Abstract
The purpose of this study was to examine the college mathematics achievement and course-taking of students at a large public research university who completed a commercially developed or standards-based (Core-Plus) high school mathematics curriculum, and who subsequently completed at least 2 college mathematics courses of difficulty level at or beyond precalculus mathematics. Mathematics course-taking and achievement data across 8 college semesters were analyzed for a sample of 1,588 students. Findings indicated that students (including science, technology, engineering, and mathematics majors) were equally prepared for intense college mathematics coursework regardless of which high school mathematics curriculum they completed. These findings inform high school mathematics curriculum adoption decisions for college-bound students, and college policies and practices for advising students enrolling in mathematics courses.
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