Admission & Enrollment Updates

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The Early Assessment Program (EAP)Update

In the Winter 2004 issue of CSU Review, the Early Assessment Program (EAP) was introduced. The Early Assessment Program (EAP) is a collaborative effort among three important state entities in California: California State University (CSU), California Department of Education (CDE), and California State Board of Education (SBE). The goal of the partnership is to ensure that college-bound high school graduates have developed English and mathematics skills expected by the state university.

This issue will focus on ways in which CSU campuses are beginning to integrate the EAP into their academic programs as a mechanism to support their area high schools. High school counselors are encouraged to communicate with their area CSU EAP Coordinators whose primary responsibility is to serve as a liaison to high schools in their service areas. In addition, a revised Frequently Asked Questions (FAQ) is presented to update our audience. This information and other questions and answers may be accessed online at www.calstate.edu/eap.

Why are high school counselors an important part of the EAP?

As of this writing, eleventh graders who sat for the exam during spring 2004 have received their results. Many have met with a high school counselor to determine next steps. Students who received an exempt designation on either the English or math CSTs will not have to take the required CST placement test(s) if they apply to a CSU and are admitted. Students who receive a non-exempt or incomplete in either English or mathematics, or a conditionally exempt in mathematics are most in need of help from high school counselors.

High school counselors can affect the success of the EAP in two significant ways. First, they are encouraged to advertise the program to 11th grade students. Numerous informational and marketing materials are available to inform high school juniors about the program, especially during key academic cycles: fall and early spring. Secondly, high school counselors can help students understand the test reports they receive in mid-August 2005, as well as guide those students who require additional English writing and mathematics preparation (non-exempt, conditionally exempt and incomplete) during their senior year.

In early February, high school English and mathematics teachers will be sent letters asking them to distribute an informational letter to eleventh grade students encouraging them to participate in the EAP. Counselors, testing coordinators, superintendents and school site administrators will also receive copies of these letters.

Also in early February, CSU EAP Coordinators will distribute EAP publicity materials (brochures, flyers, postcards) to all high schools for distribution to eleventh grade students, counselors, teachers, parents and administrators.

The Components of the Early Assessment Program

One myth about the Early Assessment Program is that it is all about testing. In fact, the EAP has three components: early testing (at 11th grade), the opportunity for additional preparation in the 12th grade, and professional development opportunities for high school English and mathematics teachers. The EAP tests are part of the California Standards Test, augmented to cover both California high school standards and CSU placement standards that have been aligned. For the English portion, students also complete an essay. Eleventh grade students take the augmented test on a voluntary basis in order to learn whether they meet the standards for college level work, earning an exemption from CSU placement tests, or whether they do not meet the standards (non-exempt status). The second part of the collaboration concerns the 12th grade experience offered to those eleventh grade students who are non-exempt. The third part of the collaboration features professional development for high school teachers.

12th Grade Expository Reading and Writing Course & Professional Development Update

An English Task Force, whose members come from the English faculty of the CSU and includes teachers and administrators from the K-12 sector, created a 12th Grade Expository Reading and Writing Course. The Center for the Advancement of Reading (CAR), part of the CSU Office of the Chancellor, was identified to oversee the professional development opportunities for high school English teachers. For 2004-2005, the pilot year, the partners elected to use a Trainer of Trainer (ToT) model to prepare a cadre of leaders and instructors to conduct professional development activities to disseminate instructional materials to 12th grade college-preparatory English teachers on a voluntary basis.

The ToT sessions, conducted at various geographical locales in October 2004 prepared 65 trainers in eleven (11) geographical districts, based upon the California County Superintendent's Regions. For example, Region 9 comprises three counties (Imperial, Orange and San Diego) as well as three CSU campuses (Fullerton, San Marcos and San Diego). Regional teams were invited to the ToT sessions. Members were high school teachers and school administrators, county office language arts representatives, and CSU faculty from English and Teacher Education. Teams planned for two-day professional development sessions with volunteer high school teachers to be held in late November and December 2004.

Professional development sessions presented teachers with the content and process of the 12th Grade Expository Reading and Writing Course - a series of six modules and a lesson planning template - and required each teacher to pilot at least two of the modules in spring 2005. During Fall 2004 professional development sessions for teachers willing to pilot the course materials were held across the state. Following the two full days of training, teachers were to implement the course modules in their regular 12th grade English classes. In Spring 2005, teachers return for a third day of professional development, at which time they will be sharing student work and sharing their experiences in implementing the materials. An evaluation of the program is currently being developed.

