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Download full textHarwell, Michael – Educational Research Quarterly, 2013
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 from a sample of 32 colleges. The findings suggest that the impact of curriculum on college mathematics outcomes is not generally moderated by…
Descriptors: Secondary School Mathematics, High Schools, College Mathematics, Course Selection (Students)
