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Preparation of Students Completing a Core-Plus or Commercially Developed High School Mathematics Curriculum for Intense College Mathematics Coursework

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Bibliographic Details
Title: Preparation of Students Completing a Core-Plus or Commercially Developed High School Mathematics Curriculum for Intense College Mathematics Coursework
Language: English
Authors: Harwell, Michael R., Medhanie, Amanuel, Post, Thomas R., Norman, Ke, Dupuis, Danielle N.
Source: Journal of Experimental Education. 2012 80(1):96-112.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Postsecondary Education
Secondary Education
Descriptors: Secondary School Mathematics, Difficulty Level, College Preparation, College Mathematics, Mathematics Achievement, College Students, Research Universities, Course Selection (Students), STEM Education, Grades (Scholastic)
DOI: 10.1080/00220973.2011.567311
ISSN: 0022-0973
Abstract: The purpose of this study was to examine the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics. Mathematics course-taking and achievement data across 8 college semesters were analyzed for a sample of 1,588 students. Findings indicated that students (including science, technology, engineering, and mathematics majors) were equally prepared for intense college mathematics coursework regardless of which high school mathematics curriculum they completed. These findings inform high school mathematics curriculum adoption decisions for college-bound students, and college policies and practices for advising students enrolling in mathematics courses. (Contains 2 tables.)
Abstractor: As Provided
Number of References: 65
EIS Cited: ED565641
Entry Date: 2012
Accession Number: EJ949929
Database: ERIC
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Abstract:The purpose of this study was to examine the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics. Mathematics course-taking and achievement data across 8 college semesters were analyzed for a sample of 1,588 students. Findings indicated that students (including science, technology, engineering, and mathematics majors) were equally prepared for intense college mathematics coursework regardless of which high school mathematics curriculum they completed. These findings inform high school mathematics curriculum adoption decisions for college-bound students, and college policies and practices for advising students enrolling in mathematics courses. (Contains 2 tables.)
ISSN:0022-0973
DOI:10.1080/00220973.2011.567311