Questions about the 12th Grade Expository Reading and Writing Course may be directed to John Edlund (jredlund@csupomona.edu), Chair of the 12th Grade Task Force.

Reading Institutes for Academic Preparation

In addition to the professional development activities that have been developed over the last three years, the California State University (CSU) system has, since 2001-02, sponsored summer institutes for 11th and 12th grade teachers designed to improve the preparation of high school students in reading and academic literacy before they enter the CSU. These efforts constitute an historic level of outreach to insure congruence between high school curriculum and college expectations for student academic success.

The Reading Institutes for Academic Preparation (RIAP) have become an essential part of CSU's Early Assessment Program and are critical to assist teachers to reduce the need for remediation and to improve college performance of entering students. These institutes prepare teachers to be active participants in the collaborative statewide CSU/California Department of Education high school reform effort.

Participants in the reading institute learn to identify students needing additional assistance and become familiar with the reading and writing strategies and skills required of students entering the CSU. They become knowledgeable of the new course modules designed for the 12th Grade Expository Reading and Writing Course and of approaches for integrating academic literacy across the high school curriculum. They learn specific approaches for implementing the recommendations of the CSU 12th Grade Expository Reading and Writing Task Force, including approaches for expanding the reading of informational and narrative text and analytical writing throughout the high school experience.

Participating CSU Campuses in 2004-05

In Summer 2005, reading institutes will be offered for local teachers by 17 CSU campuses. The participating CSU campuses during 2004-05 and the number of years they have offered Reading Institute for Academic Preparation are as follow:

• Bakersfield (3rd year)
• Channel Islands (1st year)
• Chico (1st year)
• Fresno (3rd year)
• Hayward (2nd year)
• Humboldt (2nd year)
• Los Angeles (3rd year)
• Northridge (1st year)
• Pomona (2nd year)
• Sacramento (3rd year)
• San Bernardino (2nd year)
• San Diego (3rd year)
• San Francisco (2nd year)
• San Jose (3rd year)
• San Luis Obispo (2nd year)
• San Marcos (2nd year)
• Stanislaus (3rd year)

On each of these CSU campuses, the Reading Institute Director will work in partnership with the campus' Early Assessment Program Coordinator. For example, at California State Polytechnic Institute Pomona (Cal Poly Pomona), the activities of the Reading Institute Director and the Early Assessment Program Coordinator are integrated through the top-level Early Assessment Program Steering Committee established by Provost Tomás Morales. This important campus-wide Steering Committee includes leaders from the Provost's Office, Admissions and Outreach, the English Department, the Mathematics Department, the Department of Education, the campus Test Center, and the local K-12 school community. Most other CSU campuses are developing a campus-wide structure similar to that at Cal Poly Pomona to achieve comprehensive involvement in the Early Assessment Program of individuals and resources across the university community and in local schools.

Preparation of Teacher Leaders

One area of focus within the reading institutes is the preparation of teachers to play key roles as teacher leaders in the implementation of the Early Assessment Program in their schools and districts, thereby becoming valuable resources to counselors and site and district administrators. At a minimum, they will present information about the Early Assessment Program and college readiness, including the 12th Grade Expository Reading and Writing Course, to school administrators, teachers, counselors, and other staff at their sites and meet with the site leadership to plan how the Early Assessment Program will be implemented at their school.

Most frequently, the reading institute teacher leaders will participate in and help to lead systemic reform efforts aimed at increasing access to and success in A-G courses and at the CSU for all students. The reading institute participants will work collaboratively with other school leaders and teachers at their sites and at the district level and with the local CSU campus' Early Assessment Program coordinator. They will share information about the Early Assessment Program and plan how it will be fully implemented at the school and district, addressing student college readiness in both English and mathematics.

The reading institute teachers will be prepared to review data for the students who participate in the EAP testing in 2005 and will be familiar with the historic patterns of English and mathematics proficiency rates for their school and the local CSU campus. They will also be trained to assist the school in adopting the 12th Grade Expository Reading and Writing Course and in identifying appropriate students for the course. Throughout their preparation, they will be informed of ways in which they can coordinate with and be of assistance to counselors at their sites and at other sites in the district.

Establishing a College-Going Culture

The role of teachers in fostering a college culture and the steps they might foster to strengthen that culture is an important part of the leadership focus. The reading institute work in this area draws upon the nationally recognized Principles of a College Culture (McClafferty, McDonough & Nunez, 2003), as described in the following sections.

