The Impact of Standards-based, Traditional, & UCSMP High School Mathematics Curricula on Post-secondary Student Achievement, Course-taking Patterns, & Persistence in STEM Classes

University Of Minnesota-Twin Cities, Minneapolis MN

Investigators

Abstract

This investigation searches for evidence of the effectiveness of standards-based mathematics curriculum materials on postsecondary STEM achievement, course taking patterns and persistence compared to results from graduates who were exposed to other high school mathematics curricula. Approximately 30 postsecondary institutions in Minnesota and 30,000 students representing over 325 high schools are sampled. A retrospective cohort design and hierarchical linear modeling is used to quantify the longitudinal impact of curriculum type on postsecondary STEM performance. Results will help educators, school districts, students, parents and academicians to make more informed decisions about appropriate mathematics curricula for their student population.