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

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...

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Bibliographic Details
Published in:The Journal of experimental education 2012-01, Vol.80 (1), p.96-112
Main Authors: Harwell, Michael R., Medhanie, Amanuel, Post, Thomas R., Norman, Ke, Dupuis, Danielle N.
Format: Article
Language:English
Subjects:
Academic achievement
College Mathematics
College Preparation
College Students
Colleges & universities
Course Selection (Students)
Curricula
curriculum
Decision making
Difficulty Level
Grades (Scholastic)
high school
LEARNING, INSTRUCTION, AND COGNITION
longitudinal
Mathematics
Mathematics Achievement
Mathematics education
Research Universities
Secondary School Mathematics
STEM Education
United States (Midwest)
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Summary: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.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2011.567311