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The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course

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Title: The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course
Language: English
Authors: Harwell, Michael, Post, Thomas R., Cutler, Arnie, Maeda, Yukiko, Anderson, Edwin, Norman, Ke Wu, Medhanie, Amanuel
Source: American Educational Research Journal. 2009 46(1):203-231.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Postsecondary Education
Secondary Education
Descriptors: College Preparation, Mathematics Curriculum, Secondary School Mathematics, High School Students, College Freshmen, College Mathematics, Grades (Scholastic), Difficulty Level, Curriculum Evaluation, Mathematics Achievement
DOI: 10.3102/0002831208323368
ISSN: 0002-8312
Abstract: The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation-funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area. (Contains 5 tables and 1 note.)
Abstractor: As Provided
Number of References: 59
Entry Date: 2009
Accession Number: EJ830881
Database: ERIC
FullText Text:
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  Data: The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course
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  Data: <searchLink fieldCode="AR" term="%22Harwell%2C+Michael%22">Harwell, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Post%2C+Thomas+R%2E%22">Post, Thomas R.</searchLink><br /><searchLink fieldCode="AR" term="%22Cutler%2C+Arnie%22">Cutler, Arnie</searchLink><br /><searchLink fieldCode="AR" term="%22Maeda%2C+Yukiko%22">Maeda, Yukiko</searchLink><br /><searchLink fieldCode="AR" term="%22Anderson%2C+Edwin%22">Anderson, Edwin</searchLink><br /><searchLink fieldCode="AR" term="%22Norman%2C+Ke+Wu%22">Norman, Ke Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Medhanie%2C+Amanuel%22">Medhanie, Amanuel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. 2009 46(1):203-231.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 29
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Evaluation%22">Curriculum Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink>
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  Data: 10.3102/0002831208323368
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  Data: 0002-8312
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  Label: Abstract
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  Data: The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation-funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area. (Contains 5 tables and 1 note.)
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ830881
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