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Subtraction and Substitution: Shifts in High School Math Course-Taking

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Title: Subtraction and Substitution: Shifts in High School Math Course-Taking
Language: English
Authors: Kramer Dykeman, Michal Kurlaender, Beryl Larson, Sherrie Re, Stanford University, Policy Analysis for California Education (PACE)
Source: Policy Analysis for California Education, PACE. 2026.
Availability: Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Peer Reviewed: N
Page Count: 55
Publication Date: 2026
Sponsoring Agency: Gates Foundation
University of California, Office of the President
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Grade 12
Grade 11
Descriptors: Course Selection (Students), Grade 12, Enrollment Trends, Mathematics Education, Algebra, Calculus, Statistics, High School Seniors, Dual Enrollment, Grade 11, Racial Differences, Ethnicity, Socioeconomic Status, Gender Differences
Geographic Terms: California
Abstract: 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. This report extends and updates prior findings on 12th-grade math course enrollment patterns in California from 2014-15 to 2023-24 and is a companion to the report "Subtraction and Substitution: The Role of Schools in Math Course-Taking." Findings show 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. The report also extends 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. At the same time, the rate of Advanced Placement (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 science, technology, engineering, and mathematics (STEM) career paths.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680454
Database: ERIC
FullText Text:
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  Data: Subtraction and Substitution: Shifts in High School Math Course-Taking
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  Data: Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
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  Data: 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. This report extends and updates prior findings on 12th-grade math course enrollment patterns in California from 2014-15 to 2023-24 and is a companion to the report "Subtraction and Substitution: The Role of Schools in Math Course-Taking." Findings show 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. The report also extends 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. At the same time, the rate of Advanced Placement (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 science, technology, engineering, and mathematics (STEM) career paths.
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      – Text: English
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        PageCount: 55
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      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Grade 12
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      – SubjectFull: Enrollment Trends
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      – SubjectFull: California
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      – TitleFull: Subtraction and Substitution: Shifts in High School Math Course-Taking
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