. 2 PreCalculus students felt the test was challenging. 2 Difficulty of questions should be increased even more. 1 Questions could be answered without the use of a calculator. 1 This test was a real wake up call to our students this year; they will also be getting a huge wake up call in college freshmen algebra. 1 Our goal as a math dept. would be to ensure that our students are capable of working these problems. 1 Questions were more difficult than in the past and I found that students needed a calculator for the new version. 1 Students stated that they felt more familiar with the types of questions on the new test and were able to answer more questions correctly. 1 There seemed to be more word problems which take longer to answer. 1 Students appreciated the practice version before taking their actual math placement tests. They were glad for a quick brush up on math skills. 1 I LOVE the NC EMPT Program! It makes students aware of their current levels and gets them in the frame of mind for college. 1 I wish students better understood the importance of the test and the meaning of the results. 1 The increased diversity in questions was a better gauge of the students’ all around math capabilities. 1 This was my first time giving the test. I expected more of the harder questions. 58 1 Teachers at the Alg II level would prefer a test more closely aligned with the state end of course exam. Our Alg II teachers used the EMPT test as a “ wake up” call for students who may be in danger of not being proficient on the EOC exam. Students this year were a little frustrated with the questions on concepts they had not studied this year. The new test questions were not a problem for students in Advanced Functions and Modeling. # 17. In the past, the NC EMPT associate director created supplemental worksheets and puzzles for teachers to use in the classroom to help students reinforce their math skills for college math placement. Would more current worksheets and puzzles based on the new NC EMPT test questions be helpful to you? Would you prefer hard copies be mailed to you or down loadable files be made available on the NC EMPT Web site? Number Would More Current Worksheets and Puzzles be Helpful? 108 Yes. 3 No. Number Comments About Additional Resources 52 I would love to have more up to date worksheets based on the new test questions; they would be very useful in my classroom; I like the resources NC EMPT provides especially in helping students prepare for their future college work; the worksheets are exceptional  I have used them extensively and I appreciate the time taken to prepare them; I still use the old copies as supplemental activities; they encourage students to continue to learn and practice while stretching their minds. 4 Because of end of course testing and schedules that made covering all the material in the Alg II curriculum difficult, these activities were not used as much as they could have been used; unfortunately there is not sufficient instructional time – perhaps they could be simply made available to students; although we do not have a lot of time to focus on the NC EMPT test, students need to understand the importance of being prepared for this with regards to college placement. 3 I prefer down loadable files, but there is sometimes an issue with compatibility of software. Public schools often lag behind in updates. This presents a problem for teachers in being able to open the electronic copies; sometimes computers have trouble converting math symbols correctly; they need to be pdf files. Our school runs only on Macs and we can’t open the files you currently have on your web site. 2 I did not use the worksheets or puzzles, but maybe if I have copies, I will; haven’t seen these before. 2 I especially liked the handout called “ The Top Ten Missed Questions.” I use these at various times in my classroom for review. 2 These resources are especially good for students in Advanced Functions and Modeling. 1 I used those for review homework before the students took their NC EMPT test, kind of like a study guide. 59 1 We use the test as a “ snap shot” of their current math abilities, so there is no need for additional worksheets. 1 These resources are great especially after the test. The students realize what they’ve missed and need to work on. 1 The “ game” that used to come with the EMPT materials could be similarly updated and made available as a preparatory activity early in the semester as well as for reinforcing the big ideas that we emphasize in the coursework throughout the year. 1 Some students are always looking for ways to improve test scores. 1 These resources are great refreshers. Many of my students are still fuzzy on “ the basics.” 1 Please include questions relative to the new Essential Standards adopted by the state. 1 It would be great if the worksheets could be edited, in case we want to add or subtract problems. 1 An email notice that the worksheets and puzzles are available on the NC EMPT web site would be nice. 1 Down loadable files are perfect for our 1: 1 computing environment. 1 No, I would not use them. Time is a factor. Number Do You Prefer Hard Copies or Down loadable Files of the Worksheets and Puzzles? 58 Down loadable files from e mail or the NC EMPT website; they are more eco friendly: less wasteful, more cost effective; a time saver; more reliable and more accessible. 12 Hard copies. 11 Both. 9 Either format will work. 1 Neither. # 18. Our three year grant to develop and administer a Web based version of the NC EMPT test ended on July 1, 2009. So during 2009 2010, we offered only paper andpencil testing. In the future, would you choose Web based testing instead if it were available? Why or why not? Number Do You Prefer Paper and Pencil or Web based Testing? 68 Paper and pencil. 60 27 Web based. 5 No opinion; don’t know; not sure. 4 Either way. Number Reasons Teachers Preferred Paper and Pencil Testing 64 We have a problem with availability and scheduling of computers at our school; getting enough lab time for all of our students would be a nightmare; we have 30 computers and my largest class is 32; there are lots of technical issues with our computer lab; the lab is usually scheduled for many nonmath classes, especially English classes; there is not enough time to do Web based testing in the allotted time or even in one class period; our server is very slow and unreliable; all of these issues would frustrate my students; making this happen in our computer lab is full of difficulties and I would be less likely to even give the test. 4 Paper and pencil testing allows students to have a copy of the test for later review. 4 Most of my students prefer a paper test; students are more familiar with paper tests; paper is the usual form of assessment in the classroom. 4 Paper testing allows me more flexibility in administering the test; it is simpler to test in my room; there is less of a chance of problems when administering a paper test. 2 Students need ample space to work out some of the test problems on paper; it is difficult for them to switch between screen and paper. 2 I like paper test better. I guess I am old fashioned; math tests are easier to understand on paper. 2 It is easier to monitor students with paper tests. With computer monitors so close, students can go browsing for answers. 1 Since students have their paper test copies and results letters in front of them at one time, teachers can give feedback more efficiently. 1 I feel the students take the test more seriously in paper form. 1 The NC EMPT test is similar to the EOC in its paper format and helps prepare students for that. 1 I think students perform better on a paper math test. 1 We have made NC EMPT a part of the Discrete Math curriculum in order for the students to review algebra concepts that are not studied during the year. Paper and pencil is necessary to accomplish this. 1 For a one time test like NC EMPT, paper works fine. I’m a great supporter and user of Web based Apps, but I’m reluctant to get involved with all the hassle of learning a new technology for limited applications. Now if you had an ongoing web site that helped the kids build knowledge and skills that would be a different cup of tea! 61 Number Reasons Teachers Preferred Web based Testing 7 As more colleges move to online classes and students are more technologically literate, I think Web based testing would be more useful; many colleges are leaning towards online assessments; the world is technology based. 5 More efficient; convenient. 3 Great opportunity to get students used to online testing; good practice, especially for seniors who are headed to college. 3 We are a 1: 1 laptop school where we do pretty much everything on the computer. 3 Save on postage fees. 2 Minimize paperwork for both students and teachers. 2 More engaging for my students; more enjoyable for my students. 1 Would make the transfer of testing materials easy and simple. 1 Technology keep students vested in its importance in the classroom. 1 I wouldn’t have to proof answer sheets. Our kids do not bubble well, so I spend about an hour proofing them before I mail them in. 1 I would use Web based testing only if the bugs have been worked out. It should run smoothly on Macs and PCs before offering it again. 1 I would like to see a verification before the students submit their answers. The only complaint we had was that students would accidentally submit their answers before they were finished, forcing the teachers to stay online in order to allow that student more submissions instead of being able to walk around and supervise. # 19. Student feedback is also very important, but difficult for us to obtain. Please give some examples of students’ comments and opinions about their NC EMPT experience. Number Examples of High School Students’ Feedback 23 Most of my students felt that the NC EMPT test was a true assessment for college; some thought the test was an eye opener to the type of math placement test they will see in college; my students liked to know where they stood; they seem to appreciate finding out “ the bad news” ahead of time so they have time to fix their math issues before they go to college; the results help students see whether they are on track for college or behind; my students said they were glad they tested now so they’d be prepared for their real college math placement test; after receiving their results, some said, “ I have to stay more focused now and work harder for college;” my students enjoyed the reality check that the NC EMPT test gave them without the pressure of what might happen if they did poorly. 62 20 They really appreciated the explanation of what college math courses they will need to take for their intended major; they took their EMPT results letters to the registration appointments with our guidance counselors to select their next high school math course; they plan to use the college/ university web site addresses you provided for their school of choice; they were surprised to receive such detailed information from a FREE test; the test scores raised awareness of college expectations and prompted them to think about college plans; some students commented that they have used their EMPT test copy to prepare for their math placement test in the summer at their college orientation session; some are awakened to the amount of math they will need in order to gain a degree in certain college majors and minors. 10 My students loved the individualized results letters – some went so far as wanting to “ frame them;” the results letters were personalized and easy to read; students could see their career choice and were often surprised at the required college math courses for that career; my students liked the helpful feedback in the letters received. 8 Students felt the test was challenging; some EMPT question objectives had not yet been taught in Alg II or would be taught later in PreCalculus; some thought the test was tough; some said, “ I’ve never seen some of those problems before.” 6 Some students were truly elated because they’d done well on the EMPT test; some took it seriously and were pleased with their results; they enjoy the results, tell each other that they got the highest score level of 4, and remind each other that they are smart! 6 Some of my students were very concerned that they scored in the remediation range and realized that they need to start taking their high school math classes more seriously; some were surprised that they had so much to learn and RETAIN for college; some were surprised that they were not more prepared for college and I saw an improvement in their work ethic for that semester; they hoped they would have done better, but it was good exposure to the math placement testing experience. 3 My students complained because I didn’t let them use a calculator and many scored way lower than expected; student agreed that it was eye opening to do the test without the help of a calculator. 3 I usually hear the student complain about taking yet another test and question why, why, why…, but when they get their scores back, their eyes are opened; students do not “ enjoy” taking an additional test. However, our students do appear to see the value in getting a reasonable heads up on their math placement level; I heard a lot of complaints until the purpose of the test was made clear. 3 There was no feedback from my students; no feedback was available because we tested so close to the end of the school year. 2 I had no comments from my students… it was just another test; students asked, “ Why do I need this? I won’t get any college credit for this test anyway. Why do I have to take another test?” 2 Most of my Discrete Math students had forgotten a lot of the math topics on the EMPT test. They did need the EMPT refresher and were reluctant, but appreciative, of it; we have made the EMPT test a part of the Discrete curriculum so students accept the test and test more seriously. 2 My juniors are looking forward to trying the EMPT test again next year; the students like to compare this year’s score to last year’s. 63 2 Some students complained, “ I didn’t have enough time to finish.” 2 Some students said, “ I knew most of the questions;” students think the questions are easy for the most part. 2 My students were very pleased to see their growth from pretest to post test; I use both Option # 1 and # 2 testing because I want to get my students to show growth. This way they are competing with themselves. They like the fact that they take the test twice and can build on what they learn from the first test results. 2 Why don’t you provide a student survey form we could give to the kids? One for parent/ guardians as well would be great. 1 I received positive parent feedback from students who had brought their EMPT materials home. The parents were impressed with the amount and type of information presented. 1 We would like a correlation showing success on the EMPT and success for students in their first semester of college mathematics classes. 1 My students prefer the paper and pencil test over the Web based test. 1 Once students review their EMPT results, I add in information about what things here at the high school we have to help them get back on track and/ or what course may be best to take next to keep them on track. 1 My students want even more details in their results letters as to the exact math classes they will have to take in college. 1 Some of the students did not like having to take this test so many times in high school. Some take the EMPT test after Alg II, then after AFM, then after PreCalculus. 1 The test should not be timed for students if a calculator is not used. 1 Many of the seniors who took the test had already been accepted to college and had no opinion of the test. 1 Many of my students hoped that this “ practice” test would count as a math placement test. 1 My honors students worked harder and found it more informative than non honors students. 