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

Education
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 …
Authors

Michael R. Harwell

Danielle Dupuis

Thomas R. Post

Amanuel Medhanie

Brandon LeBeau

Published

June 1, 2014

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 A C T mathematics scores were related to developmental mathematics course-taking, but curriculum was not related to the subsequent mathematics course-taking o f students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the college and high school levels.

Citation

Harwell, Michael R., Dupuis, Danielle, Post, Thomas R., Medhanie, Amanuel, LeBeau, Brandon (2014). A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College. **Educational Research Quarterly, 37.3, 3 - 22.