The Impact of Prior Mathematics Achievement on the Relationship between High School Mathematics Curricula and Postsecondary Mathematics Performance, Course-Taking, and Persistence
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| Title: | The Impact of Prior Mathematics Achievement on the Relationship between High School Mathematics Curricula and Postsecondary Mathematics Performance, Course-Taking, and Persistence |
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| Language: | English |
| Authors: | Post, Thomas R., Medhanie, Amanuel, Harwell, Michael, Norman, Ke Wu, Dupuis, Danielle N., Muchlinski, Thomas, Andersen, Edwin, Monson, Debra |
| Source: | Journal for Research in Mathematics Education. May 2010 41(3):274-308. |
| 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: | 35 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Higher Education |
| Descriptors: | High School Students, College Students, College Mathematics, Course Selection (Students), Mathematics Achievement, Difficulty Level, Secondary School Mathematics, Mathematics Curriculum, Secondary School Curriculum, Grades (Scholastic), Racial Differences, Gender Differences, Majors (Students) |
| Assessment and Survey Identifiers: | ACT Assessment |
| ISSN: | 0021-8251 |
| Abstract: | This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed. (Contains 9 tables and 1 footnote.) |
| Abstractor: | As Provided |
| Number of References: | 50 |
| EIS Cited: | ED565883 |
| Entry Date: | 2010 |
| Access URL: | https://www.nctm.org/eresources/article_summary.asp?URI=JRME2010-05-274a&from=B |
| Accession Number: | EJ883116 |
| Database: | ERIC |
| Abstract: | This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed. (Contains 9 tables and 1 footnote.) |
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| ISSN: | 0021-8251 |