1 If anything, we as a high school might need to consider giving the EMPT test earlier in the year to have more time to make adjustments in teaching for some students OR to suggest further tutoring for some students prior to taking their real placement test. 1 Most of my students did not remember the trigonometry formulas. 1 My students understand the function of the EMPT test as a benchmarking and formative assessment tool. 1 Most of my students felt they should have filled out the survey questions before the test with a little more honesty because the test results were very accurate. 64 1 Some students said, “ This test helped me review for the SAT.” 1 Students said, “ I tried the EMPT test without a calculator so I could assess my true math skills.” 1 The only concern was from a student who planned to attend Winston Salem State University. Your information stated that no calculator could be used, and when he got to WSSU, the testing policy had changed and graphing calculators could be used. He placed into remedial math due to this lack of calculator. 1 I test very young students ( 10th grade) in Alg II who have not yet had Geometry or AFM. Their main interest is in the section of the results letter that tells them the beginning math course for the major of their choice. Several students said that they would need to change their intended college major because they did not think they could handle the calculus. # 20. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you’d like us to hear, please write them below: Number Additional Comments 23 Your program has been very beneficial to our students in giving them an outside evaluation of their preparedness for the next level; your valuable services are just what we need to help prepare our students for their post secondary experience; THANK YOU for providing this wonderful service; we appreciate everything you do to keep this program going; excellent; I LOVE the NC EMPT Program!; I’ll keep giving EMPT tests as long as they are offered; valuable information is collected through this testing. 14 Keep up the good work; I appreciate your hard work; you guys are great to work with throughout the process; I look forward to working with you in the future; you make the testing process so easy; Ellen Hilgoe and her staff do a wonderful job getting out information to the schools and then grading tests in a timely manner. 6 I hope the NC EMPT Program will continue to be funded because it is very informative and beneficial to students; this is a needed and worthwhile experience for students; you are doing an excellent job of providing students with a realistic view of their level of achievement; this testing gives us a chance to evaluate the progress our students are making in another way; we have some students who have taken this test in a previous year and then asked when they would get to take it again so they can chart their progression more than once. 3 You do an AWESOME job in returning results so quickly! I had my information two days after you received our opscans and it arrived by mail. WOW! Thank you for the prompt response and courier mailing option; phenomenal service. 1 The student results letters are really why I take the time to administer the EMPT test. They are excellent! Thank you for the opportunity for me to let my students know they will see the material I am teaching again. 1 Your stickers ( on packages and mailings) rock! 1 We appreciate the opportunity to take this test FREE OF CHARGE! 65 1 We would like to have some statistics to share with our kids/ parents guardians. They want to know how their results stack up against other kids going to colleges. As an alternative, we could share a comparison of their results against all those taking the NC EMPT test that year. 1 Could you or do you offer any math teacher in service training? 1 Next year we think we want to give the test only to 11th and 12th graders. We don’t like the idea of giving the test 3 or 4 times during a student’s high school career. We feel that giving it twice should suffice. We do like giving it in the spring, and plan to do more follow up with students now that we have our first time at this under our belts. 1 Many colleges need to come on board with the use of calculators on math placement tests. All universities should have the same rules about their math placement tests. 1 We are having a really hard time deciding when it is most appropriate to test. Should we give the test in early spring before students register for next year’s classes? Or should we give the test at the end of the year when they’ve had most of the content?? 1 Testing takes a lot longer than 55 minutes. All of our teachers need a full 90 minute block to complete the exam. 1 I like the student to know what questions they missed, but I can’t easily have them go back and correct those because the correct answers are provided on their score sheets. I would prefer NOT to have the correct answers there, but in the teacher materials instead. 1 Your listing of college math placement procedures needs updating. I was telling students to take the SAT II test for NCSU and they checked online and found out that they could take a NCSU math placement test online instead. 1 ECU’s high school senior orientation packet’s calculator options were different than what you have currently listed in your orange brochure. I’m not sure which is correct. I told the students to bring both a scientific and a graphing calculator with them just in case. 1 This was awesome! I have given the test for several years, but was never the high school contact person until this year. I was really impressed and thank you again, Ellen, for the super fast turnaround for our scores. 1 Please keep doing this. It is a great way for me as a teacher to check what I am doing – making sure I am preparing my students for college. NC EMPT has been continuously directed by faculty and staff at East Carolina University since the program’s inception. 66 Appendix A The 2009 2010 Required Background Questions, Answer Key, and Parent/ Guardian Brochure 67 68 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 2009 2010, Both Options, # 1 and # 2 Mark ONLY one answer for each question. Your answers should be placed on the NC EMPT bubble sheet ( opscan form) in the section labeled “ Background Questions.” A) The one school I am most likely to attend is: ( Please answer this question even if you are planning to attend a private or an out of state college by marking a choice most representative of where you plan to enroll.) 001. Appalachian State University 002. East Carolina University 003. Elizabeth City State University 004. Fayetteville State University 005. NC A& T State University 006. NC Central University 007. NC State University 008. UNC Asheville 009. UNC Chapel Hill 010. UNC Charlotte 011. UNC Greensboro 012. UNC Pembroke 013. UNC Wilmington 014. Western Carolina University 015. Winston Salem State University 016. A NC Community College B) My most likely college major will be in the following category: ( Please mark only one of the twenty five choices. Not all universities and colleges offer all of these majors.) 001. Engineering ( e. g. aerospace, architectural, biological, chemical, civil, electrical, environmental, industrial, mechanical, nuclear,…) 002. Social and Behavior Sciences: Public Administration and Social Service Professions ( e. g. public administration, social work, …); Social Sciences ( e. g. anthropology, economics, geography, political science and government, sociology, …); Psychology ( general psychology); Communication and Journalism ( e. g. advertising, broadcast journalism, communication studies, mass communications/ media studies, radio and television,…) 003. Human
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  2010 
Description  2009/2010 
Digital CharacteristicsA  4 MB; 92 p. 
Digital Format 
application/pdf 
Full Text  Dr. Robert Bernhardt, Director Ellen Hilgoe, Associate Director Ph: 252 328 6418 Fax: 252 328 2166 E mail: ncempt@ ncempt. org Web site: www. ncempt. org Update: August 2009 What is NC EMPT? The NC ���� Early Mathematics Placement Testing Program provides high school students with a non threatening, eye opening, reality check of their readiness for college level mathematics. It is remarkably a FREE service to high schools and students, and is sponsored by the State of North Carolina. FAST FEEDBACK! Average turnaround time for the return of test results to 37,434 students last year was 1.5 days!! Grade Level of Participating Students, 2009 2010 40% seniors 36% juniors 18% sophomores 3% freshmen 3% did not respond NC EMPT has been continuously directed by faculty and staff at East Carolina University since the program’s inception. Students Part icipating in NC EMPT 33,833 38,261 38,821 33,549 46,418 43,063 23,476 37,434 27,456 41,520 43,714 47,925 27,030 8,195 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 Number of Students * Note that testing during 2008 2009 occurred only during the second half of the school year. High School Math Teachers Participating in NC EMPT during 2009 10: 782 High S chools Partic ipating in NC EMPT 243 243 282 285 287 288 189 251 66 205 302 303 292 293 0 100 200 300 400 500 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 10 Number of S chools NC EMPT Participation S T R E T C H E S Across ALL of North Carolina! Registration and participation in NC EMPT is free of charge to all public and non public high schools. Register now at http:// www. ncempt. org f or the 2009 2010 year. Each pushpin in the state map above represents a participating high school during 2009 2010. 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 A Survey of 2009 2010 Participating Teachers found. . . 90% strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of college freshmen that require mathematics remediation at the college level. 95% strongly agreed or agreed that their students found their NC EMPT experience helpful and useful for future college plans. 97% strongly agreed or agreed that their students were attentive and tested with a serious attitude. 100% strongly agreed or agreed that test results to students and summary results to teachers were promptly returned. 100% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing participating high school students with a “ reality check” of their readiness for college level mathematics. 100% strongly agreed or agreed that overall the NC EMPT Program provides a valuable service to high school students, parents, 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 Advanced Functions and Modeling Pre Calculus Discrete Math Statistics and other upper level mathematics courses. Reasons why high school students and their parents like taking the NC EMPT test It is a reality check of the current readiness for college level mathematics. It helps students understand what skills must be improved so the appropriate degree counting math course( s) can be taken and passed in college. It provides eye opening information about the actual math placement procedure and required math course( s) for the major and institution of their choice. Reasons why high school math teachers and administrators like NC EMPT It is excellent preparation for college bound students. It is a non threatening, up to date, “ practice” math placement test with all materials provided FREE, easy administration, and immediate feedback. It offers current information about expectations and requirements in mathematics curriculum for fifty eight community colleges and fifteen UNC institutions. EYE OPENING information that benefits everyone! Note: NC EMPT results are quickly returned to students and teachers ONLY! Results will NOT be shared or compared! I. From the Director Dr. Robert Bernhardt, September 2010 The NC EMPT program has been recovering from last year’s requirement that we not test in the Fall Semester of 2008, and that we adopt a new test. Reactions to the new test have been uniformly positive. Initially, student scores were somewhat lower in Spring Semester 2009, reflecting the fact that the new test had harder questions than the old test. But the Fall Semester 2009 and Spring Semester 2010 scores have been higher in general. So, overall, I feel that the new test is a big success. The new test that we use now was adapted from tests used by the Ohio EMPT program. When used as a placement test in some of the Ohio universities, data indicated that their test was superior to Accuplacer and Compass. We enjoyed many discussions with Ed Laughbaum, who directed the Ohio EMPT program, about placement testing in general, and the revisions we in the NC EMPT program made to the Ohio test. I felt that Ed liked to discuss these concepts with us, and he always carefully considered our ideas and revisions. He even adopted several of them for the next iteration of the Ohio test. Thus I am deeply saddened to learn that the Ohio EMPT program is being terminated. This was the oldest EMPT program in the nation, having started in 1978. It was also the model for the North Carolina EMPT program when it was created in 1997. Ed was always generous and helpful with his advice and counsel, and eager to help us when we needed to come up with a new validated test in a hurry. I will miss him. So now NC EMPT is both the oldest and largest EMPT program in the nation. Please pat yourself on the back for working with us all these years. 1 2 II. From the Associate Director Ellen Hilgoe, August 2010 ! What a great year of rebuilding! Despite a reduction in participation numbers during the previous year due to a testing window of only one semester and a six month vacant staff position, our small band united, went into overdrive, and was rewarded with a 59% increase in high school student involvement during 2009 2010 as compared to 2008 2009! I am so very grateful for our dependable East Carolina University student workers and for the arrival in mid November of a new administrative support associate, Mrs. Debby Hodges. With the additional support of some powerful and reliable consultants, we improved our speedy turnaround of test results to high schools to the best ever: 1.5 days! These consultants include Robert Elliott, technology; David Hodges, database management; and Brian Manning, webmaster. ( l to r): ECU student workers Jaleesa Minor, Carla Watson, Cayleigh Blackwell, Bob Longest, and Associate Director Ellen Hilgoe Administrative Support Associate Debby Hodges There are many pieces used to build the solid NC EMPT Program each year and many people to thank. Most importantly, NC EMPT has a loyal band of teachers from public and non public high schools across the state. 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 math placement assessment is a testament to its value. In these dire times of strained state budgets, participating teachers were asked to let their voices be heard by offering testimonials regarding the value of the NC EMPT Program to their students. Their unique responses were overwhelming and revealing. They tell the true story. See the document that follows: Straight from the Source! Honest Reviews by Teachers that Use NC Early Mathematics Placement Testing. 