High school math has been the subject of countless discussions among California policymakers, educators, researchers, and other stakeholders in recent years. This study extends prior work by drawing on student- and course-level data for the census of California high school graduates in 2022 in the first statewide study exploring how math coursetaking is associated with college enrollment. Results reveal that student enrollment in more years of high school math (4 years compared to 3 or fewer) and student enrollment in advanced math (Precalculus, AP-Statistics, and Calculus) are associated with greater likelihood of college attendance, particularly 4-year college enrollment. Mathematics intensity appears to be especially consequential for socioeconomically disadvantaged (SED) students, suggesting that more opportunities and support for advanced math coursetaking could play a role in narrowing the 4-year college enrollment gaps between SED and non-SED students.
Does Your Math Pathway Make a Difference? High School Mathematics and College Outcomes
This report studies high school math pathways and their relationship to college enrollment. It highlights how four years of math and access to advanced coursework can expand opportunity, especially for socioeconomically disadvantaged students.
