The impact of prior mathematics achievement on the relationship between high school mathematics curricula and postsecondary mathematics performance, course-taking, and persistence

Thomas R. Post, Amanuel Medhanie, Michael Harwell, Ke Wu Norman, Danielle N. Dupuis, Thomas Muchlinski, Edwin Andersen, Debra Monson

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)274-308
Number of pages35
JournalJournal for Research in Mathematics Education
Volume41
Issue number3
StatePublished - May 1 2010

Keywords

  • College mathematics
  • Integrated curriculum
  • Large scale studies
  • Longitudinal studies
  • Quasi-experimental design

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