3 4 Straight from the Source! Honest Reviews by Teachers that Use NC Early Mathematics Placement Testing* Feb 2010 I’ve used the NC EMPT in my Algebra 2, PreCalculus, Advanced Functions and Modeling ( AFM) courses for several years now. Most of the students in my AFM classes are seniors planning on attending a 4 year college in less than a year. The test gives them a taste of the math entrance exam many will have to take – it is no longer my word about what you need to know in math to be successful in a college math course. For my Algebra 2 students, the test provides more experience with a standardized test but much less stress than their upcoming EOC. And it provides very quick feedback – something they never receive from their EOC. Not only do they get a score, but they are also told which problems they’ve missed. This report along with the test book, help in their review for the EOC. They are also interested in the information they received on the report that is specific to their chosen major and their chosen college. My students are asking for their results before I have even had a chance to send them back for scoring! Another reason this test is so great is its convenience! I get to decide the dates I administer it – so it fits in my timetable. I can adjust the day I plan to give it to accommodate snow days, assemblies, etc. AND all of the scoring and reports are compiled at ECU – the turn around time for results is REALLY quick! Stephanie Ruggiero, Mathematics Teacher, Porter Ridge High School, Indian Trail, Union County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ At AC Reynolds High school, we use the NC EMPT program to assess the students in Advanced Functions and Modeling. Usually, these are the students who have completed Algebra I, II, and Geometry but struggled in one or more of these subjects. We give them the NC EMPT Pre and Post tests ( Option # 1 and Option # 2) to monitor their progression in this course before entering into a college math course. My students really appreciate this program because it motivates them to grasp the material in this class as a preparation for college and the SAT. We give the students warm up questions based on the ones missed from the analysis report. We appreciate this program and what is does to prepare our students for the next level. Tracy Kuykendall, Mathematics Department, AC Reynolds High School, Asheville, Buncombe Co., NC ~~~~~~~~~~~~~~~~~~~~~~~~ Students have benefited from the NC Early Math Placement Test in many ways. Most importantly it gives a student critical and non biased feedback on concepts and skills that they need to learn before going on the college campus. It also can be used as a guide for the teacher in planning for instruction, both in spiraling back to previously taught concepts and selection of problems for new instruction. NC EMPT has efficiently provided this assessment for a number of years and it has achieved its purpose. Karen Vaughan, Director of Curriculum, Ridgecroft School, Ahoskie, Hertford County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ We have participated in the NC EMPT Program for many years now. The students get a strong dose of reality as they go through the tests and receive their scores. Many find out for the first time that they have to buckle down and improve if they are going to excel in any form of college math. It also lets them know where they stand in that regard when there is still time to improve. Our Algebra 2, Discrete, and Pre Calculus classes participate at our school. Thanks again for your hard work. Tommy Maness, Mathematics Dept. Head, Eastern Randolph High, Ramseur, Randolph County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ Need more information about the FREE services provided by the NC EMPT Program? Contact Ellen Hilgoe, Associate Director, at 252 328 6418 OR e mail at ncempt@ ncempt. org. NC EMPT is sponsored by the State of North Carolina and is proudly housed at East Carolina University. 5 2 I would like to express my appreciation for the availability of the NC EMPT program that is in place. This is a wonderful tool for our school. I personally use it to guide my students to help them make the proper decision about which math to take for the next level based on the information provided by NC EMPT about their career choice. There is very useful feedback about their college major and the entry level math course that they are expected to take. The test is also a great eye opener for those students that may decide to not take a senior level math, but more importantly it helps guide them on which math to take their junior or senior year. I hope that this service will continue to be offered. All teachers at East that use this tool find it helpful in this same manner and it is also a great review tool. Thank you for this opportunity. Myra Cannon, Mathematics Dept. Chair, East Davidson High School, Thomasville, Davidson County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ At our school, we have been using the North Carolina Early Mathematic Placement Testing ( NC EMPT) Program since 2001 and are most pleased to be able to offer this excellent service to our students. Currently, we administer the testing to our Discrete Math and Advanced Functions and Modeling students. We feel that it is a great reality check to let students see what a college/ university placement test is like and to see how they measure up to freshmen college mathematics. The students are often naïve about what level of mathematics they are expected to be at when they enter college. Many students find the results reassuring. Others find the results an eye opening experience and realize that they need to take another math course in high school. At Manteo, we have a high percentage of students who continue their studies in mathematics and we contribute part of this to the reality check from the NC EMPT. We have found that the NC EMPT office is very professional in all of its functions. Everything is done very expediently. Also, the results that the students receive are very user friendly. When we distributed back the results this year, the students were intrigued to read their predicted first college mathematics course. We also like the Reference Tool handout for the students where it lists important information regarding many of the universities in North Carolina. Our parents appreciate this “ reality check” for their children. At Manteo High School, we feel very fortunate to offer this great service to our math students at no cost. We have a saying here at the Outer Banks about restaurants and souvenir shops being, “ The best deal on the beach.” This is how we feel about the NC EMPT program. Manteo High School Mathematics Department: Frank Vrablic, Department Chair; Liz Brown; John Houston; Suzanne Pack; and Cathy Service; Manteo, Dare County, NC ~~~~~~~~~~~~~~~~~~~~~~~ I have been participating in the NC EMPT program since I student taught at Southside High School in 2002. I am the NC EMPT contact person for my current school, Northside High, in which I have taught for 7 years. We use old versions of the NC EMPT as a pre test at the start of each semester in all our Algebra II, Advanced Functions and Modeling, PreCalculus, and Calculus courses. This then becomes a great tool to measure student growth at the close of the semester when students take the current year NC EMPT post test. Most importantly, our students are especially excited to receive their catered letter that reveals their potential placement in future college mathematics courses from their school and major of choice. Just recently I gave the post test just days before exams and did not receive student result letters in time before the end of the semester. You would not believe the kids that hunted me down to get the NC EMPT results " letter" that would reveal their " could be" future. Not only does this program work well for your top students that are on the right track for college and are responsible enough to have already started mapping out their future college plans. This program is especially beneficial to your borderline kids that need a push in the right direction. I have had many students that appreciated the wake up call that was offered through the participation in this excellent program. Upon receiving their results and realizing their placement would be in a remedial math course, many of our struggling juniors were motivated to work harder their senior year to learn mathematics. With this said, I am a firm believer that the NC EMPT program is an important program for providing teachers with a dependable assessment tool and our students with a honest reality check. This program has encouraged many of my students to get prepared for college by becoming better high school math students first. The teachers and students of Northside High truly enjoy participating in the NC EMPT program and hope to continue for years to come. Ashley Cullipher, Mathematics Teacher, Northside High, Beaufort County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ EVERYONE BENEFITS: high school students, teachers, administrators, and parents. Visit us at: www. ncempt. org for a wealth of information about college math placement testing! 6 3 Our school, Jack Britt High School, has taken advantage of the wonderful resource from the NC EMPT office since the school opened 10 years ago. We currently give both the pre test Option 1 and the post test Option 2 in our Algebra 2 and Advanced Functions classes. This test is one of the best things we do for our students. The NC EMPT is really helping high school students be very realistic about their preparation in mathematics. This test gives the students a wake up call early on so that they will be better prepared in math to obtain their goals for a college or university. When students get the feedback from their pre test, it gets their attention. They know immediately from the snapshot they receive that they must start being more serious about their preparation. Therefore, as a teacher, I usually see immediate improvement ( better study habits, etc.) because they want to get into a certain college. When the students take the post test, their scores usually improve tremendously. The NC EMPT is a wonderful service that is truly needed for our students. Kathleen Ives, Mathematics Teacher, Jack Britt High, Fayetteville, Cumberland County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ It is a pleasure to share our experiences with the NC EMPT Program and the NC EMPT team. When we first learned about NC EMPT, it was clear that it would be a benefit to our students. We began our participation in the 2008 2009 school year. We were delighted to discover this opportunity far exceeded our expectations. When our students took the test and saw the results, some received a hard dose of reality shock. Many students’ motivation to do well in their high school math course increased dramatically as they suddenly realized the possibility of remedial math in college. We also use the content of the NC EMPT test as a teaching tool. Another happy surprise was the quality and comprehensiveness of the feedback we received to give to each individual student and their parent/ guardians. Very meaningful feedback was professionally presented. We were proud to share it with our families. It clearly showed how the student had done and what is ahead in the context of their individual plans for specific colleges and careers. NC EMPT also helped to improve our instruction. NC EMPT provides statistics for each question and we could see areas where we needed to improve our instruction, e. g. " Word Problems". We presented this data at our math department meeting. This was a great help in our vertical planning as each subject matter team planned how needed areas could be addressed. All of the above are compelling reasons for using the NC EMPT; however there is more good news. The NC EMPT team is a joy to partner with. They are responsive, flexible and fast. We quickly realized that we could always count on them, e. g. for last minute additions, and they have never let us down. Lew Davidson, Ph. D., Mathematics Teacher, Mallard Creek High School, Charlotte, Mecklenburg County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ I have been a participant in the NC EMPT program for at least 6 years. It has been used in my Advanced Functions and Modeling and Discrete Math classes. Since these courses are part of the 4th math course requirement for entrance into an NC University school, I have found it necessary to incorporate the NC EMPT program in my curriculum. Many students enrolled in these courses have various mathematical backgrounds and abilities. The NC EMPT preparation enables me to have all of my students at the same level of math readiness for a university in North Carolina. I have had former students tell me that they passed a UNC math entrance test due to the experience of the NC EMPT exam during their senior year at Davie County High School. They also stated that their peers at various universities were not prepared for the math entrance exam, because their former high school math teachers had not prepared them for this test. My success as a teacher has been due partly because of the support, resources, and communication provided by NC EMPT. It is VERY important as educators to enable students by providing the academic tools for success in their various disciplines of study. Joan Ray, Mathematics Teacher, Davie County High, Davie County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ I just wanted to thank you for expediting our Early Math Placement results for our first semester students. Our seniors benefit so much from the tailored information you provide. I have a few students who are concerned about their placement tests this summer. I have plans with a couple of students to do a little math remediation in May so they will be accurately placed in college. Thank you for this service  it is really beneficial for my students. 7 4 Susan Blackwell, National Board Certified Teacher, Mathematics Dept. Chair, First Flight High School, Kill Devil Hills, NC ~~~~~~~~~~~~~~~~~~~~~~~~ Greenfield School is a small independent school located in Wilson. 100% of our graduates attend college. We are always working to provide the best possible preparation for our students as they enter college. We have been using the NC EMPT for many years as a predictor of how well our students are prepared for college mathematics courses. It has been a very valuable predictor for us. The feedback we receive is very user friendly and the staff is always so helpful. We share the results with the students, their parents, and our mathematics faculty. The materials provided by NC EMPT are used by our college counselor in working with students in selecting high school mathematics courses as well as selecting colleges/ universities. We have seen scores significantly improve from one year to the next as students realize the importance that mastering these mathematical concepts can have on their future options. Greenfield School administers the test to students taking Algebra II – ADV., PreCalculus, Advanced Functions and Modeling, Discrete Math, and Calculus – AP. Janet Beaman, Headmaster, Greenfield School, Wilson, Wilson County, NC ~~~~~~~~~~~~~~~~~~~~~~~~ I am writing on behalf of the mathematics department at Vance High School, in Charlotte, NC. We have a long history of giving the NC EMPT to all of our post Algebra II students, as well as some other groups such as the AVID college preparatory classes, and believe that the students benefit from this early analysis of their strengths and weaknesses. We witness the test results being an eye opener for many students we teach every year. For example, one of my Advanced Functions and Modeling students, Bree, had always seemed to skim by with the bare minimum levels of work that she could, and still pass her math class. We administered the EMPT in December, and she received her personalized results, which had placed her at the lowest level, Level I. I could tell that this result stunned her; reading what the test said about where her results would place her at her listed college of choice seemed to make her realize for the first time the ramifications of her work in school. After a semester of trying to get her to come to tutoring after school, she finally began after that point, and was discussing taking an SAT preparation class to brush up on her test taking skills as well. One of our proud seniors this year took the EMPT a year or two ago as part of our administration of the test to our AVID ( college preparatory) classes. This year, as a senior, she has already been accepted to UNC Charlotte, her first choice university, and continually asked her Statistics teacher throughout the semester when they were going to take the EMPT this year. She was eager to track her growth in the intervening time, and wanted to see where she could expect her mathematics skills to place her in the Nursing major at UNC Charlotte next fall. This shows that even the students realize the benefits of a personalized, tailored result sheet that gives