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

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  • 1 University of Minnesota

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. 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.

Contributor Notes

Michael R. Harwell, Department of Educational Psychology, University of Minnesota, 56 East River Road, Room 176, Minneapolis, MN 55455; harwe001@umn.edu

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

Amanuel Medhanie, Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455; medha001@umn.edu

Danielle N. Dupuis, Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455; dupui004@umn.edu

Brandon LeBeau, Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455; lebea027@umn.edu

(Corresponding author is Harwell harwe001@umn.edu)
(Corresponding author is Post postx001@umn.edu)
(Corresponding author is Medhanie medha001@umn.edu)
(Corresponding author is Dupuis dupui004@umn.edu)
(Corresponding author is LeBeau lebea027@umn.edu)
Journal for Research in Mathematics Education
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