A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking
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| Title: | A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking |
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| Language: | English |
| Authors: | Harwell, Michael R., Post, Thomas R., Medhanie, Amanuel, Dupuis, Danielle N., LeBeau, Brandon |
| Source: | Journal for Research in Mathematics Education. Nov 2013 44(5):742-774. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Higher Education Postsecondary Education |
| Descriptors: | High Schools, Mathematics Instruction, Secondary School Mathematics, College Mathematics, Mathematics Curriculum, Mathematics Achievement, Course Selection (Students), College Curriculum, Secondary School Curriculum, Longitudinal Studies, College Preparation, Correlation, Calculus, Grades (Scholastic), Difficulty Level, Racial Differences, Ethnic Groups, Enrollment, Socioeconomic Status, Selective Admission, Quasiexperimental Design, Student Records, Predictor Variables |
| ISSN: | 0021-8251 |
| Abstract: | This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level. Implications of these results for research and practice are discussed. |
| Abstractor: | As Provided |
| Number of References: | 62 |
| EIS Cited: | ED565883 |
| Entry Date: | 2014 |
| Access URL: | https://www.nctm.org/publications/article.aspx?id=39743 |
| Accession Number: | EJ1028249 |
| Database: | ERIC |
| Abstract: | This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level. Implications of these results for research and practice are discussed. |
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| ISSN: | 0021-8251 |
