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ERIC Number: EJ1062004
Record Type: Journal
Publication Date: 2013-Mar
Pages: 25
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0196-5042
The Impact of Institutional Factors on the Relationship Between High School Mathematics Curricula and College Mathematics Course-Taking and Achievement
Harwell, Michael
Educational Research Quarterly, v36 n3 p22-46 Mar 2013
Meta-analytic methods were used to examine the moderating effect of institutional factors on the relationship between high school mathematics curricula and college mathematics course-taking and achievement from a sample of 32 colleges. The findings suggest that the impact of curriculum on college mathematics outcomes is not generally moderated by institutional characteristics such as selectivity and educational profile, providing evidence that the relationships between curriculum and college mathematics outcomes generalize to a range of colleges. The results inform college policies and practices for advising students on mathematics course-taking including enrollment in developmental courses, and high school mathematics curriculum selection. [Note: The title on the PDF is incorrect.]
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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A