Admission & Enrollment Updates

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The Early Assessment Program:

Helping High School Students to Succeed in College

Brenda took honors Trig in high school and did not prepare for the CSU Entry Level Math (ELM) exam. Now she is in remedial math and says the class is very slow as it covers middle school material.

Although Nicole is attending a CSU, she is spending a year in remediation just to be able to sign up for Math 45, a required course for her major.

Jason regrets not taking the ELM Exam seriously. He now has to spend time in remedial math rather than working on courses for his major.

Brenda, Nicole and Jason represent only a few of thousands of students who enter the CSU unable to demonstrate proficiency in English and/or mathematics. Because they are required to enroll in remedial courses before they may enroll in baccalaureate level coursework, it will take them longer to graduate. You can listen to these students in real time (www.csumathsuccess.org), as they share their experience in taking the ELM exam and the remedial courses in which they've had to enroll.

Unfortunately, CSU students participate in remedial classes for English-language arts at an even greater rate than mathematics. Consequently, the number of students who enter the CSU unprepared to succeed has climbed to an alarmingly high rate, and this phenomenon is echoed across the U.S.

The time has come

In 1997 the CSU Board of Trustees established a policy goal that by the year 2007, ninety percent of all entering freshmen would be college-ready in math and English as evidenced by CSU placement standards.

In response to growing concerns about the slow pace at which graduating high school seniors have been demonstrating proficiency upon admission to CSU, the Early Assessment program was developed. This program is a collaborative effort among the California Department of Education, the State Board of Education and the California State University. The voluntary program consists of three critical components: 11th grade assessment, senior-year academic preparation activities, and professional development for English-language arts and mathematics teachers. It is 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.

I need more specifics!

The 11th grade assessment and initial results represent the first step of a complete program. This assessment incorporates CSU's placement standards into existing high school standards tests in augmented English and mathematics California Standards Tests (CST). Each test includes 15 additional items, as well as a 45-minute essay for the English-language arts test. Results of both tests are reported as designations (not scores). The designations include: exempt (from taking either or both CSU placement tests), non-exempt, or incomplete. An additional designation - conditionally exempt - may also be assigned in the area of mathematics. For a detailed explanation of these designations, please be sure to visit the Frequently Asked Questions (FAQs) link at http://www.calstate.edu/eap/documents/eapfaqfinal.pdf. These FAQs are part of the the EAP website.

The Early Assessment Program was designed as a voluntary endeavor for eleventh grade students. Its overriding purpose is NOT to exempt them from taking CSU placement tests but to determine their degree of college readiness at that particular point in time, and if necessary, offer senior-year instructional activities designed to facilitate degree completion upon entering the CSU.

The primary core of the program consists of the steps the schools and students will be taking in the senior year to ensure full college readiness. CSU continues with the development of customized senior English courses, offering professional development to teachers throughout the state. Comparable courses in mathematics are also being developed. CSU faculty and K-12 curriculum and instruction staff have been working hand in hand to develop these resources that specifically address identified needs and emphases.

If we offered it, would they come?

Much to our surprise and delight, over 182,000 students (more than half of California's eleventh grade students) voluntarily chose to complete the augmented exam and returned at a later date to complete the 45-minute essay. The overwhelming numbers of essays for the English-language arts assessment were each read and scored by two CSU faculty members. This phenomenal response was problematic only in that it delayed release of test results. Overall, CSU is pleased that California students are clearly demonstrating their interest in preparing for and succeeding in college.

While eleventh graders are encouraged to take this assessment, it is important that students, parents, teachers, and other members of the educational community remember that the EAP is not a mandatory assessment, nor one that determines CSU admission status.

Next steps

At this time CSU is pleased to announce that the results of the 11th Grade Early Assessment that was administered in the spring to eleventh grade students throughout the state were released to district Testing Coordinators beginning Friday, September 24. In turn, Testing Coordinators will be working closely with high school counselors to disseminate these letters to students. Counselors will be the critical link, especially to those students who earned 'conditionally exempt', 'non-exempt', or 'incomplete' status.

Each CSU campus has identified an EAP Coordinator. These coordinators are responsible for maintaining close communications and relationships with high school staff (especially counselors) in their respective service areas. It is expected that their joint efforts will go far in assisting students to succeed in baccalaureate level coursework at the CSU.

Over time, CSU is confident that more and more graduating seniors will be fully prepared for college. The test portion of the EAP is just the first step. We are fully aware of the challenges placed upon school districts, and we commend them for their willingness to participate in this statewide effort.

Information and resources

The three educational agencies involved in this collaborative - CSU, CDE and the SBE are working hard to provide as much assistance and support as possible. Anyone who is a part of the high school community (students, parents, counselors, teachers, administrators, etc.) is urged to access the resources identified below.

The Early Assessment Program is in its infancy stage, constantly growing and evolving. Your feedback and ideas for improving the Early Assessment Program are welcome, and we hope that it can serve as a model for preparing students to succeed in college!

A million thanks to each and every one of you for your continued support of student success!

EAP Online (an evolving website) is available where one can obtain additional information regarding test result designations, CSU EAP Coordinators, etc.: http://www.calstate.edu/EAP/

EAP FAQs (Frequently Asked Questions) are part of the above link but the document can also be accessed at http://www.calstate.edu/AR/EAPFAQFinal.pdf. The FAQs are always being refined as a result of your feedback!

