Welcome to the Early Assessment Program at Sacramento State

COMPONENTS OF EAP

The Early Assessment Program has three main components:

Early Testing | 12th Grade CSU Coursework | Professional Development

EARLY TESTING

Each spring, California high school students complete California Standards Tests (CSTs) in academic subjects. The test booklets for the CSTs in 11th grade English/Language Arts and Mathematics contain additional questions, thereby turning the standards tests into a version of the English and Math placement tests for the CSU. Participation in EAP (i.e., answering the 15 additional questions) is voluntary and free for students.

English/Language Arts Testing

The augmented tests are aligned with both 11th grade high school content and CSU standards.
The augmentation in English/Language Arts consists of 15 additional English/LA questions and an essay; the essay is usually given on a separate day in March.
Students who earn “exempt” scores in English will not need to take the EPT (English Placement Test) for the California State University and will require no CSU remedial coursework in English.
If not exempt in one or both of these subjects, students have a year to enhance their preparation for university level work; they must also retake the ELM and/or EPT upon admission to a CSU.

Focus on English provides information about the entry level English requirement of the CSU. The instrument used to assess the readiness of students admitted as CSU first-time freshmen is the English Placement Test (EPT). This PDF document includes answers to a number of frequently asked questions, samples of questions appearing on the EPT and examples of essays and how they are scored.
(http://calstate.edu/eap/documents/ept.pdf)

Mathematics Testing

The augmented tests are aligned with both 11th grade high school content and CSU standards.
The augmentation in mathematics consists of 15 multiple choice questions that are added to the Algebra II CST or the Summative Math test (for students who have previously completed Algebra II).
Students who earn “exempt” scores in mathematics do not need to take the ELM (Entry Level Mathematics) test for the CSU and will be placed into college level mathematics coursework in their first semester at a CSU.
A Conditionally Exempt score in mathematics will require the student to take a CSU-approved math/quantitative course during their senior year
See http://www.calstate.edu/eap/documents/eapfaqfinal.pdf for courses that qualify.

Focus on Mathematics provides information about the entry level mathematics requirement of the CSU. The instrument used to assess the readiness of students admitted as CSU first-time freshmen is the Entry Level Mathematics (ELM) test. This PDF document includes answers to a number of frequently asked questions and samples of questions appearing on the test.(http://www.calstate.edu/eap/documents/ept.pdf)

12th GRADE CSU COURSEWORK

If students do not score "exempt" in either of the above tests, students have a year to enhance their preparation for university level work by completing the following courses:

English/Language Arts Coursework

The CSU Expository Reading and Writing Course is designed to prepare students for college level English. The course provides explicit instruction in expository, analytical, and argumentative reading and writing. A number of high schools have requested and received confirmation that the course satisfies the 4th year high school “a-g” English requirement. The course is aligned with the 11th -12th grade California English/Language Arts content standards and the CSU entry level standards.

The course was developed by a CSU Task Force that consisted of faculty from CSU campuses and K-12 English teachers and administrators. It consists of 14 modules which each contain a sequence of integrated reading and writing activities. A template organizes pre-reading, reading, and post-reading activities which lead to formal writing activities. Each module takes from one to three weeks to complete. Eight modules are sequenced for a first semester, followed by 6 others during second semester. “Teacher” and “Student” versions of the modules are contained in two binders that teachers who participate in professional development activities (see below) receive. The above website contains a section, “Assignment Template,” that contains further details on the content of the modules.

The majority of texts that students read in each module are non-fiction, although at least one full length fictional text is included. The modules may be used as a stand-alone course or may be integrated into existing courses at the high school level. Teachers who are trained in the use of these materials are encouraged to adapt them to the reading level of students in their classes.

At Sacramento State, we are interested in working with schools and teachers to expand the range of text materials that are teachable through the various templates and are seeking support to work collaboratively with interested colleagues on these efforts.

Mathematics Coursework

Work in Progress - More to Follow

PROFESSIONAL DEVELOPMENT

English Teachers

Expository Reading and Writing Course
A task force of high school and CSU faculty has developed the Expository Reading and Writing Course (ERWC), a full-year college preparatory English course for high school seniors. The ERWC is aligned with the California English-Language Arts Content Standards and addresses critical reading and writing problems identified by the CSU English Placement Test Committee.

The goals are the ERWC are to help students succeed in three important areas:

Meeting the requirements of the California English-Language Arts Content Standards;
Attaining the standards of the CSU English Placement Test; and
Achieving the expectations of college and university faculty.