a fair and honest assessment of what they can expect as they go to college. My feeling is that it means more to them coming from somewhere outside of the high school that they are comfortable with already; they know and love the fact that they are interacting with someone on a college campus; they see validation in analyzing the scores from an outside source; the teachers love it as both a reinforcement and validation of the skills that we have been teaching in our math curriculum all along. Finally, one of our math teachers at Vance had a daughter who was going to Appalachian State a few years ago when she graduated. Her daughter, Erin, took the results of her EMPT to heart, and credited it as much of the reason for her preparation and success on the actual mathematics placement test that she took at ASU the following summer. Since then, that same teacher's son also graduated and left to attend the same university. He also used his released copy of the EMPT, along with his results sheet, to know which areas he needed to study and practice before going to take his ASU placement test. Both of these former Vance High School students are currently attending their college of choice. The EMPT was one step in getting there with success. I see the North Carolina Early Mathematics Placement Test as an essential ingredient in serving our students successfully. It helps the college bound students see, from an outside and credible source, the future benefits of learning the high school math material. The personalized and honest notes about their mathematics levels, their own areas of strength and weakness, and the information about the mathematics program and major at the college they select all make this a very informative and concrete learning device for the students. It has functioned as an eye opening experience for some, and a personal stress relieving validation for others. The EMPT is a valuable service that helps bridge the often daunting gap between high school and college with specific and useful information for each student. Mr. Mitchell S. Easter, Mathematics Teacher, AVID Teacher and Coordinator, Zebulon Vance High, Charlotte, Mecklenburg County, NC * Each testimonial in this document and on our website was approved for use by each named author. Many more testimonials from teachers can be found on our web site. Please visit: www. ncempt. org 8 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. Avoid Rusty Math Skills! Link Successfully to College Level Mathematics! By offering this non threatening advice with opportune timing, that is, while students are still in high school and can maneuver to correct weaknesses, NC EMPT hopes to motivate students to remain 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 2009 2010 placement test questions are based on objectives in the areas of number and operation, algebra, and geometry ( see pp. 35 42 and pp. 83 86). 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 competing Algebra II and to students in upper level math courses. This may include sophomores, juniors, or seniors. A new version of the NC EMPT test is created each year, and teachers are encouraged to test students near the end of their Algebra II term and during each subsequent math course. Reinforcement and retention of algebra skills is critical because university 9 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 twenty nine states across the nation since the 1980s. Unfortunately, many of these have ceased to exist due to several factors including competition from existing mandated testing and funding problems. Currently, strong programs exist in Ohio, North Carolina, Kentucky, and Wisconsin. Organization of the NC EMPT Program East Carolina University ( ECU) operated a four year pilot early math placement testing program from fall 1992 to spring 1996. Sixteen area high schools were involved, and ECU sponsored the pilot. As chair of the ECU Mathematics Department, Dr. Robert Bernhardt directed the program with the help of Dr. Sunday Ajose, and secretarial help was provided by the mathematics department staff. Funding for NC EMPT originated in the NC General Assembly in fall 1996 and was permanently transferred to ECU in fall 1996. A full time program manager and office assistant were added to the staff. The program reached out to all public and non pubic high schools statewide in 1997 1998. Participation numbers increased to an annual high of 47,925 high school students. NC EMPT has been continuously directed by faculty and staff 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 UNC institutions, NC community colleges, and the NC Department of Public Instruction are included. The members meet annually each October and correspond often via phone, e mail, and postal mail throughout the year. The following list includes the members of the 2009 10 Advisory Board: Appalachian State Univ. William Bauldry Dept. of Mathematical Sciences Dept. of Public Instruction Carmella Fair Interim K 12 Mathematics Section Chief Dept. of Public Instruction Johannah Maynor Secondary Mathematics Consultant East Carolina University Robert Bernhardt NC EMPT Director and Dept. of Mathematics East Carolina University Ellen Hilgoe NC EMPT Associate Director Elizabeth City State University Krishna Kulkarni Interim Chair, Dept. of Mathematics & Computer Science Fayetteville State University Vinod Arya 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, Student Development Services NC Community College System Elizabeth Spragins Program Coordinator NC Central University Laura Smith Dept. of Mathematics & Computer Science NC State University Harvey Charlton Dept. of Mathematics UNC Asheville Peter Kendrick Director, Mathematics Assistance Center 10 UNC Chapel Hill Joseph Plante Dept. of Mathematics UNC Charlotte Mohammad Kazemi Assoc. Chair, Dept. of Mathematics UNC Greensboro Paul Duvall Department of Mathematics & Statistics UNC General Administration Bruce Mallette Senior Associate Vice President for Academic and Student Affairs UNC Pembroke Steve 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 Winston Salem State Univ. John O. Adeyeye Chair, Dept. of Mathematics Wake Technical Community College Robert Kimball Dept. of Mathematics & Physics Outreach Efforts of the NC EMPT Program The following groups are contacted via e mail, postal mail, and in presentations at workshops and conferences: North Carolina public and non public high school mathematics department chairs, mathematics teachers, school counseling department chairs, and principals North Carolina public school system superintendents, directors of secondary instruction, and secondary math coordinators NC community college presidents, mathematics department chairs, and testing coordinators �� University of North Carolina institution chancellors, mathematics department chairs, and directors of admissions North Carolina State Board of Education North Carolina Department of Public Instruction North Carolina Council of Teachers of Mathematics North Carolina Mathematics and Science Education Network Center directors and Pre College Program coordinators National early mathematics placement testing programs and individuals interested in such programs in the following states: Alabama, Florida, Georgia, Hawaii, Iowa, Indiana, Kansas, Kentucky, Maryland, Nevada, Oklahoma, Ohio, Pennsylvania, Tennessee, Washington, Wisconsin Achieve, Inc.  American Diploma Project, Washington, D. C. Also see Appendix B: Promotion of the NC EMPT Program. 11 A Quick Look at NC EMPT Participation Numbers 1997 2010 Pilot  Spring 1997: Total Number of NC High Schools Solicited 80 Total Number of NC High Schools That Signed Up For Testing 72 Total Number of NC High Schools That Actually Tested 66 Total Number of Students Tested 8,195 1997 1998: Total Number of NC High Schools Solicited 376 Total Number of NC High Schools That Signed Up For Testing 226 Total Number of NC High Schools That Actually Tested 205 Total Number of Students Tested 27,456 1998 1999: Total Number of NC High Schools Solicited 357 Total Number of NC High Schools That Signed Up For Testing 202 Total Number of NC High Schools That Actually Tested 189 Total Number of Students Tested 27,030 1999 2000: Total Number of NC High Schools Solicited 637 Pretesting ( with the 1998 1999 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 9 Total Number of NC High Schools that Actually Tested 4 Total Number of Students Pretested 364 Placement Testing ( with the new 1999 2000 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 273 Total Number of NC High Schools That Actually Tested 251 Total Number of Students Tested 33,469 Grand Total of Students Tested in 1999 2000 33,833 2000 2001: Total Number of NC High Schools Solicited 658 Pretesting ( with the 1999 2000 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 58 Total Number of NC High Schools that Actually Tested 37 Total Number of Students Pretested 3,259 Placement Testing ( with the new 2000 2001 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 307 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 35,002 Grand Total of Participating High Schools ( nonoverlapping) 288 Grand Total of Students Tested in 2000 2001 38,261 12 2001 2002: Total Number of NC High Schools Solicited 650 Pretesting ( with the 2000 2001 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 67 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 3,716 Placement Testing ( with the new 2001 2002 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 299 Total Number of NC High Schools That Actually Tested 279 Total Number of Students Tested 37,804 Grand Total of Participating High Schools ( nonoverlapping) 287 Grand Total of Students Tested in 2001 2002 41,520 2002 2003: Total Number of NC High Schools Solicited 648 ( this includes 358 public and 290 non public schools) Pretesting ( with the 2001 2002 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 65 Total Number of NC High Schools that Actually Tested 50 Total Number of Students Pretested 4,422 Placement Testing ( with the new 2002 2003 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 311 Total Number of NC High Schools That Actually Tested 278 Total Number of Students Tested 34,399 Grand Total of Participating High Schools ( nonoverlapping) 285 Grand Total of Students Tested in 2002 2003 38,821 2003 2004: Total Number of NC High Schools Solicited 643 ( this includes 370 public and 273 non public schools) Pretesting ( with the 2002 2003 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 51 Total Number of NC High Schools that Actually Tested 34 Total Number of Students Pretested 4,084 Placement Testing ( with the new 2003 2004 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 266 Total Number of NC High Schools That Actually Tested 232 Total Number of Students Tested 29,465 Grand Total of Participating High Schools ( nonoverlapping) 243 Grand Total of Students Tested in 2003 2004 33,549 13 2004 2005: Total Number of NC High Schools Solicited 629 ( this includes 370 public and 259 non public schools) Pretesting ( with the 2003 2004 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 69 Total Number of NC High Schools that Actually Tested 68 Total Number of Students Pretested 6,339 Placement Testing ( with the new 2004 2005 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 308 Total Number of NC High Schools That Actually Tested 244 Total Number of Students Tested 37,375 Grand Total of Participating High Schools ( nonoverlapping) 302 Grand Total of Students Tested in 2004 2005 43,714 2005 2006: Total Number of NC High Schools Solicited 626 ( this includes 378 public and 248 non public schools) Pretesting ( with the 2004 2005 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 78 Total Number of NC High Schools that Actually Tested 65 Total Number of Students Pretested 5,919 Placement Testing ( with the new 2005 2006 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 318 Total Number of NC High Schools That Actually Tested 285 Total Number of Students Tested 42,006 Grand Total of Participating High Schools ( nonoverlapping)* 303 Grand Total of Students Tested in 2005 2006 47,925 2006 2007: Total Number of NC High Schools Solicited 752 ( this includes 502 public and 250 non public schools) Pretesting ( with the 2005 2006 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 87 Total Number of NC High Schools that Actually Tested 73 Total Number of Students Pretested 7,016 Placement Testing ( with the new 2006 2007 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 310 Total Number of NC High Schools That Actually Tested 274 Total Number of Students Tested 39,402 Grand Total of Participating High Schools ( nonoverlapping)* 292 Grand Total of Students Tested in 2006 2007 46,418 14 2007 2008: Total Number of NC High Schools Solicited 780 ( this includes 534 public and 246 non public schools) Pretesting ( with the 2006 2007 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 73 Total Number of NC High Schools that Actually Tested 52 Total Number of Students Pretested 5,763 Placement Testing ( with the new 2007 2008 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 330 Total Number of NC High Schools That Actually Tested 280 Total Number of Students Tested 37,300 Grand Total of Participating High Schools ( nonoverlapping)* 293 Grand Total of Students Tested in 2007 2008 43,063 2008 2009: ( Note that testing in 2008 2009 occurred only during the second half of the school year.) Total Number of NC High Schools Solicited 792 ( this includes 542 public and 250 non public schools) Pretesting ( with the 2007 2008 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 33 Total Number of NC High Schools that Actually Tested 20 Total Number of Students Pretested 1,794 Placement Testing ( with the new 2008 2009 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 283 Total Number of NC High Schools That Actually Tested 233 Total Number of Students Tested 21,682 Grand Total of Participating High Schools ( nonoverlapping)* 243 Grand Total of Students Tested in 2008 2009 23,476 2009 2010: Total Number of NC High Schools Solicited 797 ( this includes 548 public and 249 non public schools) Pretesting ( with the 2008 2009 version of the NC EMPT test): Total Number of NC High Schools that Signed Up 61 Total Number of NC High Schools that Actually Tested 45 Total Number of Students Pretested 4,119 Placement Testing ( with the new 2009 2010 version of the NC EMPT test): Total Number of NC High Schools That Signed Up For Testing 312 Total Number of NC High Schools That Actually Tested 266 Total Number of Students Tested 33,315 Grand Total of Participating High Schools ( nonoverlapping)* 281 Grand Total of Students Tested in 2009 2010 37,434 * A list of the 281 participating schools in 2009 2010 follows. 