College Talk

A college culture requires clear, ongoing communications with students about what it takes to get to college so that they understand what is required and expected of them if they want to stay on a college path. Faculty and administrators share their own experiences and discover their own assumptions about their roles in preparing students for college. Through such college talk, a college culture becomes clearer and the college preparation process becomes more effective.

Clear Expectations

All students are to be prepared for a full range of postsecondary options, and the explicit goals of this preparation must be clearly defined, communicated, and a part of the daily culture of the school, such that students, family, teachers, administrators and staff recognize the role that each plays in preparing students for college.

Information and Resources

Students must have access to information and resources related to college. This information must be comprehensive, up-to-date and easily accessible. Although counselors are likely to have primary responsibility for collecting and maintaining resources, school faculty should be aware of what's available and incorporate it into daily classroom practices on a regular basis.

Comprehensive Counseling Model

In a school with a successful college culture, all counselors are college counselors. All student interactions with counseling staff become opportunities for college advising. All counselors are informed about college issues. All decisions about students' coursework and career options are made with all postsecondary options in mind.

Testing and Curriculum

Standardized tests like the PSAT and SAT are critical steps on the path to college. Students would be well advised to be knowledgeable about these tests and be aware of testing dates. Moreover, the school must make a commitment to provide the resources necessary to ensure both that students are prepared for the tests and that testing fees are not a barrier to any student's ability to take the tests. This includes ensuring access to preparatory coursework like algebra and geometry. Moreover, the school is encouraged to ensure that students have access to coursework that ensures their eligibility to apply to college upon graduation.

Faculty Involvement

Faculty members should have access to continuing professional development to allow them to play an active role in preparing students to aspire to, apply to, and attend college. This should include the integration of college information and the very idea of college into regular classroom activities. Such a role is facilitated when faculty members become active partners in the creation and maintenance of a college culture.

Family Involvement

College Partnerships

Forming active links between the school and local colleges and universities is vital to the creation of a college culture. This facilitates the organization of college-related activities such as field trips to college campuses or college fairs, and the provision of academic enrichment programs, all of which raise awareness of and aspirations toward college.

Articulation

Students should have a seamless experience where a college message is communicated from kindergarten through 12th grade. As such, there must be ongoing communication between counselors and teaching staff among all schools in a feeder group. Work being done at each school site needs to be coordinated with activities at other levels.

Resources Featured in Reading Institutes for Academic Preparation

The reading institutes use the best available resource materials in the state and nation to prepare teacher leaders to foster academic literacy and college-going norms and to improve college access and success. The resources that are featured in the reading institutes include the outstanding materials identified below, all of which are available at the designated Web sites.

California State University (2003). How to Get to College: A Guide to Preparing for the California State University, 2003-2004 Guidelines for High School Students. (www.calstate.edu/datastore/guides.shtml)

Standards for Success, A project of the Association of American Universities and The Pew Charitable Trusts (2003). Understanding University Success. Center for Educational Policy Research, University of Oregon. (www.s4s.org)

Tierney, W. G., Colyar, J. E., & Corwin, Z. B. (2003). Preparing for College: Building Expectations, Changing Realities. Los Angeles, CA: University of Southern California, Rossier School of Education, Center for Higher Education Policy Analysis. (www.usc.edu/dept/chepa/pdf/CollegePrep.pdf)

Venezia, A., Kirst, M., & Antonio, A. (2003). Final Policy Brief-Betraying the College Dream: How Disconnected K-12 and Postsecondary Education Systems Undermine Student Aspirations and Students' Misconceptions About Preparing for and Attending College. Stanford, CA: The Bridge Project, Stanford University. (http://www.stanford.edu/group/bridgeproject/embargoed/embargoed_policybrief.pdf and
http://www.stanford.edu/group/bridgeproject/10+Misconceptions.pdf The full report is available at: (http://www.stanford.edu/group/bridgeproject/betrayingthecollegedream.pdf)

Questions about the Reading Institutes for Academic Preparation may be directed to the Co-Directors of the CSU Center for the Advancement of Reading, Nancy Brynelson (nbrynelson@calstate.edu) or Dana Grisham (dgrisham@calstate.edu).

Early Assessment Program (EAP) - Frequently Asked Questions

Did you know that there is a Frequently Asked Questions (FAQ) section included on the EAP website? We generally refer all inquiries to this site - www.calstate.edu/eap. However, our questions/answers section is growing and they may not all be added to the site yet. Below are the most frequently asked questions and answers to these. If you have a question that has not yet been addressed, please email your question to JoAnn Aguirre at jaguirre@calstate.edu.