Course assignments, organized into 14 modules and based primarily on non-fiction texts, emphasize the in-depth study of expository, analytical, and argumentative reading and writing. The University of California has approved the ERWC for area "b" credit (from the "a-g" requirements), and the Course meets college preparatory requirements for both the UC and CSU.

Professional Development for Teachers Interested
in Using the Expository Reading and Writing Course
To promote wide-scale adoption of the Expository Reading and Writing Course (ERWC), the CSU and County Offices of Education are collaborating to provide professional development for English teachers at a variety of locations across the state. The four-day series, which includes a two-day workshop in the late summer or fall and two follow-up days (one in fall and another in spring), provides teachers with a theoretical understanding of the ERWC, outlines the benefits of the course for students and school personnel, and offers pragmatic strategies for using the course materials to teach each module. Although districts are responsible for the cost of substitutes, the workshops are free of charge for eligible teachers. Series attendees receive all of the course materials and are eligible to teach the modules, either as a separate year-long or one semester course or as part of their established curriculum. To register, use the link above.

English Success Website
The CSU Office of the Chancellor has also developed the English Success Website to help high school students, parents, teachers, and counselors learn about the CSU English Placement Test (EPT) Requirement and how to meet it.

Mathematics Teachers

A mathematics committee has been working on developing professional development options for high school mathematics teachers. The committee is working to identify and develop professional development, as needed, utilizing a model similar to English.

(Click Here) for Workshops for Teachers of Mathematics

Mathematical Diagnostic Test Project
The Mathematics Diagnostic Testing Project's primary goal is to help California’s teachers prepare students for success in further study of mathematics. The MDTP offers mathematics diagnostic tests with detailed scoring reports to California teachers. Those reports can help identify topics needing more attention for students before taking an EAP test and can also help identify topics needing more attention for seniors whose EAP mathematics results were either conditionally exempt or non-exempt. At any time, students may take MDTP's on-line Mathematical Analysis Readiness Test and receive a detailed score report.

Math Success Website
The CSU Office of the Chancellor has developed the Math Success Website to help high school students, parents, teachers, and counselors learn about the CSU Entry Level Mathematics (ELM) Requirement and how to meet it.



