Early study of the curriculum focused on the ideal array of experiences that should comprise the psychology major. We developed a standardized coding scheme to identify common curricula and course titles across institutions and current implementation of the curriculum. We compared psychology major programs in 2005 to programs described a decade earlier to evaluate the progress that has been made toward implementing published curriculum design recommendations. These data will aid departments in curriculum development and serve as a benchmark for common curriculum practices at this point in the evolution of the undergraduate psychology major in North America.

Our study examined the relation of advanced math course-taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement was accounted for rural students take advanced math at a significantly lower rate than urban students. Compared to urban students, rural students have less change in their math achievement from 10th to 12th grade, are less likely to be enrolled in a 4-year college two years postsecondary, and these differences are explained by advanced math course-taking. Limitations, implications, and future research directions are discussed.

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