What is the Early Assessment Program?

The Early Assessment Program is (EAP) is a joint program of the California Department of Education (CDE) and the California State University (CSU) system. As part of the EAP, Early assessments of Readiness for College English and Mathematics are administered each spring. These assessments are augmentations to the grade eleven English Language Arts CST, the Algebra II CST and the Summative High School Mathematics CST.

Students' scores on the EAP in English and/or mathematics may result in the students being exempt from taking placement tests that the CSU requires for entering college freshman students. The EAP was developed so that public high schools and the CSU can determine the level of college preparedness of individual students. The intent is to give students information about additional skills they may need to develop in their senior year of high school so that they enter college ready to enroll in baccalaureate courses.

The overarching goal of the program is to align the CSU placement standards with the K-12 standards in English-language arts and mathematics. Two main objectives support this goal:

• Over time, the English and mathematics proficiency of CSU entering freshmen should increase as a result of early intervention in high school.
• CSU Trustees' policy is to reduce the need for remediation of incoming freshmen to 10% by 2007.

How will the goal of EAP be achieved?

The EAP is comprised of three components designed to bridge the gap between high school standards and college expectations in order to decrease the number of incoming college students who require remediation in English and/or mathematics. The components of EAP include:

• A voluntary test taken by 11th grade students to get a 'snapshot' of their mathematics and English-language arts proficiency.
• A senior-year experience that will provide learning activities to students whose test results demonstrate a need to attain additional skills to enter the CSU college-ready.
• Professional development activities developed to support high school 12th grade English and mathematics teachers to help high school students gain proficiency in English-language arts and mathematics.

Who may participate in the EAP?

All students taking the grade eleven English-Language Arts CST are eligible to participate in the EAP for English. Students in grade eleven, who will have completed Algebra II by the end of the school year, also are eligible to participate in the EAP for mathematics.

How do students participate?

Prior to the high school's scheduled CST administration, eleventh-grade students, parents, high school counselors, teachers and administrators will receive written information about the program and instructions for participation.

What tests are required for EAP?

For the English EAP, students will take the multiple-choice items for the grade eleven English-Language Arts CST, plus 15 additional EAP multiple-choice items in their CST test book. These students will also take an EAP 45-minute essay test that will be administered on a separate date after all STAR testing has been completed.

For the mathematics EAP, students will take the multiple-choice items for Algebra II CST or Summative High School Mathematics CST, plus 15 additional multiple-choice items in their test book.

The EAP multiple-choice items add about 15 minutes to part 2 of the Grade 11 ELA, Algebra II, and Summative High School Mathematics CST testing times. EAP items for English and mathematics will be identified with a CSU symbol.

Do students have to participate in the EAP?

No. Participation is voluntary. Students in grade eleven may participate in the EAP for English by answering the EAP items for English in their grade eleven test book and by completing the EAP essay test.

Students in grade eleven may participate in the EAP for mathematics by answering the EAP items in their Algebra II CST or Summative High School Mathematics CST test book.

Who gives the EAP test?

When is the EAP test (multiple choice items) administered?

The EAP test is administered in conjunction with part 2 of the Grade 11 ELA, the Algebra II, and the Summative High School Mathematics CSTs. Most eleventh-grade students are tested between mid-March and mid-May.

When will the EAP essay be administered?

Schools need to schedule a separate session to administer the essay portion of the Early Assessment of Readiness for College English. The essay must be administered within 30 calendar days of the close of each school's STAR window or by May 28, whichever is earlier. If the tests in the STAR Program will be administered after mid-May, the essay should be administered before the multiple-choice tests are given. If the CSTs are administered after the end of May, EAP results may not be available for planning senior-year coursework.

How are the EAP tests ordered?

• The EAP tests are not ordered. The multiple-choice items are included in the grade eleven, Algebra II, and Summative High School Mathematics CST test booklets. The essay portion of the ELA EAP is in a separate test booklet. All schools with eleventh-grade students will receive an essay test booklet for each student.

How are EAP test results returned?

Freight kits, including magenta return address labels for the EAP essay, will be included in each district and school/test site shipment of testing materials.

District STAR and site-based STAR test coordinators will receive directions for returning the EAP essays with the CST-CAT/6 Survey testing materials.

What will be included in the students' results?