15 A variety of efforts and media are used throughout the school year to encourage high school teachers, counselors, and administrators to take advantage of the free services the NC EMPT Program has to offer. This postcard was disseminated in early October 2009. Provide your students with the golden opportunity of taking a “ practice” college math placement exam while still in high school. Steer students clear of costly remedial mathematics at the college level. NO strings attached. NO COST to students or high schools. NO sharing of test scores. Just purely GOOD advice about each student’s readiness for college level mathematics! The NC Early Mathematics Placement Testing ( NC EMPT) Program has not yet received a registration form from your high school! Don’t delay!! Our shelves are brimming with testing materials that can be shipped immediately. For more information and a place to register, visit www. ncempt. org or call 252 328 6418. NC EMPT is an early intervention and outreach program sponsored by the State of North Carolina. Take the Fright out of college math placement Testing!! Another popular document is included in each participating teacher’s test results packet and is titled “ Top Ten Missed Questions.” The 2009 2010 version can be found in Appendix C. 16 North Carolina Early Mathematics Placement Testing Program Participating High Schools for 2009 2010 A C Reynolds Alexander Central Al Iman School American Hebrew Academy Antioch Christian Academy Ardrey Kell Arendell Parrott Academy Ashe County Asheville Asheville School Athens Drive Auldern Academy Ayden Grifton Bear Grass Beaufort County Early College Bertie Preparatory Bethel Assembly Christian Academy Bethel Christian Academy ( Canton) Bethel Christian Academy ( Kinston) Bible Baptist Christian School Bishop McGuinness Catholic Brevard Bunker Hill Bunn Burns CamTech Cannon School Cape Fear Academy Cape Fear Christian Academy Cardinal Gibbons Carolina Christian School Carver Cary Cary Christian School Central Academy @ Lake Park Central Academy of Technology and the Arts Chapel Hill Charlotte Catholic Charlotte United Christian Academy Christian Faith Center Academy Clayton Clover Garden Charter Clyde A Erwin Coastal Christian School Columbia Community Baptist School Community Christian School Concord Cornerstone Christian School Cox Mill Cramerton Christian Academy Crest Crossroads Christian School ( Henderson) Currituck County Cuthbertson D H Conley David W Butler Davie County Dixon Douglas Byrd Durham School of the Arts E E Smith E T Beddingfield Early College @ Guilford Early College of Forsyth County East Davidson East Forsyth East Gaston East Henderson East Mecklenburg East Wake School of Arts Education & Global Studies East Wake School of Engineering Systems East Wake School of Health Science Eastern Alamance Eastern Randolph Eastern Wayne Enka Epiphany School Falls Rd Baptist Church School Farmville Central Fayetteville Christian School Fike First Assembly Christian School ( Concord) First Flight Fletcher Academy Forsyth Country Day School Franklin Fred T Foard Freedom Friendship Christian School ( Raleigh) Garinger School of Math and Science Garinger School of New Technology Garner Magnet Gaston Christian School Goldsboro Grace Christian School ( Sanford) Gramercy Christian School Granville Central Gray Stone Day School Greene Central Greenfield School Grimsley Guilford Day School Halifax Academy Harding University Harnett Central Harrells Christian Academy Havelock Hayworth Christian School Hendersonville Christian School Hickory Ridge High Point Christian Academy Hobbton Hobgood Academy Hoke County Holly Springs Homeschool # 1 17 Hopewell Hunter Huss Hyde County Early College Independence ( Charlotte) Isaac Bear Early College J F Webb J F Webb School of Health and Life Sciences J H Rose Jack Britt Jacksonville James Hunt James Kenan Jamesville Jay M Robinson Jesse C Carson Jimmy C Draughn John T Hoggard Jones Senior Jordan Matthews Kings Mountain Kinston Lake Norman Lawrence Academy Lee Christian School Lee County Leesville Road Lejeune Lincolnton Louisburg Mallard Creek Manteo Marie G. Davis Military & Global Leadership Academy P r o v i d e n c e McDowell Metrolina Christian Academy Middle Creek Millbrook Mitchell Mooresville Mount Airy Mount Tabor Nash Central Neuse Christian Academy New Bern New Hanover Norlina Christian School North Buncombe North Edgecombe North Forsyth North Iredell North Lenoir North Lincoln North Mecklenburg North Moore North Pitt North Raleigh Christian Academy North Stokes North Surry Northern Guilford Northern Nash Northern Vance Northside Christian Academy Northside ( Jacksonville) Northside ( Pinetown) Northwest Cabarrus Northwest Guilford Northwest School of the Arts Oakwood School Olympic School of Biotech, Health, and Public Admin Olympic School of Intl Business and Communication Studies Olympic School of Math, Engineering, and Technology Olympic School of Renaissance Orange Page Paisley IB Magnet Middle Pamlico County Parkland Pender Pender Early College Person Phillip O Berry Academy of Technology Piedmont Pine Forest Pisgah Plymouth Porter Ridge Pungo Christian Academy R B Glenn R J Reynolds Reagan Reid Ross Classical Richlands Richmond Senior Ridgecroft School Roanoke Roanoke Rapids Rocky Mount Preparatory Rocky Mount Senior Roxboro Christian Academy Rutherford Early College Salem Academy Sampson Early College Sanderson School of Inquiry and Life Sciences @ Asheville Scotland High of Leadership and Public Service South Brunswick South Caldwell South Central South Granville School of Business & Global Communication South Granville School of Health and Life Sciences South Johnston South Point Southeast Raleigh Magnet Southern Alamance Southern Guilford Southern Nash Southern Wayne Southlake Christian Academy Southside Southwest Edgecombe Southwestern Randolph Spring Creek Stanly Early College Starmount Statesville Statesville Christian School Sun Valley Surry Central Swansboro Tabernacle Christian School ( Hickory) Tarboro Tri County Christian School Trimont Christian Academy Trinity Trinity Prep High School Union Academy Union Pines Vandalia Christian School Victory Christian Center School Village Christian Academy Wake Forest/ Rolesville Wakefield Walter M Williams Washington Watauga Wayne Early Middle College Wayne School of Engineering @ Goldsboro Weddington West Bladen West Brunswick West Caldwell West Craven West Henderson West Stanly Westchester Country Day School Western Harnett Westover Wheatmore White Oak Wilkes Central Winston Salem Prep Academy Woodland Baptist Christian School Woodlawn School Zebulon B Vance 18 IV. Summary of 2009 2010 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 purposes, the previous 2008 2009 version was used ( 2009 2010 pretesting data for Option # 1 can be found on page 15). Option # 2, used by the vast majority of schools, involves administering the new 2009 2010 version of the NC EMPT test later in the term. High schools have the choice to participate in Option # 1 or Option # 2, or both. Teachers administered the traditional paper and pencil test. Interesting data is given below: High School Participation in Testing Options # 1 or # 2, 2009 2010 Option # 1 Option # 2 15 30 236 High School Participation in Option # 2 2009 2010 Fall 2009 Spring 2010 33 95 138 Participants Using the 2009 2010 Version of the NC EMPT Test ( Option # 2): Time Period Number of Students Fall 2009 12,099 Spring 2010 21,216 Total for Year 33,315 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, within 2 5 days after receipt of the opscans. The average turnaround time during 2009 2010 for the return of test results to 37,434 students was 1.5 days. The resulting scores were classified into one of four EMPT levels. Beginning in 1999 2000, the numeration of these levels was aligned with the achievement levels designed by the North Carolina State Board of Education in the ABCs accountability plan. Level 1 is the lowest level and Level 4 is the highest: 19 EMPT Level Number of Correct Answers 1 0 11 2 12 16 3 17 24 4 25 32 These scores were then used to advise each student in a personalized letter. Each letter contained a test score, the test score converted to a percent, a corresponding EMPT level, a listing of the mathematical objective for each test question, a listing of each answer given by the student, a listing of each correct answer, and an interpretation of each student’s readiness to take college level mathematics courses. The suggested levels were interpreted as: Level 1: A Level 1 score indicates the student is not ready for 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 beginning level college mathematics course. However, a Level 3 score may be considered borderline at some universities for students planning to major in math, science, or engineering. Level 4: A Level 4 score indicates a solid high school preparation for college level mathematics. Some universities may allow a student scoring at Level 4 on their math placement test to skip the first college math course, depending on that student’s choice of major. Each student’s results letter also included valuable advice about the beginning required mathematics courses for their chosen major and the actual mathematics placement procedure at the NC community college or UNC institution of their choice. In addition, helpful 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, 2009 2010,” a handy reference tool for their college bound students. The brochure is updated each year by the associate director upon the advice of the NC EMPT Advisory Board members who represent the fifteen UNC campuses and fifty eight NC community colleges. A sample of this brochure follows as well. 20 21 22 23 24 UNC Chapel Hill Most entering students are required to have results from the SAT Subject Test – Mathematics Level 2* prior to placement in a math course at UNC CH. This calculator based exam is NOT given on campus and should be taken as soon after a prospective student’s precalculus course as possible, and certainly before arriving at UNC CH. A score greater than or equal to 520 is necessary to exempt 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 of 600 or greater is needed to place into Math 231 ( Calculus I). For more information about the UNC CH Mathematics Department, visit: http:// www. math. unc. edu/ For UNC CH math course descriptions, visit: http:// www. math. unc. edu/ for undergrads/ course descriptions. html * 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 MAT score will be used for placement into college level mathematics at ASU. A student wishing to place into a calculus course takes the online " Calculus Readiness Test" before coming to orientation. A student not placing into college level mathematics must successfully complete MAT 0010, a 5 day a week course that does not count towards graduation. Not placing into college level mathematics delays a student since MAT 0010 must be successfully completed before a student can take any course with a ND designator. For example, a student must place into college level mathematics or successfully complete MAT 0010 to take introductory courses in Biology, Chemistry, Computer Science, Economics, General Science, Geology, Mathematics, Physics/ Astronomy, and other departments. Transfer students without SAT scores will be required to take an online placement test. Keeping your math skills current is critical. For more information about the ASU Department of Mathematical Sciences, visit: http:// www. mathsci. appstate. edu For ASU math course descriptions, visit: http:// www. appstate. edu/ www_ docs/ catalogs/ undergrad/ MAT_ SUBJ. html 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 college level math courses. That is, cut off scores for math placement are standardized across the community college system. These scores are also transferable among the fifty eight 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 math ematics course, GE 109 ( Introduction to College Mathematics), to further develop their mathematical abilities. Students scoring 70 or more may enroll in GE 115 ( College Algebra). Students scoring 85 or more may enroll in GE 118 ( Pre Calculus). The calculator based test contains multiple choice questions that are untimed. High school students are strongly encouraged to enroll in a mathematics course during their senior year to provide a “ smooth” transition into college level mathematics. For more information about the ECSU Department of Mathematics and Computer Science, visit: http:// www. ecsu. edu/ academics/ mathsciencetechnology/ mathcompsci/ index. cfm For ECSU math courses descriptions, visit: http:// www. ecsu. edu/ academics/ docs/ ECSUCatalog2008 2010. pdf ( See pages 352 355 of this document.) Fayetteville State University Prior to enrollment in a math class, first time freshmen and certain transfer students at Fayetteville State University ( FSU) take a computer adaptive mathematics profile exam during their orientation session. University College makes every effort to place students in courses that correspond to their level of academic preparation. Advisors use high school Grade Point Average ( HS GPA), SAT scores, and scores on the Profile placement examination ( administered during First Steps) as criteria. NC Central University Undergraduates admitted to North Carolina Central University take non calculator based mathematics placement tests before registering for classes ( unless they are transferring in appropriate credits). Students with a 480 or higher on the SAT Math section take a 30 minute, 30 question test on functions and graphs. Assignment is then made to College Algebra, Precalculus, or Calculus I. Students with less than 480 on the SAT Math section take a 30 minute, 35 question test on elementary algebra and a 30 minute, 30 question test 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 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. math. nccu. edu For NCCU math course descriptions, visit: http:// www. nccu. edu/ formsdocs/ proxy. cfm? file_ id= 307 ( see pp. 292 294) NC State University Entering freshmen at NC State are required to have taken the calculator based SAT Subject Test – Mathematics Level 2 placement test before their summer orientation session prior to their first fall semester. A score of less than 430 on this test requires that the student enroll in MA 101 ( Intermediate Algebra), which does not count towards any degree. A score of 550 or better allows the student to enroll in MA 141 ( Calculus I), which is the first course of the three semester calculus sequence. In addition, upon admission and prior to registration each entering freshman must take the NC State University online skills test. Between one fourth and one third of the students entering NCSU have taken the AP Calculus AB exam or the AP Calculus BC exam and have received placement based on their scores. For more information about placement opportunities, visit http:// www. math. ncsu. edu/ undergrad/ plan. php. Further details can be found at http:// www. ncsu. edu/ uap/ hat/ current/ ch02/ 010709. html, which is a section of our Handbook for Advising and Teaching. 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.) NC A& T State University Starting in the fall semester of 2009, NC A& T State University will no longer use the Accuplacer's College Level Mathematics Assessment test to place its incoming freshmen and transferring students whose curricula contain math courses into an appropriate math course. Instead NC A& T will use the students' highest SAT or ACT Math scores to place them into an appropriate math course. A student with a SAT Math score of less than 430 or ACT Math score of less than 16 will be placed in MATH 099 Intermediate Mathematics, a remedial mathematics course offered by the Center for Academic Excellence. A SAT Math score between 430 and 469 or ACT Math score of 16 allows a student to enroll in MATH 101 Fundamental Algebra and Trigonometry I offered by the Mathematics Department. A SAT Math score between 470 and 539 or ACT Math score between 17 and 20 requires the student to enroll in MATH 110 Precalculus for Engineering Sciences, or MATH 111 College Algebra and Trigonometry, both of which are offered by the Mathematics Department. An SAT Math score of 540 or higher or ACT Math score of 21 or higher allows the student to enroll in MATH 131 Calculus I which is also offered by the Mathematics Department. The Mathematics Department is currently exploring/ developing an appropriate mathematics placement test to be adopted for use in the fall semester of 2010. For more information about the NC A& T Department of Mathematics, visit: http:// www. ncat. edu/~ math. For NC A& T math course descriptions, visit: http:// www. ncat. edu/~ acdaffrs/ Bulletin_ 2008 2010/ 2008 2010_ Undergraduate_ Bulletin. pdf, pp. 249 261. UNC Asheville Each incoming UNC Asheville student is asked to visit the Math Placement website before his/ her summer registration appointment. This can be done at home or on campus by visiting the math department website: http:// www. unca. edu/ math/ and clicking on " Placement" in the left hand column. The website gives the answers to important questions regarding course requirements. By asking students about their intended major and math background, the website customizes the information needed for students to make the best course selection for their individual plans. We expect that the majority of new students will be able to click their way through the website to determine which math course to take, without ever needing to take a math placement test. However, there are some individual circumstances where a placement test is crucial. Consequently, a 20 question, multiple choice, calculator based exam is built into the site. At the website, all of the placement information is being supplied 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. Precalculus and Calculus sections will administer placement tests 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:// www. unca. edu/ math/ For UNCA math course descriptions, visit: http:// www. unca. edu/ catalog/ and click on the latest course catalog to open a pdf file. You can page down this file to find the Math Department. 