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A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

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Bibliographic Details
Title: A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College
Language: English
Authors: Harwell, Michael, Dupuis, Danielle, Post, Thomas R., Medhanie, Amanuel, LeBeau, Brandon
Source: Educational Research Quarterly. Mar 2014 37(3):3-24.
Availability: Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Students, Secondary School Mathematics, Remedial Mathematics, Developmental Programs, College Mathematics, College Students, Mathematics Curriculum, Educational Attainment, Course Selection (Students), Scores, College Entrance Examinations, Correlation, Quasiexperimental Design, Student Records, Calculus, Statistical Analysis, Gender Differences, Racial Differences, Ethnic Groups, Majors (Students), Difficulty Level, Algebra
Assessment and Survey Identifiers: ACT Assessment, SAT (College Admission Test)
ISSN: 0196-5042
Abstract: The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were related to developmental mathematics course-taking, but curriculum was not related to the subsequent mathematics course-taking of students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the college and high school levels.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1061925
Database: ERIC
Description
Abstract:The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were related to developmental mathematics course-taking, but curriculum was not related to the subsequent mathematics course-taking of students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the college and high school levels.
ISSN:0196-5042