Studies the later course grades of students enrolled in freshman calculus taught using traditional texts through 1994-95 and the Harvard method which was fully adopted starting in 1995-96. Reports that, in some cases, the results were indistinguishable but some statistically significant patterns were found. (Author/ASK)

Compares the effectiveness of four different calculus instructional formats based on quantitative measures of student performance, adjusted for differences in student preparation for calculus. Student performance is shown to improve when instruction is presented in a format with faculty involvement. (nine references) (JJK)