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 2009 2010 Mathematics Placement Test at UNC Charlotte is non calculator 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 East Carolina University Many entering freshmen at East Carolina University take a mathematics placement exam during their summer orientation session prior to their first fall semester of college courses. The 2009 2010 mathematics placement test at ECU is a 32 question algebra test, which is calculator optional. 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), 1067 ( Algebraic Concepts and Relationships), 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. 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: www. ecu. edu/ math/ For ECU math course descriptions, visit: http:// www. ecu. edu/ cs acad/ aa/ upload/ ugcat0910. pdf. ( see pages 457 462 of the document) For ECU math placement test review questions, visit: 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 SAT Math ( SATM) Score >= 600 AND MATH 142 – Calculus and Analytical Geometry I College Level Math Score >= 100 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________ ________________ SATM Score >= 600 OR MATH 131 – Algebra and Trigonometry College Level Math Score >= 80 99 Primarily for math, computer science and science majors _______________________________________________________________________________________________________________________________ ________________ SATM Score = 550 599 OR MATH 129 – Precalculus Mathematics I Algebra Profile Score >= 90 For math, computer science, biology, and chemistry majors. MATH 129 and MATH 130 together are equivalent to MATH 131 _______________________________________________________________________________________________________________________________ ________________ SATM Score = 550 599 OR MATH 123 – College Algebra Algebra Profile Score >= 90 Math, computer science, biology, and chemistry majors will not be placed in this course. _______________________________________________________________________________________________________________________________ ________________ SATM Score = 500 549 OR MATH 123S – College Algebra, Academic Support Sections. Algebra Profile Score = 71 89 _______________________________________________________________________________________________________________________________ ________________ SATM Score = 420 499 OR MATH 121 – Introduction to College Algebra Algebra Profile Score = 50 70 _______________________________________________________________________________________________________________________________ ________________ SATM Score < 420 AND MATH 121S – Introduction to College Algebra, Academic Support Sections. Algebra Profile Score < 50 _______________________________________________________________________________________________________________________________ ________________ 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) continued . . . Graphics Describing Testing Results from the 2009 2010 Version of the NC EMPT Test A special thanks is given to David Hodges, our database consultant, for his time, effort, and wisdom in creating these graphs. High School Demographics: Public High School Participation in NC EMPT 2009 2010 Total Number of NC Public High Schools = 548* 61% 39% ( 335) Schools Non participating ( 213) Schools Participating * The total of 548 public high schools includes 538 public schools, two federal schools, and eight charter schools. Non Public High School Participation in NC EMPT 2009 2010 Total Number of NC Non Public High Schools = 249 73% 27% ( 68) Schools Participating ( 181) Schools Non Participating 27 Sex of Participating Students 2009 2010 Not Given 1% ( 418) Male 46% ( 15,173) Female 53% ( 17,724) Grade Level of Participating Students 2009 2010 Senior 40% ( 13,415) Junior 36% ( 11,984) Sophomore 18% ( 6,111) Freshman 3% ( 1,150) Not Given 2% ( 655) Student Demographics: 28 0% 0.1% 1% 75% 1% 6% 16% 0 2000 4000 6000 8000 10000 12000 14000 16000 18000 20000 22000 24000 26000 Number of Students African American or Black American Indian or Alaskan Native Asian or Asian American or Pacific Islander White Hispanic or Latino Not Specified Other Race/ Ethnicity of Participating Students 2009 2010 29 2009 2010 Placement Test Results: NC EMPT Placement Levels  All Students 2009 2010 Level 4 24% ( 7,937) Level 3 41% ( 13,597) Level 2 20% ( 6,797) Level 1 15% ( 4,984) Level 4 ( highest) scored 25 32 Level 3 scored 17 24 Level 2 scored 12 16 Level 1 scored 0 11 Type of Calculator Used 2009 2010 Scientific calculator 25% ( 8,381) Graphing Calculator 47% ( 15,572) Four function calculator 7% ( 2,472) None 14% ( 4,687) 30 Placement Level by Grade 2009 2010 1% 1% 0.5% 0.3% 6% 8% 3% 2% 9% 15% 7% 5% 7% 16% 10% 8% 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500 6000 Level 4 ( highest) Level 3 Level 2 Level 1 Number of Students Freshman Sophomore Junior Senior 7% 8% 9% 12% 18% 22% 12% 12% 0 1000 2000 3000 4000 5000 6000 7000 8000 Number of Students Level 4 ( highest) Level 3 Level 2 Level 1 Placement Level by Sex 2009 2010 Male Female 31 Placement Level by Current Math Course 2009 2010 0.02% 0.11% 2% 6% 1% 5% 0.44% 7% 2% 0.0% 4% 7% 1% 0.04% 0.38% 1% 12% 1% 14% 0.05% 3% 2% 1% 0.24% 0.05% 0.29% 0.13% 7% 1% 7% 2% 1% 1% 0.08% 0.39% 0.06% 5% 0.37% 5% 1% 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 Advanced Functions and Modeling Advanced Math, or Algebra III, or Advanced Algebra or Trigonometry Algebra II or Integrated Math 3 Calculus I am not currently enrolled in a math course Integrated Math 4 Other Pre Calculus Probability, or Statistics, or Discrete Math Technical Math II Number of Students Level 4 ( highest) Level 3 Level 2 Level 1 32 NC EMPT Score Frequency 2009 2010 0 200 400 600 800 1000 1200 1400 1600 1800 2000 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132 Score Number of Students Frequency 2009 2010 Item Analysis 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Question # Percent Correct 33 NC EMPT 2009 2010 All Schools Question Objective # Correct % Correct 1 convert a fraction to an equivalent fraction 27559 83% 19 solve word problem: proportion 27487 83% 13 simplify complex fraction 26861 81% 14 solve word problem: average 25402 76% 11 evaluate using laws of exponents 24840 75% 2 solve linear equation 24787 74% 21 solve word problem: percent decrease 23723 71% 24 find equation of linear function 22957 69% 32 solve word problem: linear function 22560 68% 8 solve formula for variable 22553 68% 10 apply midpoint formula 22417 67% 31 recall and then solve formula 21643 65% 16 solve word problem: ratio and percent 21635 65% 18 evaluate function 20889 63% 6 find x intercept of line 20766 62% 30 find angle measure in isosceles triangle 20711 62% 3 solve exponential equation 20444 61% 7 model linear function 19881 60% 4 solve word problem: circumference 19773 59% 22 evaluate expression 19394 58% 9 apply Pythagorean Theorem 18705 56% 20 simplify using distributive property 18235 55% 15 find quadratic function given zeros 17838 54% 25 solve system of two linear equations 16563 50% 27 solve quadratic equation 15578 47% 17 recognize function given data 15065 45% 5 find volume of box 14589 44% 12 compare numbers 14397 43% 29 find equation of line 13543 41% 28 subtract rational expressions 11849 36% 23 solve word problem: right triange trig 11268 34% 26 multiply numbers in scientific notation 10364 31% Item Analysis by Decreasing %, 2009 2010 34 35 36 37 38 39 40 41 42 Plans After High School 2009 2010 4 year university 74% ( 24,709) 2 year college 7% ( 2,349) trade schools or apprenticeship program 12% ( 3,975) military service 1% ( 299) none of these 3% ( 932) initially attend a 2 year college and then attend a 4 year college 1% ( 429) Number of College Level Math Courses Required for First College Major 2009 2010 Not Applicable to Me 1% ( 285) I Don't Know 72% ( 24,119) None 861 ( 3%) One Course 5% ( 1,529) Two or more courses 20% ( 6,522) 43 Anticipated College Major 2009 2010 87 188 190 217 375 3887 3357 3087 3007 2902 2533 1648 1464 1046 919 743 656 637 533 531 461 437 395 376 3021 754 304 413 530 358 2801 2521 1825 1622 2700 2629 2757 1259 1729 954 1154 1029 970 835 1060 710 669 1031 685 757 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% Business, Management and Marketing Pre Medicine, Pre Veterinary Medicine or Pharmacy Engineering Nursing Visual and Performing Arts Social and Behavior Sciences Medical Technologies and Allied Health Fields Biology and Biological Sciences Security and Protective Services Pre K and Elementary Education Humanities Secondary Education in a Non Science or Non Mathematics Area Computer Science in a Business Area Mathematical and Physical Sciences Parks, Recreation, Leisure and Fitness Studies Computer Science in a Mathematics, Engineering or Science Area Agriculture Engineering Technologies Architecture and Related Services Automotive Technology Family and Consumer Sciences Secondary Education in a Science and Mathematics Area Natural Resources and Conservation Middle Grades Education Ethnic, Cultural and Gender Studies Percentage of Students First Choice Second Choice 44 11% 9% 12% 1% 1% 4% 2% 15% 2% 15% 7% 5% 1% 7% 3% 2% 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500 Winston Salem State University Western Carolina University UNC at Wilmington UNC at Pembroke UNC at Greensboro UNC at Charlotte UNC at Chapel Hill UNC at Asheville NC State University NC Central University NC A& T State University Fayetteville State University Elizabeth City State University East Carolina University Appalachian State University A Community College First Choice of School Planning to Attend 2009 2010 45 Placement Level by School Planning to Attend ( 1) 2009 2010 416 774 702 20 18 67 47 1890 121 2232 456 247 47 544 197 47 1389 1422 1768 83 112 368 193 2074 259 1973 1032 602 165 1095 541 226 993 592 913 75 94 374 170 714 120 565 552 393 130 455 254 182 898 325 571 67 99 373 222 361 74 319 385 301 110 234 140 216 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A& T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University Winston Salem State University Level 4 ( highest) Level 3 Level 2 Level 1 46 Placement Level by Schools Planning to Attend ( 2) 2009 2010 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 A Community College Appalachian State University East Carolina University Elizabeth City State University Fayetteville State University NC A& T State University NC Central University NC State University UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC Wilmington Western Carolina University Winston Salem State University Level 4 ( highest) Level 3 Level 2 Level 1 47 48 V. Trends in NC EMPT Data, 1996 2010 The NC EMPT Program has compiled data from a pilot semester and thirteen full years of testing. Informative trends are already beginning to appear and they are presented in the following charts and graphs: NC EMPT Cost Per Student Spring 1997 $ 7.36 2003 2004 $ 4.96 1997 1998 $ 4.40 2004 2005 $ 3.79 1998 1999 $ 5.46 2005 2006 $ 3.59 1999 2000 $ 4.55 2006 2007 $ 3.86 2000 2001 $ 4.24 2007 2008 $ 4.07 2001 2002 $ 3.62 2008 2009 $ 7.27 2002 2003 $ 4.02 2009 2010 $ 4.78 Note that testing during 2008 2009 occurred only during the second half of the school year. Top Anticipated College Majors Year Major Students Choosing Major as First Choice 2003 2004 Social and Behavioral Sciences 14% Engineering 13% Business/ Administrative Sciences 12% Pre Med/ Pre Vet/ Pharmacy 9% 2004 2005 Social and Behavioral Sciences 14% Engineering 13% Business/ Administrative Sciences 12% Pre Med/ Pre Vet/ Pharmacy 9% 2005 2006 Social and Behavioral Sciences 14% Business/ Administrative Sciences 14% Engineering 12% Pre Med/ Pre Vet/ Pharmacy 9% 2006 2007 Business/ Administrative Sciences 12% Social and Behavioral Sciences 12% Engineering 11% Pre Med/ Pre Vet/ Pharmacy 9% 2007 2008 Business/ Administrative Sciences 13% Social and Behavioral Sciences 13% Engineering 12% Pre Med/ Pre Vet/ Pharmacy 9% 2008 2009 Business, Management, and Marketing 13% Pre Med/ Pre Vet/ Pharmacy 10% Visual and Performing Arts 9% Engineering 9% 2009 2010 Business, Management, and Marketing 12% Pre Med/ Pre Vet/ Pharmacy 10% Engineering 9% Nursing 9% 49 Students Participating in NC EMPT 33,833 38,261 38,821 33,549 46,418 43,063 23,476 37,434 27,456 41,520 43,714 47,925 27,030 8,195 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 Number of Students High Schools Participating in NC EMPT 243 243 281 285 287 288 189 251 66 205 302 303 292 293 0 100 200 300 400 500 1996 97 1997 98 1998 99 1999 00 2000 01 2001 02 2002 03 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 2009 10 Number of Schools * Note that testing during 2008 2009 occurred only during the second half of the school year. * Note that testing during 2008 2009 occurred only during the second half of the school year. 50 Grade Level of Participating Students 1996 2010 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 Year Sophomore Junior Senior EMPT Level of Participating Students 1996 2010 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 Year Level 4 ( highest) Level 3 Level 2 Level 1 51 Students Planning to Go to College After High School Graduation 1996 2010 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 Year 4 year College 2 year College Average Score Out of 32 Questions for Participants Each Year 1996 2008 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 Year Series1 52 VI. Evaluation of the 2009 2010 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 early June 2010 to the contact persons of the high schools involved in Option # 2 testing during the spring of 2010, our largest and last of four testing windows during the school year. 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 Department of East Carolina University. The teacher contacts were asked to discuss the survey statements and questions with other participating math teachers in their departments before completing the survey. With 137 of 228 surveys returned to our office, 60% of those polled responded. This response rate continues to be much improved. In past years, a paper and pencil survey was enclosed with spring testing results rather than the online survey first employed in June 2009, and the response rate was only near 45%. A Survey of 2009 2010 Participating Teachers found. . . 90% strongly agreed or agreed that the NC EMPT Program will accomplish its goal of helping to reduce the percentage of college freshmen that require mathematics remediation at the college level. 95% strongly agreed or agreed that their students found their NC EMPT experience helpful and useful for future college plans. 97% strongly agreed or agreed that their students were attentive and tested with a serious attitude. 100% strongly agreed or agreed that test results to students and summary results to teachers were promptly returned. 100% strongly agreed or agreed that the NC EMPT Program accomplished its goal of providing participating high school students with a “ reality check” of their readiness for college level mathematics. 