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

Thomas R. Post, Amanuel Medhanie, Michael Harwell, Ke Wu Norman, Danielle N. Dupuis, Thomas Muchlinski, Edwin Andersen, and Debra Monson 

May 2010, Volume 41, Issue 3, Page 275

Abstract:
This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. 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 students that earned over time or to the difficulty levels of the students’ mathematics course-taking patterns.

Keywords:
Administrator
Curriculum Developer
Assessment / Testing
Conceptual Development
Grades 9-12
Higher Education
Large Scale Studies