Post, T.R., Medhanie,
A., Harwell, M., Norman, K.W., Dupuise, D. N., Muchlinski, T., Anderson,
E., Monson, D. (2010). The Impact of Prior Mathematics Achievement
on the Relationship Between High School Mathematics Curricula and
Post-Secondary Mathematics Performance, Course-Taking, and Persistence, *Journal
for Research in Mathematics Education*, Vol. 41, No. 3,
274-308.

This retrospective
study examined the impact of prior mathematics achievement on the
relationship between high school mathematics curricula and student
postsecondary mathematics performance. The sample (N = 4,144
from 266 high schools) was partitioned into 3 strata
by ACT mathematics scores. Students completing 3 or more years
of a commercially developed, University of Chicago School Mathematics
Project, or National Science Foundation-funded curriculum comprised
the sample. Of interest were comparisons of the difficult level
and grade in their initial and subsequent college mathematics courses,
and the number of mathematics courses completed over 8 semesters
of college work. In general, high school curriculum was not differentially
related to the pattern of mathematics grades that students earned
over time or to the difficulty levels of the students' mathematics
course-taking patterns. There also was no relationship between
high school curricula and the number of college mathematics courses
completed.

Harwell, M., Post,
T.R., Maeda, Y., Davis, J., Cutler, A., Anderson, E., Kahan, J.A.
(2007). Standards-based Mathematics Curricula and Secondary Students'
Performance on Standardized Achievement Tests, *Journal for Research
in Mathematics Education*, Vol. 38, No. 1, 71-101.

The current study
examined the mathematical achievement of high school students enrolled
for 3 years in one of the three NSF funded Standards-based
curricula (IMP, CMIC, MMOW). The focus was on traditional topics
in mathematics as measured by subtests of a standardized achievement
test and a criterion-referenced test of mathematics achievement.
Students generally scored at or above the national mean on the
achievement subtests. Hierarchical linear modeling results showed
that prior mathematics knowledge was a significant but modest predictor
of achievement, student SES had a moderate effect, and increasing
concentrations of African American students in a classroom were
associated with a stronger effect of attendance on achievement.
No differences on the standardized achievement subtests emerged
among the Standards-based curricula studied once background variables
were taken into account. The two suburban districts providing data
for the criterion-referenced test achieved well above the national
norm.