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American Educational Research Journal
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Section on Teaching, Learning, and Human Development

The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

Michael Harwell, Thomas R. Post and Arnie Cutler

University of Minnesota

Yukiko Maeda

Purdue University

Edwin Anderson

University of Minnesota

Ke Wu Norman

University of Montana

Amanuel Medhanie

University of Minnesota

The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

Key Words: mathematics education • postsecondary education • achievement

This version was published on March 1, 2009

American Educational Research Journal, Vol. 46, No. 1, 203-231 (2009)
DOI: 10.3102/0002831208323368
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