A comparison of former SIMMS and non-SIMMS students on three college-related measures

This study compared three college-related measures of former high school students from a reform-based mathematics curriculum, produced by the Systemic Initiative for Montana Mathematics and Science (SIMMS) Project, with those of students from more traditional mathematics curricula. The measures of interest were ACT and SAT scores, freshman mathematics grades, and initial choices of majors. The subjects entered one of two state universities in Montana in Fall 1998. An Instructor Survey of classroom practices measured the intensity of reform in college freshman mathematics classrooms, and Supervisor Interviews produced qualitative data as background.;Results from the study included evidence of tracking of former SIMMS and non-SIMMS subjects, born out by the higher nonmathematical ACT and SAT scores, mathematical ACT and SAT scores, and freshman mathematics grades of the non-SIMMS group. Conversely, SIMMS students chose science, mathematics, engineering, and technology majors more frequently than the non-SIMMS group but not significantly more frequently. Results also showed that, among three college mathematics Course Types of Developmental, Before Calculus, and Calculus, the Before Calculus courses were more reformed. However, there was no evidence to show that more reformed college mathematics courses favored either SIMMS or non-SIMMS group in terms of their grades. Interviews with 16 course supervisors affirmed the relatively traditional nature in most of the freshman mathematics courses at both Montana universities, which was quite different from what the NCTM Standards recommended. Additionally, freshman mean grades in the Before Calculus and Calculus groups were significantly higher than in the Developmental group.;The researcher concluded that (1) high schools need to monitor tracking of students; (2) the role of algebra in high school and college curricula needs to be redefined in terms of current technology and traditional value; (3) reconciliation between reformers and traditionalists must happen so that students can benefit from unified goals; (4) a new definition of academic intensity of the high school curriculum could provide focus and begin reconciliation between reformers and traditionalists; and (5) the gatekeeper nature of college developmental mathematics courses demands research into their effectiveness.