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Quantitative (Q) Course Placement Information

As part of the University General Education Requirements, all students must pass two Q-courses, which may also satisfy other requirements. One Q course must be from Mathematics or Statistics. All students are expected to enter the University with a competency in basic algebra and quantitative reasoning as preparation for completing the Q-courses.

All entering students will be evaluated for quantitative proficiency based on their Math SAT score and/or class rank. Using this information, advisors will provide information to students in regard to their likelihood of being successful in quantitative courses.

Students may be encouraged to complete MATH 1011Q: Introductory College Algebra and Math Modeling prior to enrolling in any other Q course. Advisors may recommend appropriate support services; e.g., quantitative-skills tutorials, workshops, supplemental instruction, etc., for students whom they feel will benefit from such services. In some cases, advisors may recommend postponing registration in a Q-course until after the student has completed a semester of course work at the University. Students should discuss with their advisor how best to satisfy the Q-course requirement based on their background, prior course preparation and career aspirations.


Q-course placement using "advising contours"

A statistical analysis of historical data on student performance in Q-courses has revealed that a student's SAT1 Math score and high school class rank are the most significant predictors of student performance in entry-level quantitative (Q) courses. Based on this analysis, a family of line plots showing the "estimated probability of success, p" in a Q-course as a function of SAT1 Math and High School Class Rank percentile information for p = 0.1 to 0.9 in steps of 0.1 were determined. These data are shown in "advising contour" diagrams which may be used by students and advisors to determine the likelihood of success (defined as a grade of C or better) in certain quantitative (Q) courses.

The "advising contour" diagrams should be used in the following way: Suppose that a student is to be advised on whether to take a particular Q-course. Based on the student's SAT1 Math score and high school class rank, the advisor can immediately determine from the diagram specific to that course what the student's predicted probability of success in that course is.

If the value determined from the "advising contour" is acceptable, the student should choose Q-courses compatible with his/her interests and intended area of study. If the value is less than desirable, the advisor may counsel the student:

  • To enroll in MATH 1011Q in an attempt to gain better quantitative skills
  • To postpone enrolling in the first Q-course until after at least one semester has elapsed.

More information on the Q-course "advising contours" along with additional information to help students in determining placement in first-year Q-courses may be found by clicking on the link below.

Go to Q-course Advising Contours. (Clicking on this link will open a new window.)


Special Note: Students with Advanced Placement or UConn High School Co-op credit

The College Entrance Examination Board (CEEB) Advanced Placement (AP) exam may be used as a basis for determining the appropriate level of a student's mathematical or quantitative ability.

Mathematics placement based on AP scores: Any student who has earned a score of 4 or 5 on the CEEB AP Math AB examination or has earned a score of 3 on the CEEB AP Math BC examination, will receive four credits for MATH 1131Q and therefore may enroll in Calculus II (MATH 1132Q). Students who have received scores of 4 or 5 on the CEEB AP Math BC examination will receive eight credits for MATH 1131Q and 1132Q and therefore may enroll in Multivariable Calculus (MATH 2110Q) if it is appropriate for their intended major.

Other quantitative (Q) course credit granted as a result of AP scores: Students who earn a score of 4 or 5 on the CEEB AP Chemistry examination will receive eight credits for CHEM 1127Q and 1128Q. Students who earn a score of 5 on the CEEB AP Physics B examination will receive eight credits for PHYS 1201Q and 1202Q. Students who earn a score of 5 on the CEEB AP Physics C Elec & Magnet examination will receive four credits for PHYS 1502Q. Students who earn a score of 5 on the CEEB AP Physics C Mechanics examination will receive four credits for PHYS 1501Q. Students with a score of 4 on any of the CEEB AP Physics examinations may consult with the Physics department to determine if credit will be allowed.

High School Co-op: Students who successfully complete Mathematics or Quantitative (Q) courses given under the UConn High School Cooperative Program will receive the same credit as that given by the University for the course.

When you meet with an advisor during the orientation/registration sessions, placement into your first-term courses will take into account any AP credits awarded (or pending) and/or any UConn High School Co-op courses which you may have taken.

     
      
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