Students will receive a report describing the 'designation' they have received, not a score. The designations are based on selected items from the CSTs, plus scores on the EAP questions. The designations on these student reports will indicate whether they are ready for college-level work or need additional preparation. The designations include:

• EAP English
  Exempt

  Students' demonstrated proficiency in English meets CSU standards for placement into entry-level baccalaureate coursework. Students who receive this designation are exempt from the CSU required EPT test if they apply and are admitted to CSU.

  Non-Exempt Not ready for college level coursework; students are encouraged to enroll in a senior-year activity in order to increase their English writing skills in preparation for the EPT exam if they apply to a CSU and are admitted.

  Incomplete Not ready for college level coursework; not enough of the multiple-choice items were completed. Students are encouraged to enroll in a senior-year activity in order to increase their English writing skills in preparation for the EPT exam if they apply to a CSU and are admitted.

EAP Math


Exempt Students' demonstrated proficiency in math meets CSU standards for placement into entry-level baccalaureate coursework. Students who receive this designation are exempt from the CSU placement test in math (ELM).

Conditionally Ready at that moment in time! However, since students still Exempt have their senior year to complete and many do not take a math course in their senior year, their skills and knowledge are likely to decrease. As a result, students receiving this designation will be encouraged to keep their college-level proficiency in mathematics by participating in an approved senior-year experience (e.g., enrolling in and passing a mathematics class with an Algebra II prerequisite during the senior year, completing on-line math tutorials, or participating in a targeted CSU campus program in the summer prior to matriculation at a CSU campus). Students who successfully participate in an approved senior-year experience are exempt from the requirement to take CSU's mathematics placement test if they apply and are admitted to CSU and will be eligible to enroll in baccalaureate-level mathematics courses.

Non-Exempt Not ready for college level coursework; students are encouraged to enroll in a senior-year activity in order to increase their mathematical skills in preparation for the ELM exam if they apply to a CSU and are admitted.

Incomplete Not ready for college level coursework; not enough of the multiple-choice items were completed. Students are encouraged to enroll in a senior-year activity in order to increase their mathematical skills in preparation for the ELM exam if they apply to a CSU and are admitted.

When will students receive the EAP results?

Students will receive the EAP results in August, following their junior year of high school, so that they can arrange to take additional work needed to prepare for college during their senior year.

Why should eleventh-grade students take the early assessment test when many of them will be taking SAT I, SAT II, ACT, AP, and STAR tests?

The benefits of participating include the opportunity to:

• Earn an exemption from CSU-required English and/or mathematics placement tests.
• Identify the need for additional preparation for college-level courses.
• Adjust senior-year coursework to prepare for college-level courses.
• Avoid having to invest time and money in college remediation courses that do not count toward a baccalaureate degree.

Does the reference in the student letters to earning an exemption through College Board exams include AP and SAT?

Yes.

How can parents/guardians obtain other information about the EAP?

Parents can obtain information about the EAP by contacting their student's high school guidance office during regular school hours.

How will schools know what is on the EAP test?

The CSU, in consultation with the California Department of Education, is developing a blueprint of the EAP test items indicating the areas of the standards addressed by the EAP. The 15 additional items do address the standards, but may be at a higher level of difficulty or complexity than the items on the CST. The items are consistent with the Entry Level Mathematics exam (ELM) and the English Placement Test (EPT).

Please see the following online documents for more information on both tests.
Focus on Focus on English - www.calstate.edu/AR/EPT.pdf
Focus on Mathematics - www.calstate.edu/AR/FOM.pdf

Are the EPT and EAP English-language arts essay rubrics the same?

The scoring rubric for the essay is the same for the EAP and the EPT. It is contained in the document Focus on English, available on the CSU website at www.calstate.edu/AR/EPT.pdf

What about students taking integrated mathematics 3?

The optional multiple-choice items are not included in the Integrated Mathematics 3 CST test booklet. At this time, students taking integrated mathematics 3 courses may not participate in the EAP at this time. Students enrolled in integrated mathematics 3 may, if the high school rules permit, take the Summative High School Mathematics CST. This test includes the EAP supplemental items.

What information will schools and students receive from the EAP test?

Schools will receive individual student reports to give to the students and cumulative record labels. Districts will receive an electronic file with student results. The following materials were released to District STAR and site-based STAR test coordinators on September 24, 2004:

• EAP Data File - one CD-ROM containing student results
• EAP Data File layout - description of the fields included on the data file
• EAP District Reports (in green folder) - one copy of the district report.
There is a district report for each subject area tested.

