The preparation of students from National Science Foundation-funded and commercially developed high school mathematics curricula for their first University Mathematics Course

Michael R Harwell, Thomas R Post, Arnie Cutler, Yukiko Maeda, Edwin Anderson, Ke Wu Norman, Amanuel G Medhanie

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)203-231
Number of pages29
JournalAmerican Educational Research Journal
Volume46
Issue number1
DOIs
StatePublished - Mar 2009

Keywords

  • Achievement
  • Mathematics education
  • Postsecondary education

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