The Preparation of Students From National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

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—f...

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Bibliographic Details
Published in:American educational research journal 2009-03, Vol.46 (1), p.203-231
Main Authors: Harwell, Michael, Post, Thomas R., Cutler, Arnie, Maeda, Yukiko, Anderson, Edwin, Norman, Ke Wu, Medhanie, Amanuel
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement tests
Addition & subtraction
Agreements
Behavior
Behavioral Objectives
College Freshmen
College Mathematics
College Preparation
College students
Colleges & universities
Curriculum Evaluation
Difficulty Level
Grades (Scholastic)
High School Students
High schools
Learning
Mathematics Achievement
Mathematics curricula
Mathematics Curriculum
Mathematics education
Mathematics tests
Psychology
School districts
Science
Secondary school curricula
Secondary School Mathematics
Standardized Tests
Students
Task analysis
Teachers
Teaching, Learning, and Human Development
Thinking Skills
United States (Midwest)
Universities
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Summary: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.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831208323368