What approved senior-year experiences may students complete if they receive 'conditionally exempt' status in mathematics?

The following are approved senior-year experiences for students who receive conditionally exempt status in mathematics. Students will be able to remove the conditionally exempt status in mathematics with one semester of coursework.

• Successfully completing with a grade of C or better Algebra II for a second time with the approval of the high school
• Successfully completing with a grade of C or better a math course that requires Algebra II as a prerequisite
• Successfully completing with a grade of C or better a statistics course that has Algebra II as a prerequisite and is on the A-G list of approved courses
• Successfully completing with a grade of C or better a physics or chemistry course that has Algebra II as a prerequisite and is on the A-G list of approved courses
• Successfully completing with a grade or C or better a math course developed by the high school with the approval of the CSU Mathematics Faculty Validation Committee (e.g., courses such as modeling or finite mathematics)
• Successfully completing a monitored, interactive, or multimedia individualized program (e.g., ALEKS, PLATO, Academic Systems) with approval of the CSU Mathematics Faculty Validation Committee
• Successfully completing with a grade of C or better a community college mathematics course that satisfies the requirement in Quantitative Reasoning
• Successfully completing any high school specifically approved 12th grade math courses. (Students may set up their own portal at the Math Success Website www.csumathsuccess.org and learn of 12th experiences that are available to them.)

What if a student receives a 'conditionally exempt' designation but does not do any additional coursework?

If the student is not exempt on the basis of SAT, ACT or AP scores, the student will have to take and pass the ELM. If the student does not pass the ELM, he/she will be required to take remedial coursework at the CSU or a community college.

What senior-year intervention services will be available?

For eleventh-grade students who receive a 'conditionally exempt' or 'non-exempt' designation on the EAP, the senior year may be used to develop the knowledge and skills required for college-level courses. CSU faculty are working with K-12 to develop focused academic work to assist students in preparing for college and improving their skills and knowledge to levels that will enable them to pass the EPT and ELM and enter CSU prepared for college-level courses.

The CSU Math Success Website team, in collaboration with the ELM Committee, has developed a CSU-sponsored Senior Year Math Experience in which conditionally exempt seniors will be given the opportunity to use the ALEKS e-learning program to pass a proctored exam that will satisfy the ELM Requirement. The ELM Committee has approved the proposal and five faculty members have been hired to implement the program. A more thorough description is provided in the attached documents.

Marketing the program and communicating its availability to high school students and teachers will be challenging. The CSU goal is to target the roughly 50,000 conditionally exempt seniors who have not enrolled in an appropriate Senior Year Math Experience to date. CSU EAP Coordinators will distribute a marketing flyer in order to spread the word to counselors and students. For further information about the program, please contact Jeff Gold (jgold@calstate.edu) or Stan Barrick (barrick@csus.edu).

Who will work with high school seniors to help them prepare to pass the ELM and EPT?

Typically, the students' high schools will do this. However, some schools may collaborate with community colleges in this effort.

How would teachers have time to provide interventions for non-exempt students before the November 30 CSU application deadline?

Exempt or non-exempt status does not affect the students' applications to CSU. Documentation of intervention activities the students complete during their senior year may be provided to CSU after the students are admitted, and before the start of their freshman year.

Are there special factors and activities that high school counselors should consider?

Counselors should encourage students who take the EAP test in English and/or mathematics to maintain their proficiency in English and mathematics at the college level during their senior year of high school by enrolling in and passing English and mathematics courses, by using approved on-line tutorials in English and mathematics, and by using tutors as appropriate.

Are the practice problems and e-learning for the ELM test free or do they cost?

The ELM tutorial - ALEKS - is $35 for 18-week access (student paid). The practice problems are all free.

What are the timelines for the release of supplemental curricular resources to schools?

CSU is working with public school leaders to identify approaches for helping high school seniors who need additional preparation to meet CSU placement standards. A set of senior-year programs is being developed for California public high schools that will address directly the college preparation needs of those seniors assessed as eligible for admission to CSU but not ready for college-level study.

A task force under the aegis of the CSU English Council is developing a curriculum and teacher-training materials for a reading and expository writing course to be offered to high school students during their senior year. This course will address reading and writing problems identified by the English Placement Test Development Committee. The task force includes high school English teachers, CSU English faculty, an ESL specialist, a reading expert, a high school principal, and CDE representatives. It is anticipated that this 12th grade course will be released statewide in spring 2005.

Do schools need approval for senior classes that address needs identified by the EAP test? If so, what is the process for approval?

