A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking

• Published in: Journal for research in mathematics education Vol. 44; no. 5; pp. 742 - 774
• Main Authors: Harwell, Michael R, Post, Thomas R, Medhanie, Amanuel, Dupuis, Danielle N, LeBeau, Brandon
• Format: Journal Article
• Language: English
• Published: National Council of Teachers of Mathematics 01.11.2013
• Subjects: Calculus; College Curriculum; College Mathematics; College Preparation; Correlation; Course Selection (Students); Difficulty Level; Enrollment; Ethnic Groups; Grades (Scholastic); High Schools; Longitudinal Studies; Mathematics Achievement; Mathematics Curriculum; Mathematics Instruction; Predictor Variables; Quasiexperimental Design; Racial Differences; Secondary School Curriculum; Secondary School Mathematics; Selective Admission; Socioeconomic Status; Student Records; United States (Midwest)
• ISSN: 0021-8251
• DOI: 10.5951/jresematheduc.44.5.0742

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level. Implications of these results for research and practice are discussed.