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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
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
FullText Text:
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  Data: A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking
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  Data: <searchLink fieldCode="AR" term="%22Harwell%2C+Michael+R%2E%22">Harwell, Michael R.</searchLink><br /><searchLink fieldCode="AR" term="%22Post%2C+Thomas+R%2E%22">Post, Thomas R.</searchLink><br /><searchLink fieldCode="AR" term="%22Medhanie%2C+Amanuel%22">Medhanie, Amanuel</searchLink><br /><searchLink fieldCode="AR" term="%22Dupuis%2C+Danielle+N%2E%22">Dupuis, Danielle N.</searchLink><br /><searchLink fieldCode="AR" term="%22LeBeau%2C+Brandon%22">LeBeau, Brandon</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Research+in+Mathematics+Education%22"><i>Journal for Research in Mathematics Education</i></searchLink>. Nov 2013 44(5):742-774.
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  Data: 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/
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  Data: 33
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  Data: 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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  Data: As Provided
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 742
    Subjects:
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: College Curriculum
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Calculus
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnic Groups
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      – SubjectFull: Enrollment
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Selective Admission
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Student Records
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
    Titles:
      – TitleFull: A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking
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            NameFull: Harwell, Michael R.
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            NameFull: Post, Thomas R.
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            NameFull: Medhanie, Amanuel
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            NameFull: Dupuis, Danielle N.
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            NameFull: LeBeau, Brandon
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