High schools do not need to seek approval for senior classes that are approved A-G English and mathematics courses. However, other math courses (e.g., modeling or finite mathematics) and monitored, interactive, or multimedia-individualized programs (e.g., ALEKS, PLATO, Academic Systems) require the approval of the CSU Mathematics Faculty Validation Committee. Requests for approval of courses and other activities that require approval of the CSU Mathematics Faculty Validation Committee may be submitted to Mr. Allison Jones, Assistant Vice Chancellor, Office of the Chancellor, The California State University, 401 Golden Shore, Long Beach, CA 90802.

Secondary school courses that are included in the UC a-g list and have a pre-requisite of Algebra II completion need not be approved by the CSU Mathematics Faculty Validation Committee.

What are the specific CSU exemption alternatives for proficiency in addition to the EAP tests?

Students are exempted from taking CSU's English and mathematics placement exams if they present proof of one of the following:

English Proficiency

• A score of 550 or above on the verbal section of the SAT I
• A score of 680 or above on the SAT II: Writing Test
• A score of 24 or above on the ACT English Test
• A score of 3, 4, or 5 on either the Language and Composition or Literature and Composition examination of the Advanced Placement Program
• Completion and transfer to the CSU of a college course that satisfies the requirement in English Composition, with a grade of C or better

Mathematics Proficiency

• A score of 550 or above on the mathematics section of the SAT I
• A score of 550 or above on Level IC or IIC of the SAT II: Mathematics Test
• A score of 23 or above on the ACT Mathematics Test
• A score of 3, 4, or 5 on the Advanced Placement Calculus AB or Calculus BC examination
• A score of 3, 4, or 5 on the Advanced Placement Statistics examination
• Completion and transfer to the CSU of a college course that satisfies the requirement in Quantitative Reasoning, with a grade of C or better

Since the EAP tests in English and mathematics are not diagnostic and will not provide information about students' strengths and weaknesses, are there additional tools available for teachers and students that might identify areas requiring additional preparation?

There are two diagnostic assessments available:



The Mathematics Diagnostic Testing Project (MDTP) is a statewide program that develops, distributes, scores, and reports the results of tests that measure student readiness for mathematics courses in algebra, geometry, second-year algebra, math analysis, and calculus in grades 9 through 12. These diagnostic assessments are classroom tools utilized by teachers to assess student learning and then to adjust curriculum and teaching to address the diagnosed deficiencies. The project enhances opportunities for California students to learn mathematics by providing them and their teachers with indications of how well students have mastered the material and what they need to know in order to continue their study of mathematics. Information about the MDTP is available at http://mdtp.ucsd.edu/.

I hear there's a math website. What is it?

There is a CSU Math Success website that is intended mainly for high school juniors and seniors, entering CSU students, transfer students, parents, teachers/counselors and others. This website is now live and can be found at www.csumathsuccess.org

Based on user feedback, two new features were added to the MSW at the end of January: e-mail reminders, and a "For Parents" section. The e-mail reminders allow students to have e-mail messages sent to them at specific times of the year to remind them of key deadlines such as CSU applications and ELM Exam testing dates. The "For Parents" section provides a general overview of the ELM Requirement and the EAP Program and includes tips for parents to help their children through the process. This section is available in English and Spanish.

What about an English website?

The CSU has developed the first version of the English Success website (www.csuenglishsuccess.org), a website that is similar to the Math Success website. It is expected to be up and running in the beginning of March. It is designed to provide high school students, teachers, counselors, parents, and other interested parties with clear and authoritative advice about the CSU English Placement Test (EPT) requirement and how to meet it. It was also developed to motivate high school students to take proactive steps to satisfy the EPT requirement in the most efficient and expeditious manner. Practice tests and related educational resources to help them prepare for the EPT exam are also available on this website.

As an additional resource, the CSU's Diagnostic Writing Service (DWS) provides high school students with information on their progress in learning to read and write at the level required in college classes. The DWS provides high school students with diagnostic information about their writing skills, allowing them to obtain assistance from their teachers to improve those skills while still in high school. The information provided by the DWS allows teachers to examine the strengths and weaknesses of their strategies for developing the writing skills of their students as compared to the standards expected of college freshmen.

The DWS allows students to provide a writing sample. EPT-trained faculty readers respond to each writing sample with diagnostic feedback about the strengths and weaknesses of the student's writing within 10 business days after the student submits the sample. The evaluation is intended only for the student's personal use to help identify the student's strengths and weaknesses as a writer. Students are encouraged to share the results with their teachers so that their teachers may be able to develop a program to help strengthen their writing skills.

