Subtraction and Substitution

Taking more math in high school is associated with higher rates of college enrollment and persistence (Wainstein et al., 2023). High school students who enroll in more math courses are also more likely to earn higher wages after college and pursue careers in science, technology, engineering, and mathematics (STEM; Adelman, 1999; Black et al., 2021; Rose & Betts, 2001). Additionally, taking math at or above the Algebra 2/Integrated Math (IM) 3 level is associated with positive college and career outcomes (Aughinbaugh, 2012; Black et al., 2021; Byun et al., 2015; Finkelstein et al., 2012). Given the strong connection between high school math enrollment and postsecondary outcomes, it is critical to examine student participation and success in math courses while in high school.

Prior research in California has explored statewide patterns in 12th-grade math course-taking as a proxy for both the number of math courses a student takes and the highest level of math a student achieves during high school. Earlier studies have also used 12th-grade math course-taking as a measure of preparation for 4-year college and STEM careers paths. Prior work indicated that among California 12th-grade students, math course-taking was on the rise during the prepandemic years 2016 through 2019 (Asim et al., 2019; Reed, Merritt, & Kurlaender, 2023), which mirrored national trends (Irwin et al., 2022). Researchers also found that about one fifth of all 12th graders enrolled in an advanced math or AP math class (i.e., AB Calculus, BC Calculus, or AP Statistics), and another quarter enrolled in trigonometry or precalculus (Asim et al., 2019; Reed, Merritt, & Kurlaender, 2023). Moreover, prior research documented stark racial and socioeconomic disparities in senior-year math course-taking: Asian students were most likely to take math in 12th grade, and Black and White students were least likely (Asim et al., 2019; Huffaker et al., 2025; Reed, Merritt, & Kurlaender, 2023). Asian students were also most likely to take advanced math courses, while Black students were least likely to take them (Reed, Merritt, & Kurlaender, 2023).

This report extends and updates prior findings on 12th-grade math course enrollment patterns in California from 2014–15 to 2023–24. We find that despite the relative increase in 12th-grade math enrollment before 2020, math enrollment has since declined to 2015 levels. During the last decade, the types of math courses in which students enroll have also shifted. Seniors are less likely to take Algebra 2, precalculus, or calculus and are more likely to take statistics. We also extend prior work by investigating students’ math course-taking throughout high school, specifically the highest level of math taken. The proportion of students reaching at least the level of Algebra 2 has not changed in the last 8 years. Concurrently, the proportion of students reaching precalculus and calculus has decreased. Taken together, these trends indicate that more students are ending their calculus-track high school mathematics education at Algebra 2.2 Given the widely varying prerequisites for statistics, AP Statistics, and other noncalculus-track college preparatory math courses across schools, we separate our analysis of “calculus-track” courses (Algebra 1, Geometry, Algebra 2, Trigonometry, Precalculus, IM 1–3, and Calculus) from other math courses, including statistics, in our analysis of course-taking pathways throughout high school.

At the same time, the rate of AP Statistics enrollment has remained flat, and the percentage of students enrolling in non-AP statistics courses at some point in high school remained stable from 2017 to 2022 and then increased in 2023 and 2024. This additional context offers a more comprehensive picture of students’ preparation for college, for work after high school, and for STEM career paths. Throughout, we explore how course-taking patterns differ by student characteristics.

Note. Authorship of this report was determined alphabetically. A related brief examines how schools shape math course-taking among California high school students.