Math Success Website (a public online math resource) with interactive videos, individualized roadmaps, ELM information, guidance for teachers, counselors, administrators, etc.: www.csumathsuccess.org

California State University - JoAnn K. Aguirre Associate Director, Academic Outreach and Enrollment Management Services jaguirre@calstate.edu or 562.951.4724

California Department of Education - Joy Salvetti Wolfe Education Programs Consultant JSalvett@cde.ca.gov or 916.323.5635

Lower Division Transfer Program (LDTP)

California Community College students who plan to earn their bachelor's degrees at the California State University will soon have an opportunity to realize their academic goals more quickly and efficiently, thanks to a streamlined transfer policy recently adopted by CSU trustees. The Lower-Division Transfer Patterns (LDTP) project will provide community college students with clear road maps that show specific courses they need to take for a given CSU baccalaureate degree major. The anticipated result is that these students will graduate from CSU with fewer units beyond the minimum required for the degree-and, in doing so, create space for as many as 15,000 more students in the CSU's 23 campus system.

"This is a major step for the CSU, and unprecedented here or in any system," Executive Vice Chancellor and Chief Academic Officer David S. Spence has said. The CSU enrolls about 55,000 community college transfer students each year, and two out of three graduating seniors are transfer students.

The lower-division transfer patterns will involve 60 semester units for each major. The "right 60" for most majors will include 39 semesters units of general education and graduation requirements in U.S. History, Constitution, and American Ideals; a minimum of six semester units of lower-division coursework that will count for the major at every campus that offers it; and approximately 15 semester units that will be specified by individual CSU campuses. Community college students who complete this 60-unit transfer pattern will receive the highest possible priority for admission to the corresponding CSU campus and major, although impaction criteria or requirements will still apply. Students will be encouraged to commit to a destination CSU campus and major before they complete 45 transferable semester units at a community college.

The policy takes effect in fall term 2006. During this academic year, campus representatives are working to identify lower-division transfer patterns for 30 high-demand majors. It is anticipated that smaller majors will be invited to develop transfer pattern agreements in subsequent years.

The LDTP project is a joint effort of the CSU Office of the Chancellor and the Academic Senate CSU. For more information about the LDTP, please go to the project website at:
http://www.calstate.edu/acadaff/ldtp.shtml

Application Filing Period Opens for Fall 2005

The fall 2005 initial application filing period for California State University campuses opened on October 1 and will run through November 30. The CSU received more than 20,100 online applications during the first week of the filing period, compared with 17,700 during the same period last fall.

After November 30, campuses will continue to accept applications until they reach their capacity to serve all qualified applicants. Campuses and majors that are impacted will stop accepting applications after November 30.

Complete application information is available at CSUMentor. To view the latest information on which campuses are accepting applications and which majors or programs are open, click on "Apply Online" and then "Application Filing Status Report."

Information from the CSU's Fall 2004 Counselor Conferences is now available online as well. Materials include campus-specific admission practices for high school and community college counselors, the 2005/06 admission handbook, and admission presentations. These materials can be accessed at: http://www.calstate.edu/ar/conf_mat0405.shtml

SAT and ACT Writing Tests

The CSU does not assess writing proficiency for admission. Writing proficiency is used only for placement purposes. Therefore, The California State University will not require either the score from the SAT or ACT writing component for determination of admission eligibility.

The writing component will be part of the SAT beginning in spring 2005. All students taking the test beginning spring 2005 will be required to take that component as part of the SAT. The ACT writing component is optional for the student. The CSU will not use either the SAT or ACT test score as part of its admission criteria, and the results will not be factored into the eligibility index.

To read more about the new SAT follow the link at www.collegeboard.com. Information about ACT's writing test may be reviewed at www.act.org.

CSU's 2004 Counselor Conferences

The CSU recently concluded its fall 2004 counselor conferences held statewide during the last two weeks in September. Preliminary review of the evaluations reveal that the conferences were very successful and will help the counselors better prepare students for the CSU and higher education in general.

Nearly 4,800 counselors in total attended the eight conferences - five high school conferences held in San Diego, Pasadena, Bakersfield, Sacramento and Contra County and three community college transfer conferences held in San Bernardino, Pasadena and Contra County - to talk with representatives from each of our 23 campuses and to hear the latest information from CSU.

Each conference was designed to address issues pertinent to its local area. Some topics were common statewide such as campus highlights, admission forum, new counselor workshops, CSUMentor and Californiacolleges.edu. Workshops on financial aid, CSU's new Early Assessment Program and understanding the new SAT and ACT test were offered to high school counselors. Other workshops were presented in response to counselors' requests such as understanding NCAA regulations, special programs for targeted students, career trends, and information about teacher preparation.

Information distributed at the conferences and copies of PowerPoint presentations are available at http://www.csumentor.edu/AboutMentor/counselor_educator/. Also included is a PowerPoint tutorial about CSUMentor and that counselors can download and modify for their presentations to help students and families understand how to complete the online CSUMentor application.

At the high school admission forum and CSUMentor sessions, counselors were informed about the new GPA calculator introduced on CSUMentor on October 1, 2004. Because of the many questions posed by counselors, students and their families, we have disconnected the automatic GPA and now ask students to input their self-reported GPA for the 2005-06 application cycle. We plan to be able to automatically generate a high school GPA for the student in a future application cycle.