A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

Autor/inn/en	Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon
Titel	A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College
Quelle	In: Educational Research Quarterly, 37 (2014) 3, S.3-24 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	High School Students; Secondary School Mathematics; Remedial Mathematics; Developmental Programs; College Mathematics; College Students; Mathematics Curriculum; Educational Attainment; Course Selection (Students); Scores; College Entrance Examinations; Correlation; Quasiexperimental Design; Student Records; Calculus; Statistical Analysis; Gender Differences; Racial Differences; Ethnic Groups; Majors (Students); Difficulty Level; Algebra; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Entwicklungsplan; Collegestudent; Bildungsabschluss; Bildungsgut; Course selection; Kurswahl; Aufnahmeprüfung; Korrelation; Schülerakte; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Statistische Analyse; Geschlechterkonflikt; Rassenunterschied; Ethnie; Schwierigkeitsgrad; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were related to developmental mathematics course-taking, but curriculum was not related to the subsequent mathematics course-taking of students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the college and high school levels. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04