SGER: College Level SMET Course Taking Pattern and High School Mathematics Curricula

美国明尼苏达州大学数学课程项目旨在初步研究基于标准的数学课程对明尼苏达州高校学生的中学后STEM成绩和选课模式的影响。作为当地系统性变化倡议的产物，目前对明尼苏达大学双城校区明尼苏达州高中毕业生的学生结果进行的试点研究，涉及来自近250所高中的5000多名学生，揭示了数据收集方法的复杂性。随着该项目为一项涉及25所高等教育机构(IHES)的全州研究做准备，数据收集的复杂性需要立即得到关注。现在有机会在数据可用时解决这些复杂性，特别是在小型农村高中，当合作伙伴IHES准备合作时。在全州范围内完成中学后数学课程效果研究的条件是前所未有的。SGER的拨款将允许调查员进行这项重要的研究，以确定具有传统高中课程背景和基于标准的高中课程背景的学生在大学数学表现方面是否存在可检测到的差异。

The College Level SMET Course Taking Pattern and High School Mathematics Curricula project seeks to conduct preliminary research on the effects of standards-based mathematics curricula on post-secondary STEM achievement and course-taking patterns of students at colleges and universities in Minnesota. An outgrowth of the Local Systemic Change initiative, the current pilot study on student outcomes of Minnesota high school graduates attending the Twin Cities Campus of the University of Minnesota, which involves more than 5,000 students from almost 250 high schools, has uncovered complexities in data collection methodology. As the project prepares for a statewide study to involve 25 institutions of higher education (IHEs), complexities with data collection need immediate attention. The opportunity exists now to address these complexities while data are available, particularly at small rural high schools, and while the partner IHEs are poised to collaborate. The conditions for accomplishing the study on mathematics curricula effects at the postsecondary level on a statewide level are unprecedented. A SGER grant will allow the Investigator to proceed with this important research to determine whether there are detectable differences in college mathematics performance by students with traditional and standards-based high school curriculum backgrounds.