EAP HOME ABOUT EAP Why EAP? > Components of EAP Benefits of EAP SAC STATE EAP Calendar of Events Activities What's New? EAP Presentation.ppt TEST RESULTS ADVICE FOR STUDENTS Student Testimonials Fact or Fiction? High School Matters! Facts for Educators PROFESSIONAL DEVELOPMENT ERWC & RIAP RESOURCES CONTACT US	COMPONENTS OF EAP The Early Assessment Program has three main components: Early Testing \| 12th Grade CSU Coursework \| Professional Development EARLY TESTING Each spring, California high school students complete California Standards Tests (CSTs) in academic subjects. The test booklets for the CSTs in 11th grade English/Language Arts and Mathematics contain additional questions, thereby turning the standards tests into a version of the English and Math placement tests for the CSU. Participation in EAP (i.e., answering the 15 additional questions) is voluntary and free for students. English/Language Arts Testing The augmented tests are aligned with both 11th grade high school content and CSU standards. The augmentation in English/Language Arts consists of 15 additional English/LA questions and an essay; the essay is usually given on a separate day in March. Students who earn “exempt” scores in English will not need to take the EPT (English Placement Test) for the California State University and will require no CSU remedial coursework in English. If not exempt in one or both of these subjects, students have a year to enhance their preparation for university level work; they must also retake the ELM and/or EPT upon admission to a CSU. Focus on English provides information about the entry level English requirement of the CSU. The instrument used to assess the readiness of students admitted as CSU first-time freshmen is the English Placement Test (EPT). This PDF document includes answers to a number of frequently asked questions, samples of questions appearing on the EPT and examples of essays and how they are scored. (http://calstate.edu/eap/documents/ept.pdf) Mathematics Testing The augmented tests are aligned with both 11th grade high school content and CSU standards. The augmentation in mathematics consists of 15 multiple choice questions that are added to the Algebra II CST or the Summative Math test (for students who have previously completed Algebra II). Students who earn “exempt” scores in mathematics do not need to take the ELM (Entry Level Mathematics) test for the CSU and will be placed into college level mathematics coursework in their first semester at a CSU. A Conditionally Exempt score in mathematics will require the student to take a CSU-approved math/quantitative course during their senior year See http://www.calstate.edu/eap/documents/eapfaqfinal.pdf for courses that qualify. Focus on Mathematics provides information about the entry level mathematics requirement of the CSU. The instrument used to assess the readiness of students admitted as CSU first-time freshmen is the Entry Level Mathematics (ELM) test. This PDF document includes answers to a number of frequently asked questions and samples of questions appearing on the test.(http://www.calstate.edu/eap/documents/ept.pdf) 12th GRADE CSU COURSEWORK If students do not score "exempt" in either of the above tests, students have a year to enhance their preparation for university level work by completing the following courses: English/Language Arts Coursework The CSU Expository Reading and Writing Course is designed to prepare students for college level English. The course provides explicit instruction in expository, analytical, and argumentative reading and writing. A number of high schools have requested and received confirmation that the course satisfies the 4th year high school “a-g” English requirement. The course is aligned with the 11th -12th grade California English/Language Arts content standards and the CSU entry level standards. The course was developed by a CSU Task Force that consisted of faculty from CSU campuses and K-12 English teachers and administrators. It consists of 14 modules which each contain a sequence of integrated reading and writing activities. A template organizes pre-reading, reading, and post-reading activities which lead to formal writing activities. Each module takes from one to three weeks to complete. Eight modules are sequenced for a first semester, followed by 6 others during second semester. “Teacher” and “Student” versions of the modules are contained in two binders that teachers who participate in professional development activities (see below) receive. The above website contains a section, “Assignment Template,” that contains further details on the content of the modules. The majority of texts that students read in each module are non-fiction, although at least one full length fictional text is included. The modules may be used as a stand-alone course or may be integrated into existing courses at the high school level. Teachers who are trained in the use of these materials are encouraged to adapt them to the reading level of students in their classes. At Sacramento State, we are interested in working with schools and teachers to expand the range of text materials that are teachable through the various templates and are seeking support to work collaboratively with interested colleagues on these efforts. Mathematics Coursework Work in Progress - More to Follow PROFESSIONAL DEVELOPMENT English Teachers Expository Reading and Writing Course A task force of high school and CSU faculty has developed the Expository Reading and Writing Course (ERWC), a full-year college preparatory English course for high school seniors. The ERWC is aligned with the California English-Language Arts Content Standards and addresses critical reading and writing problems identified by the CSU English Placement Test Committee. The goals are the ERWC are to help students succeed in three important areas: Meeting the requirements of the California English-Language Arts Content Standards; Attaining the standards of the CSU English Placement Test; and Achieving the expectations of college and university faculty. Course assignments, organized into 14 modules and based primarily on non-fiction texts, emphasize the in-depth study of expository, analytical, and argumentative reading and writing. The University of California has approved the ERWC for area "b" credit (from the "a-g" requirements), and the Course meets college preparatory requirements for both the UC and CSU. Professional Development for Teachers Interested in Using the Expository Reading and Writing Course To promote wide-scale adoption of the Expository Reading and Writing Course (ERWC), the CSU and County Offices of Education are collaborating to provide professional development for English teachers at a variety of locations across the state. The four-day series, which includes a two-day workshop in the late summer or fall and two follow-up days (one in fall and another in spring), provides teachers with a theoretical understanding of the ERWC, outlines the benefits of the course for students and school personnel, and offers pragmatic strategies for using the course materials to teach each module. Although districts are responsible for the cost of substitutes, the workshops are free of charge for eligible teachers. Series attendees receive all of the course materials and are eligible to teach the modules, either as a separate year-long or one semester course or as part of their established curriculum. To register, use the link above. English Success Website The CSU Office of the Chancellor has also developed the English Success Website to help high school students, parents, teachers, and counselors learn about the CSU English Placement Test (EPT) Requirement and how to meet it. Mathematics Teachers A mathematics committee has been working on developing professional development options for high school mathematics teachers. The committee is working to identify and develop professional development, as needed, utilizing a model similar to English. (Click Here) for Workshops for Teachers of Mathematics Mathematical Diagnostic Test Project The Mathematics Diagnostic Testing Project's primary goal is to help California’s teachers prepare students for success in further study of mathematics. The MDTP offers mathematics diagnostic tests with detailed scoring reports to California teachers. Those reports can help identify topics needing more attention for students before taking an EAP test and can also help identify topics needing more attention for seniors whose EAP mathematics results were either conditionally exempt or non-exempt. At any time, students may take MDTP's on-line Mathematical Analysis Readiness Test and receive a detailed score report. Math Success Website The CSU Office of the Chancellor has developed the Math Success Website to help high school students, parents, teachers, and counselors learn about the CSU Entry Level Mathematics (ELM) Requirement and how to meet it.

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