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ERIC Number: EJ1061925
Record Type: Journal
Publication Date: 2014-Mar
Pages: 22
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0196-5042
A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College
Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon
Educational Research Quarterly, v37 n3 p3-24 Mar 2014
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.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)