The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence

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  • 1 University of Minnesota
  • | 2 University of Montana

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.

Contributor Notes

Thomas R. Post, University of Minnesota, Department of Curriculum and Instruction, 175 Peik Hall, University of Minnesota, Minneapolis, MN 55455; postx001@umn.edu

Amanuel Medhanie, University of Minnesota, 56 East River Rd., Minneapolis, MN 55455; medha001@umn.edu

Michael Harwell, University of Minnesota, 56 East River Rd., Minneapolis, MN 55455; harwe001@umn.edu

Ke Wu Norman, University of Montana, 32 Campus Dr. MS 0864, Missoula, MT 59812; ke.norman@msu.umt.edu

Danielle N. Dupuis, University of Minnesota, 56 East River Rd., Minneapolis, MN 55455; dupui004@umn.edu

Tom Muchlinski, University of Minnesota, 175 Peik Hall, Minneapolis, MN 55455; muchl002@umn.edu

Edwin Andersen, University of Minnesota, 175 Peik Hall Minneapolis, MN 55455; ander630@umn.edu

Debra Monson, University of Minnesota, 175 Peik Hall Minneapolis, MN 55455; stra0002@umn.edu

(Corresponding author is Post postx001@umn.edu)
(Corresponding author is Medhanie medha001@umn.edu)
(Corresponding author is Harwell harwe001@umn.edu)
(Corresponding author is Norman ke.norman@msu.umt.edu)
(Corresponding author is Dupuis dupui004@umn.edu)
(Corresponding author is Muchlinski muchl002@umn.edu)
(Corresponding author is Andersen ander630@umn.edu)
(Corresponding author is Monson stra0002@umn.edu)
Journal for Research in Mathematics Education
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