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Direct linkHarwell, Michael; Moreno, Mario; Post, Thomas – Journal of Psychoeducational Assessment, 2016
This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…
Descriptors: College Entrance Examinations, Mathematics Tests, College Mathematics, College Readiness
Moreno, Mario; Harwell, Michael; Guzey, S. Selcen; Phillips, Alison; Moore, Tamara J. – School Science and Mathematics, 2016
Hierarchical linear models have become a familiar method for accounting for a hierarchical data structure in studies of science and mathematics achievement. This paper illustrates the use of cross-classified random effects models (CCREMs), which are likely less familiar. The defining characteristic of CCREMs is a hierarchical data structure…
Descriptors: Mathematics Achievement, Mathematics Instruction, Hierarchical Linear Modeling, Mathematics Curriculum
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)
