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Bibliography

2012

Dupuis, D. N., Medhanie, A., Harwell, M., LeBeau, B., Monson, D., & Post, T. R. (under review). A multi-institutional study of the relationship between high school mathematics achievement and performance in introductory statistics. Statistics Education Research Journal.

Abstract: In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students’ first college statistics course. Specifically, we examined the relationship between students’ high school mathematics achievement and high school mathematics curriculum on the difficulty of students first college statistics course, and the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking. The results have implications for high schools preparing students for post-secondary study and post-secondary institutions advising students on appropriate statistics coursework.

Harwell, M., Dupuis, D. N., Post, T. R., Medhanie, A., LeBeau, B., Monson, D. (in progress). The impact of institutional factors on the relationship between high school mathematics curricula and college mathematics enrollment and achievement.

Abstract: 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 for 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.

Harwell, M., Medhanie, A., Post, T. R., Norman, K. W., & Dupuis, D. (2012). The preparation of students for intense college mathematics coursework. Journal of Experimental Education, 80(1), 96-112.

Harwell, M., Post, T. R., LeBeau, B., Dupuis, D. N., & Medhanie, A. (under review). An empirical study of student preparation for college mathematics and developmental mathematics course-taking and achievement. Educational Evaluation and Policy Analysis.

Abstract: Longitudinal data from a multi-site study were used to examine the relationship between student preparation for college mathematics and the likelihood of students enrolling in a developmental (non-credit bearing) mathematics course in college, and their subsequent mathematics course-taking and achievement. The results showed that several variables capturing a student’s high school mathematics preparation, including high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were related to developmental mathematics course-taking. However, high school mathematics curriculum was not related to the subsequent mathematics course-taking or achievement of students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the high school and college levels.

Harwell, M., Post, T. R., Medhanie, A., Dupuis, D. N., & LeBeau, B. (under review) A multi-institutional study of the relationship between high school mathematics curricula and college mathematics achievement and course taking. American Educational Research Journal.

Abstract: This study examined the relationship between completing a National Science Foundation-funded, University of Chicago School Mathematics Project, or commercially developed mathematics curriculum in high school and student achievement and course-taking in college mathematics for a sample of 32 postsecondary four-year institutions. Overall high school mathematics curriculum was unrelated to college mathematics achievement or course-taking but was related to taking a developmental mathematics course. There were also differences between African American and White students in the last mathematics grade earned and in the rate of change in grades over semesters. The results inform high school mathematics curriculum adoption decisions for college bound students, and assist postsecondary institutions by identifying predictors of performance in mathematics courses that can inform course enrollment recommendations.

LeBeau, B., Harwell, M., Post, T. R., Monson, D., Dupuis, D., & Medhanie, A. (2012). Student and high school characteristics related to completing a STEM major in college. Journal of STEM Education, 30 (1), 17-28.

Medhanie, A., Dupuis, D. N., LeBeau, B., Harwell, M., & Post, T. R. (In Press). The role of the ACCUPLACER mathematics placement test on a student’s first college mathematics course. Educational and Psychological Measurement.

2011

Norman, K. W., Medhanie, A., Harwell, M. R., Andersen, E.,& Post, T. R. (2011). High school mathematics curricula, university mathematics placement recommendations, and student university mathematics performance. Primus (in press)

2010

Post, T.R., Medhanie, A., Harwell, M.R., Norman, K., Dupuis, D., Muchlinski, T., Anderson, E., & Monson, D. (2010). The impact of prior mathematics achievement on the relationship between high school mathematics curricula and postsecondary mathematics performance, course-taking, and persistence. Journal of Research in Mathematics Education, 41, 274-308.

2009

Harwell, M.R., Post, T.P., Cutler, A., Maeda, Y, Anderson, E., Norman, K.W., & Medhanie, A. (2009). The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course. American Educational Research Journal, 46, 203-231.

2008

Post, T.R., Harwell, M.R., Davis, J.D., Maeda, Y., Cutler, A., Andersen, E., Kahan, J.A., Norman, K.W. (2008). Standards-based mathematics curricula and middle-grades students’ performance on standardized achievement tests. Journal for Research in Mathematics Education, 39 (2), 184-212.

2007

Harwell, M.R., Post, T.R., Maeda, Y., Davis, J.D., Cutler, A.L., Andersen, E., & Kahan, J.A. (2007). Standards-based mathematics curricula and secondary students’ performance on standardized achievement tests. Journal for Research in Mathematics Education, 38 (1), 71-101.



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