100% strongly agreed or agreed that overall the NC ���� EMPT Program provides a valuable service to high school students, parents, and teachers. These responses reassure us that both students and teachers are very satisfied with the administration, efficiency, value, and wealth of timely information provided by the NC EMPT Program. It is especially inspiring to receive a 100% vote of confidence with regard to the overall value of the service to high school students 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 math placement test is a testament to its value. 53 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 math placement tests, beginning required math courses for majors, and descriptions of math placement procedures. The associate director gathers this information and updates a brochure titled “ Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions.” See pp. 25 26 for a sample of this document. This important brochure is disseminated each year to each participating teacher and all public and non public high school principals, math chairs and counseling departments. According to question # 9 in the survey, 98% of the teachers responding found this brochure helpful in advising students. This same valuable information provided by board members has another important use. It is imbedded in individual student results letters based on the student’s choice of major and college/ university. The survey question receiving the lowest approval rating was # 2: “ If you registered online ( rather than mailing or faxing the paper form), the online sign up form was userfriendly and reliable.” Only 55% of the respondents answered positively, that is, they strongly agreed or agreed with this statement. It is helpful to note that 45 teachers, or 44%, chose a response of “ N/ A or No Opinion.” This may very well be due to the fact that they registered via the paper form and either mailed or faxed the registration. We continue to make adjustments in the online order form. As a whole, high school contact persons highly employ the online registration process rather than using the hard copy of the form. As far as reliability is concerned, there are inherent problems with Web servers and so there will be times when completed registration forms are not received. We also find that despite written reminders, some required fields of information are not completed by a handful of contact persons and their sign up forms are therefore not successfully submitted. In both cases, contact persons are warned to look for a confirmation email that should immediately be received in their email boxes from the NC EMPT office. If the confirmation is not received, the contact persons are advised to contact the office as soon as possible. Twelve of the fifteen survey questions had positive responses that were higher than the previous year’s ratings for the same questions. This is very admirable and illustrates the willingness of the NC EMPT staff to listen to suggestions by teachers and make improvements. A sample of the Qualtrics year end survey and the results follow. For additional feedback from participating teachers, see pp. 5 8. 54 NC EMPT Teacher Survey, Spring 2010 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, 2010. # Question Strongly Agree Agree Disagree Strongly Disagree N/ A or No Opinion Responses Mean 1 Informational mailings were sent to high school math chairs and last year's contact persons in September ' 09 and March ' 10, and a postcard was sent in October ' 09. These mailings were helpful reminders of the services available from the NC EMPT Program. 115 18 0 1 0 134 1.16 2 If you registered to test on line ( rather than mailing or faxing the paper form), please rate this statement: The online registration form was user friendly and reliable. 54 2 1 0 45 102 2.80 3 The NC EMPT website www. ncempt. org is useful and informative. 69 ��� 37 1 1 26 134 2.09 4 The testing instructions provided for each teacher were included with testing materials. These instructions were clear and easy to follow. 120 13 0 0 0 133 1.10 5 Test administration took a total of 55 minutes or less. 89 32 13 0 0 134 1.43 6 Students were attentive and tested with a serious attitude. 72 58 2 0 2 134 1.52 Par t A: Carefully read each statement below and respond by checking one box to the right of each statement. 55 # Question Strongly Agree Agree Disagree Strongly Disagree N/ A or No Opinion Responses Mean 7 The NC EMPT office promptly returned hard copies of test score summaries for teachers and individualized results letters for students. 124 9 0 0 0 133 1.07 8 The test score summary received by each teacher for each class period was helpful. 118 16 0 0 0 134 1.12 9 The orange brochure titled " Mathematics Placement Procedures at NC Community Colleges and UNC Constituent Institutions, 2009 2010" was included in each teacher's results package. This brochure was useful to teachers in advising college bound students. 100 31 1 1 1 134 1.30 10 Participating teachers took time to review test errors with students. 50 58 16 0 9 133 1.95 11 Students found their individualized student results letters informative and easy to understand. 91 39 1 0 2 133 1.37 12 Students found their NC EMPT experience helpful and useful for future college plans. 71 55 2 0 4 132 1.57 13 The NC EMPT Program accomplished its goal of providing your participating high school students with a " reality check" of their �� readiness for college level mathematics. 104 29 0 0 0 133 1.22 56 # Question Strongly Agree Agree Disagree Strongly Disagree N/ A or No Opinion Responses Mean 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 2010). 70 51 2 0 11 134 1.74 15 Overall, the NC EMPT Program provides a valuable service to high school students and teachers. 109 25 0 0 0 134 1.19 Part B: Please type your thoughts about the questions below: # 16. In an effort to update and realign with current college math placement tests at community colleges and universities, the 2009 2010 NC EMPT test questions were substantially different from those found on test versions dated earlier than 2008. Please comment on the diversity and difficulty of the 2009 2010 test questions. Number Comments About Diversity and Difficulty of 2009 2010 NC EMPT Test Version 46 Questions were very content appropriate; wide range of test items from Alg I, Alg II, and Geometry curriculums; included various levels of difficulty; great selection of questions; questions reflect what our students should know; test is fair and equitable; greater mix of questions from different math classes other than Alg II. 15 Questions accurately represent the material they were designed to test – current math placement tests at NC community colleges and universities; well designed – I am thrilled for the realignment and update; I use this test as a tool to make sure my students are performing at a level to be successful in college and so appreciate the realignment efforts. 15 Test has more difficult questions than earlier test versions; the test is diverse enough to challenge everyone; questions are more difficult, but more realistic; our scores slightly reflected the increased difficulty; this test was difficult for my students who had not taken a math course for a year or more. 7 Question objectives are more in line with the fourth math course required by the UNC System; test questions better reflect our curriculum and I am glad for the change; questions are more reflective of recent changes in the high school curriculum and standards. 57 5 Difficulty level of questions is now a lot easier than in previous years; test seemed easier to me, but my students didn’t do as well; some test questions seemed easier especially when students used a graphing calculator. 3 Not much difference between new questions and those before 2008. 3 Questions were worded in an understandable manner; well written. 3 I like the diverse questions, especially the inclusion of more geometry concepts; my students did not appreciate the geometry additions – I feel it was good to make them realize that all math is important and NO, you cannot forget the subject once the course is completed. 2 Problems required students to illustrate understanding of the concept, not just complete an algorithm; questions seemed to better test students’ ability to apply the skills they have learned to solve problems and make connections. 2 Questions were perfect for students beyond Alg II; my regular Alg II students struggled a bit and thought the EMPT test questions were harder than the Alg II end of course exam review. 2 PreCalculus students felt the test was challenging. 2 Difficulty of questions should be increased even more. 1 Questions could be answered without the use of a calculator. 1 This test was a real wake up call to our students this year; they will also be getting a huge wake up call in college freshmen algebra. 1 Our goal as a math dept. would be to ensure that our students are capable of working these problems. 1 Questions were more difficult than in the past and I found that students needed a calculator for the new version. 1 Students stated that they felt more familiar with the types of questions on the new test and were able to answer more questions correctly. 1 There seemed to be more word problems which take longer to answer. 1 Students appreciated the practice version before taking their actual math placement tests. They were glad for a quick brush up on math skills. 1 I LOVE the NC EMPT Program! It makes students aware of their current levels and gets them in the frame of mind for college. 1 I wish students better understood the importance of the test and the meaning of the results. 1 The increased diversity in questions was a better gauge of the students’ all around math capabilities. 1 This was my first time giving the test. I expected more of the harder questions. 58 1 Teachers at the Alg II level would prefer a test more closely aligned with the state end of course exam. Our Alg II teachers used the EMPT test as a “ wake up” call for students who may be in danger of not being proficient on the EOC exam. Students this year were a little frustrated with the questions on concepts they had not studied this year. The new test questions were not a problem for students in Advanced Functions and Modeling. # 17. In the past, the NC EMPT associate director created supplemental worksheets and puzzles for teachers to use in the classroom to help students reinforce their math skills for college math placement. Would more current worksheets and puzzles based on the new NC EMPT test questions be helpful to you? Would you prefer hard copies be mailed to you or down loadable files be made available on the NC EMPT Web site? Number Would More Current Worksheets and Puzzles be Helpful? 108 Yes. 3 No. Number Comments About Additional Resources 52 I would love to have more up to date worksheets based on the new test questions; they would be very useful in my classroom; I like the resources NC EMPT provides especially in helping students prepare for their future college work; the worksheets are exceptional  I have used them extensively and I appreciate the time taken to prepare them; I still use the old copies as supplemental activities; they encourage students to continue to learn and practice while stretching their minds. 4 Because of end of course testing and schedules that made covering all the material in the Alg II curriculum difficult, these activities were not used as much as they could have been used; unfortunately there is not sufficient instructional time – perhaps they could be simply made available to students; although we do not have a lot of time to focus on the NC EMPT test, students need to understand the importance of being prepared for this with regards to college placement. 3 I prefer down loadable files, but there is sometimes an issue with compatibility of software. Public schools often lag behind in updates. This presents a problem for teachers in being able to open the electronic copies; sometimes computers have trouble converting math symbols correctly; they need to be pdf files. Our school runs only on Macs and we can’t open the files you currently have on your web site. 2 I did not use the worksheets or puzzles, but maybe if I have copies, I will; haven’t seen these before. 2 I especially liked the handout called “ The Top Ten Missed Questions.” I use these at various times in my classroom for review. 2 These resources are especially good for students in Advanced Functions and Modeling. 1 I used those for review homework before the students took their NC EMPT test, kind of like a study guide. 59 1 We use the test as a “ snap shot” of their current math abilities, so there is no need for additional worksheets. 1 These resources are great especially after the test. The students realize what they’ve missed and need to work on. 1 The “ game” that used to come with the EMPT materials could be similarly updated and made available as a preparatory activity early in the semester as well as for reinforcing the big ideas that we emphasize in the coursework throughout the year. 1 Some students are always looking for ways to improve test scores. 1 These resources are great refreshers. Many of my students are still fuzzy on “ the basics.” 1 Please include questions relative to the new Essential Standards adopted by the state. 1 It would be great if the worksheets could be edited, in case we want to add or subtract problems. 1 An email notice that the worksheets and puzzles are available on the NC EMPT web site would be nice. 1 Down loadable files are perfect for our 1: 1 computing environment. 1 No, I would not use them. Time is a factor. Number Do You Prefer Hard Copies or Down loadable Files of the Worksheets and Puzzles? 58 Down loadable files from e mail or the NC EMPT website; they are more eco friendly: less wasteful, more cost effective; a time saver; more reliable and more accessible. 12 Hard copies. 11 Both. 9 Either format will work. 1 Neither. # 18. Our three year grant to develop and administer a Web based version of the NC EMPT test ended on July 1, 2009. So during 2009 2010, we offered only paper andpencil testing. In the future, would you choose Web based testing instead if it were available? Why or why not? Number Do You Prefer Paper and Pencil or Web based Testing? 68 Paper and pencil. 60 27 Web based. 5 No opinion; don’t know; not sure. 4 Either way. Number Reasons Teachers Preferred Paper and Pencil Testing 64 We have a problem with availability and scheduling of computers at our school; getting enough lab time for all of our students would be a nightmare; we have 30 computers and my largest class is 32; there are lots of technical issues with our computer lab; the lab is usually scheduled for many nonmath classes, especially English classes; there is not enough time to do Web based testing in the allotted time or even in one class period; our server is very slow and unreliable; all of these issues would frustrate my students; making this happen in our computer lab is full of difficulties and I would be less likely to even give the test. 4 Paper and pencil testing allows students to have a copy of the test for later review. 4 Most of my students prefer a paper test; students are more familiar with paper tests; paper is the usual form of assessment in the classroom. 4 Paper testing allows me more flexibility in administering the test; it is simpler to test in my room; there is less of a chance of problems when administering a paper test. 2 Students need ample space to work out some of the test problems on paper; it is difficult for them to switch between screen and paper. 2 I like paper test better. I guess I am old fashioned; math tests are easier to understand on paper. 2 It is easier to monitor students with paper tests. With computer monitors so close, students can go browsing for answers. 1 Since students have their paper test copies and results letters in front of them at one time, teachers can give feedback more efficiently. 