| This dissertation examined the relationship between credits earned in identified high school Mississippi mathematics courses and the ACT Assessment Program Mathematics Test scores of Mississippi students. These courses were: algebra I, algebra II, geometry, trigonometry, calculus, other mathematics courses beyond algebra II, and computer mathematics/computer science. This study also examined the differences among Mississippi students' scores on the ACT Assessment Program Mathematics Test and the geographic location of Mississippi students from rural, suburban, and urban areas. Since school size is a powerful predictor in explaining achievement performance, this study also examined the differences among the ACT Assessment Program Mathematics Test scores of Mississippi students and the size of graduating class in Mississippi.;The population in this study was 19,022 Mississippi high school students who took the Spring 1991 ACT Assessment Program Test. The study utilized a causal-comparative design. A Pearson Product-Moment correlation, an ANOVA, a Kruskal-Wallis, and a crosstabulation were used to determine significance for three hypotheses. A positive correlation was found regarding the number of credits earned in mathematics courses and the ACT Assessment Program Mathematics Test scores. Differences were found among the geographic locations; as well as differences in size of graduating classes.;The decision by the Mississippi State Department of Education to raise its mathematics requirements for graduation is helping to create a curriculum that improves skills, increases knowledge, and develops citizenship as espoused by the National Council of Teachers of Mathematics. Recommendations were made that the state of Mississippi utilize distance education technologies as a means of improving curriculum delivery in its schools and that the Mississippi State Board of Education increase mathematics requirements for college-bound students. |
