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
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.