1 I feel the students take the test more seriously in paper form. 1 The NC EMPT test is similar to the EOC in its paper format and helps prepare students for that. 1 I think students perform better on a paper math test. 1 We have made NC EMPT a part of the Discrete Math curriculum in order for the students to review algebra concepts that are not studied during the year. Paper and pencil is necessary to accomplish this. 1 For a one time test like NC EMPT, paper works fine. I’m a great supporter and user of Web based Apps, but I’m reluctant to get involved with all the hassle of learning a new technology for limited applications. Now if you had an ongoing web site that helped the kids build knowledge and skills that would be a different cup of tea! 61 Number Reasons Teachers Preferred Web based Testing 7 As more colleges move to online classes and students are more technologically literate, I think Web based testing would be more useful; many colleges are leaning towards online assessments; the world is technology based. 5 More efficient; convenient. 3 Great opportunity to get students used to online testing; good practice, especially for seniors who are headed to college. 3 We are a 1: 1 laptop school where we do pretty much everything on the computer. 3 Save on postage fees. 2 Minimize paperwork for both students and teachers. 2 More engaging for my students; more enjoyable for my students. 1 Would make the transfer of testing materials easy and simple. 1 Technology keep students vested in its importance in the classroom. 1 I wouldn’t have to proof answer sheets. Our kids do not bubble well, so I spend about an hour proofing them before I mail them in. 1 I would use Web based testing only if the bugs have been worked out. It should run smoothly on Macs and PCs before offering it again. 1 I would like to see a verification before the students submit their answers. The only complaint we had was that students would accidentally submit their answers before they were finished, forcing the teachers to stay online in order to allow that student more submissions instead of being able to walk around and supervise. # 19. Student feedback is also very important, but difficult for us to obtain. Please give some examples of students’ comments and opinions about their NC EMPT experience. Number Examples of High School Students’ Feedback 23 Most of my students felt that the NC EMPT test was a true assessment for college; some thought the test was an eye opener to the type of math placement test they will see in college; my students liked to know where they stood; they seem to appreciate finding out “ the bad news” ahead of time so they have time to fix their math issues before they go to college; the results help students see whether they are on track for college or behind; my students said they were glad they tested now so they’d be prepared for their real college math placement test; after receiving their results, some said, “ I have to stay more focused now and work harder for college;” my students enjoyed the reality check that the NC EMPT test gave them without the pressure of what might happen if they did poorly. 62 20 They really appreciated the explanation of what college math courses they will need to take for their intended major; they took their EMPT results letters to the registration appointments with our guidance counselors to select their next high school math course; they plan to use the college/ university web site addresses you provided for their school of choice; they were surprised to receive such detailed information from a FREE test; the test scores raised awareness of college expectations and prompted them to think about college plans; some students commented that they have used their EMPT test copy to prepare for their math placement test in the summer at their college orientation session; some are awakened to the amount of math they will need in order to gain a degree in certain college majors and minors. 10 My students loved the individualized results letters – some went so far as wanting to “ frame them;” the results letters were personalized and easy to read; students could see their career choice and were often surprised at the required college math courses for that career; my students liked the helpful feedback in the letters received. 8 Students felt the test was challenging; some EMPT question objectives had not yet been taught in Alg II or would be taught later in PreCalculus; some thought the test was tough; some said, “ I’ve never seen some of those problems before.” 6 Some students were truly elated because they’d done well on the EMPT test; some took it seriously and were pleased with their results; they enjoy the results, tell each other that they got the highest score level of 4, and remind each other that they are smart! 6 Some of my students were very concerned that they scored in the remediation range and realized that they need to start taking their high school math classes more seriously; some were surprised that they had so much to learn and RETAIN for college; some were surprised that they were not more prepared for college and I saw an improvement in their work ethic for that semester; they hoped they would have done better, but it was good exposure to the math placement testing experience. 3 My students complained because I didn’t let them use a calculator and many scored way lower than expected; student agreed that it was eye opening to do the test without the help of a calculator. 3 I usually hear the student complain about taking yet another test and question why, why, why…, but when they get their scores back, their eyes are opened; students do not “ enjoy” taking an additional test. However, our students do appear to see the value in getting a reasonable heads up on their math placement level; I heard a lot of complaints until the purpose of the test was made clear. 3 There was no feedback from my students; no feedback was available because we tested so close to the end of the school year. 2 I had no comments from my students… it was just another test; students asked, “ Why do I need this? I won’t get any college credit for this test anyway. Why do I have to take another test?” 2 Most of my Discrete Math students had forgotten a lot of the math topics on the EMPT test. They did need the EMPT refresher and were reluctant, but appreciative, of it; we have made the EMPT test a part of the Discrete curriculum so students accept the test and test more seriously. 2 My juniors are looking forward to trying the EMPT test again next year; the students like to compare this year’s score to last year’s. 63 2 Some students complained, “ I didn’t have enough time to finish.” 2 Some students said, “ I knew most of the questions;” students think the questions are easy for the most part. 2 My students were very pleased to see their growth from pretest to post test; I use both Option # 1 and # 2 testing because I want to get my students to show growth. This way they are competing with themselves. They like the fact that they take the test twice and can build on what they learn from the first test results. 2 Why don’t you provide a student survey form we could give to the kids? One for parent/ guardians as well would be great. 1 I received positive parent feedback from students who had brought their EMPT materials home. The parents were impressed with the amount and type of information presented. 1 We would like a correlation showing success on the EMPT and success for students in their first semester of college mathematics classes. 1 My students prefer the paper and pencil test over the Web based test. 1 Once students review their EMPT results, I add in information about what things here at the high school we have to help them get back on track and/ or what course may be best to take next to keep them on track. 1 My students want even more details in their results letters as to the exact math classes they will have to take in college. 1 Some of the students did not like having to take this test so many times in high school. Some take the EMPT test after Alg II, then after AFM, then after PreCalculus. 1 The test should not be timed for students if a calculator is not used. 1 Many of the seniors who took the test had already been accepted to college and had no opinion of the test. 1 Many of my students hoped that this “ practice” test would count as a math placement test. 1 My honors students worked harder and found it more informative than non honors students. 1 If anything, we as a high school might need to consider giving the EMPT test earlier in the year to have more time to make adjustments in teaching for some students OR to suggest further tutoring for some students prior to taking their real placement test. 1 Most of my students did not remember the trigonometry formulas. 1 My students understand the function of the EMPT test as a benchmarking and formative assessment tool. 1 Most of my students felt they should have filled out the survey questions before the test with a little more honesty because the test results were very accurate. 64 1 Some students said, “ This test helped me review for the SAT.” 1 Students said, “ I tried the EMPT test without a calculator so I could assess my true math skills.” 1 The only concern was from a student who planned to attend Winston Salem State University. Your information stated that no calculator could be used, and when he got to WSSU, the testing policy had changed and graphing calculators could be used. He placed into remedial math due to this lack of calculator. 1 I test very young students ( 10th grade) in Alg II who have not yet had Geometry or AFM. Their main interest is in the section of the results letter that tells them the beginning math course for the major of their choice. Several students said that they would need to change their intended college major because they did not think they could handle the calculus. # 20. DONE! THANK YOU for taking time to give us your valuable thoughts. If you have any other comments you’d like us to hear, please write them below: Number Additional Comments 23 Your program has been very beneficial to our students in giving them an outside evaluation of their preparedness for the next level; your valuable services are just what we need to help prepare our students for their post secondary experience; THANK YOU for providing this wonderful service; we appreciate everything you do to keep this program going; excellent; I LOVE the NC EMPT Program!; I’ll keep giving EMPT tests as long as they are offered; valuable information is collected through this testing. 14 Keep up the good work; I appreciate your hard work; you guys are great to work with throughout the process; I look forward to working with you in the future; you make the testing process so easy; Ellen Hilgoe and her staff do a wonderful job getting out information to the schools and then grading tests in a timely manner. 6 I hope the NC EMPT Program will continue to be funded because it is very informative and beneficial to students; this is a needed and worthwhile experience for students; you are doing an excellent job of providing students with a realistic view of their level of achievement; this testing gives us a chance to evaluate the progress our students are making in another way; we have some students who have taken this test in a previous year and then asked when they would get to take it again so they can chart their progression more than once. 3 You do an AWESOME job in returning results so quickly! I had my information two days after you received our opscans and it arrived by mail. WOW! Thank you for the prompt response and courier mailing option; phenomenal service. 1 The student results letters are really why I take the time to administer the EMPT test. They are excellent! Thank you for the opportunity for me to let my students know they will see the material I am teaching again. 1 Your stickers ( on packages and mailings) rock! 1 We appreciate the opportunity to take this test FREE OF CHARGE! 65 1 We would like to have some statistics to share with our kids/ parents guardians. They want to know how their results stack up against other kids going to colleges. As an alternative, we could share a comparison of their results against all those taking the NC EMPT test that year. 1 Could you or do you offer any math teacher in service training? 1 Next year we think we want to give the test only to 11th and 12th graders. We don’t like the idea of giving the test 3 or 4 times during a student’s high school career. We feel that giving it twice should suffice. We do like giving it in the spring, and plan to do more follow up with students now that we have our first time at this under our belts. 1 Many colleges need to come on board with the use of calculators on math placement tests. All universities should have the same rules about their math placement tests. 1 We are having a really hard time deciding when it is most appropriate to test. Should we give the test in early spring before students register for next year’s classes? Or should we give the test at the end of the year when they’ve had most of the content?? 1 Testing takes a lot longer than 55 minutes. All of our teachers need a full 90 minute block to complete the exam. 1 I like the student to know what questions they missed, but I can’t easily have them go back and correct those because the correct answers are provided on their score sheets. I would prefer NOT to have the correct answers there, but in the teacher materials instead. 1 Your listing of college math placement procedures needs updating. I was telling students to take the SAT II test for NCSU and they checked online and found out that they could take a NCSU math placement test online instead. 1 ECU’s high school senior orientation packet’s calculator options were different than what you have currently listed in your orange brochure. I’m not sure which is correct. I told the students to bring both a scientific and a graphing calculator with them just in case. 1 This was awesome! I have given the test for several years, but was never the high school contact person until this year. I was really impressed and thank you again, Ellen, for the super fast turnaround for our scores. 1 Please keep doing this. It is a great way for me as a teacher to check what I am doing – making sure I am preparing my students for college. NC EMPT has been continuously directed by faculty and staff at East Carolina University since the program’s inception. 66 Appendix A The 2009 2010 Required Background Questions, Answer Key, and Parent/ Guardian Brochure 67 68 The North Carolina Early Mathematics Placement Testing Program Required Background Questions 2009 2010, Both Options, # 1 and # 2 Mark ONLY one answer for each question. Your answers should be placed on the NC EMPT bubble sheet ( opscan form) in the section labeled “ Background Questions.” A) The one school I am most likely to attend is: ( Please answer this question even if you are planning to attend a private or an out of state college by marking a choice most representative of where you plan to enroll.) 001. Appalachian State University 002. East Carolina University 003. Elizabeth City State University 004. Fayetteville State University 005. NC A& T State University 006. NC Central University 007. NC State University 008. UNC Asheville 009. UNC Chapel Hill 010. UNC Charlotte 011. UNC Greensboro 012. UNC Pembroke 013. UNC Wilmington 014. Western Carolina University 015. Winston Salem State University 016. A NC Community College B) My most likely college major will be in the following category: ( Please mark only one of the twenty five choices. Not all universities and colleges offer all of these majors.) 001. Engineering ( e. g. aerospace, architectural, biological, chemical, civil, electrical, environmental, industrial, mechanical, nuclear,…) 002. Social and Behavior Sciences: Public Administration and Social Service Professions ( e. g. public administration, social work, …); Social Sciences ( e. g. anthropology, economics, geography, political science and government, sociology, …); Psychology ( general psychology); Communication and Journalism ( e. g. advertising, broadcast journalism, communication studies, mass communications/ media studies, radio and television,…) 003. Human 
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