In addition to essay evaluations, the DWS offers practice in the skills measured by the two multiple-choice portions of the EPT, "Reading Skills" and "Composing Skills." The CSU has developed a full-scale on-line practice multiple-choice test containing 90 questions from prior EPT tests. For each question on the practice test, the DWS provides feedback showing, at a glance, the particular skill tested by the question, the correct answer, and a rationale explaining why the right answer is right and the wrong choices are wrong. The DWS is available on line at http://web1.essayeval.org:84/welcome.shtml.

Save these websites as favorites:

CSU homepage
http://www.calstate.edu/

Academic Affairs, Student Academic Support
http://www.calstate.edu/AR/index.shtml

Academic Performance Reports
http://www.asd.calstate.edu/performance/index.shtml

Analytic Studies Division/CSU Proficiency & Remediation Information
http://www.calstate.edu/as/

EAP Frequently Asked Questions (FAQs)
http://www.calstate.edu/eap/documents/eapfaqfinal.pdf

Counselors/Conf/Stud Academic Support
http://www.calstate.edu/ar/counselors.shtml

Application Status Report
http://www.csumentor.edu/filing_status/

CSUReview
http://www.calstate.edu/AR/CSUreview/

CSUMentor
http://www.csumentor.edu/

Teaching resources for programs and high school teachers
http://www.sfsu.edu/~capi

California Colleges
http://www.CaliforniaColleges.edu


Impaction and Application Strategies for Fall 2005 and Beyond

More applicants are applying sooner

Planning for and participating in the university admission process now requires more forethought and planning than may have previously been the case. For example, campuses of the California State University have experienced significant (+20%) increases in applications for fall admission. Perhaps even more importantly, prospective students are filing their applications earlier. By early December 2004, over 418,000 applications were filed electronically for fall 2005 compared to over 343,000 in the same period for fall 2004.

Some campuses are using higher admissions standards

Eight CSU campuses have been designated as "impacted". An undergraduate campus is designated as impacted when the number of applications received from fully qualified applicants during the initial admission application filing period exceeds the number of available spaces that the campus can accommodate. Consideration for admission to any impacted campus is contingent on first meeting the regular admission requirements for the CSU. Supplementary admission criteria are used to screen all applicants for admission to impacted campuses.

The impaction designation means that more selective admissions criteria are being used in making admissions decisions at the following CSU campuses: Chico, Sonoma, San Luis Obispo, Pomona, Fullerton, Long Beach, San Marcos and San Diego.

With the exception of certain high demand campuses, all students who meet the CSU admission requirements are admitted to their first-choice campus or major. However, when students cannot be accommodated at their first-choice campus or in their selected major, CSU guarantees admission to a campus within the California State University. Therefore, students who apply to one of the impacted campuses should also apply to another non-impacted campus.

Strategies for assuring the admission of CSU eligible students

On average, applicants for freshman admission to California State University make application to two or more campuses. This is a worthwhile strategy, and CSUMentor makes it very easy for students to apply to several campuses. Persons applying to an impacted campus are well advised to apply to more than one campus, and including at least one non-impacted campus is a very prudent strategy. Every admission cycle is different, and it is very difficult to predict the results of competitive admissions. As a result, students who are likely to meet the CSU minimum eligibility requirements should consider making application to at least one non-impacted campus. Using this strategy will help to provide wise students with an appropriate number of prudent options.

Again, CSUMentor provides wonderful tools for the planning of admissions application strategies. By "going to" www.csumentor.edu, students, their families and their counselors can learn about the following:

• To view impacted campuses, select "admissions requirements" then select "high school students" then select from the rich menu that is provided
• To view campuses and programs are still open, select "Is your campus still accepting applications?" Specify level and enrollment term on the pull down. Admission filing status information for all campuses will be displayed.
• To obtain information about an individual campus select the "Explore campuses" tab at the top of the homepage.

Timing of application strategies

Based on the volume of applications, several campuses and programs stopped accepting applications after November 30, 2004. However, over 10 of the campuses of California State University are still open for fall 2005 as of the date of publication of this article. It is not yet too late to apply to these campuses or to add a campus to applications already submitted. Even non-impacted campuses and programs are subject to closure after the close of the initial filing period. So, it is important to move ahead with the implementation of each prospective student's application strategy.

Taking the steps mentioned above can help assure that all eligible students are admitted to the California State University for the fall of 2005.