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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
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
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  Data: 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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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Research+in+Mathematics+Education%22"><i>Journal for Research in Mathematics Education</i></searchLink>. May 2010 41(3):274-308.
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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: 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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      – Text: English
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      Pagination:
        PageCount: 35
        StartPage: 274
    Subjects:
      – SubjectFull: High School Students
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      – SubjectFull: College Mathematics
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Mathematics Curriculum
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