This study analyzes the impact of prior mathematics achievement on the relationship between high school mathematics curriculum and student’s postsecondary mathematics performance. The analysis used mathematics course-taking and achievement data from eight college semesters for 1,588 students. Findings revealed that students were equally prepared for intense college mathematics coursework, regardless of the high school mathematics curriculum they completed.
Preparation of students completing a core-plus or commercially developed high school mathematics curriculum for intense college mathematics coursework
Journal Of Experimental Education
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