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This brief extends prior statewide MMAP analysis by focusing on students with disabilities whose first college math course began in the STEM Calculus pathway. Using CalPASS linked, encrypted data, the study analyzes DSPS-participating and non-DSPS cohorts, organizes results by disability type, and examines STEM pathway placement profiles to compare two-year STEM Calculus 1 completion outcomes.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparatory-pathways-and-stem-calculus-completion-for-students-with-disabilities-implications-of-the-ab-1705-standards-august-2024/586960/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparatory-pathways-and-stem-calculus-completion-for-students-with-disabilities-implications-of-the-ab-1705-standards-august-2024/586960.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does AB 1705 require for calculus-based STEM students?","Question",{"text":112,"@type":113},"AB 1705 requires community colleges to place students in the math course that best positions them to complete their calculus requirement, for all STEM students regardless of background or special population status.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the brief define the STEM Calculus pathway and completion measure?",{"text":117,"@type":113},"The STEM Calculus pathway includes one or more transfer-level preparatory courses and STEM Calculus 1. Completion is measured as two-year throughput, the share of a cohort starting in a specified pathway course who completed STEM Calculus 1 with a C or better within two years.",{"name":119,"@type":110,"acceptedAnswer":120},"How are students with disabilities grouped in the analysis?",{"text":121,"@type":113},"The study disaggregates the cohort by DSPS status and further categorizes DSPS students by disability type as defined in COMIS (e.g., ABI, ADHD, Autism, blindness/low vision, DHH, intellectual, learning, mental health, physical, and other).",{"name":123,"@type":110,"acceptedAnswer":124},"What data and methodology sources are used for the analysis?",{"text":125,"@type":113},"Data come from CalPASS with technical assistance from Education Results Partnership, using anonymous and encrypted student-level information from participating K–12 and postsecondary institutions, including COMIS and CCCApply.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},586960,1792165761,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Preparatory Pathways and STEM Calculus Completion for Students with Disabilities  \nImplications of the AB 1705 Standards AUGUST 2024  \nIntroduction  \nAssembly Bill (AB) 1705 requires community colleges to ensure that students pursuing calculus-based programs in Science, Technology, Engineering and Math (STEM) begin math in the course that best positions them to complete their calculus requirement. According to the law, a college has this obligation for all STEM students, regardless of their background or special population status.  \nPrevious research conducted by The RP Group’s Multiple Measures Assessment Project (MMAP) and summarized in  \nPreparatory Pathways and STEM Calculus Completion: Implications of the AB 1705 Standards found high rates of attrition along the path to calculus for students who began in preparatory courses. When grouped by level of highschool math preparation, for every group, students who directly enrolled in STEM Calculus 1 were more likely to complete calculus in two years than those who started in preparatory coursework. This finding was also true across placement levels defined by a combination of highschool grade point average and high school math preparation.  \nThis brief provides additional analysis focusing on STEM students with disabilities whose first college math course was in the STEM Calculus pathway. We specifically examine the math outcomes of students who received services from Disabled Students Programs and Services ( DSPS) while enrolled at a California community  \nKey Terms  \nSTEM Calculus Pathway: A sequence of courses comprised of one or more transfer-level preparatory courses and STEM Calculus 1.  \nDirect Enrollment: student’s first math enrollment in the California community college system, not necessarily in the freshman year.  \nSTEM Calculus 1: The first STEM Calculus course, equivalent to C-ID Math 210, 211, or the first half of Math 900S.  \nPreparatory Course: A transferlevel math course required in the path to STEM Calculus 1 that may include College Algebra, Trigonometry, or Precalculus.  \nSTEM Calculus 1 Two-Year Throughput: Proportion of the cohort starting in a specified course in the STEM Calculus Pathway (College Algebra, Trigonometry, Precalculus, or STEM Calculus 1) who successfully completed STEM Calculus 1 (with a C or better) within two years.  \ncollege. We begin with a short overview of the methodology, followed by key findings and conclusions.  \nMethodology  \nThis analysis of preparatory pathways and STEM Calculus 1 completion for students with disabilities extends our original research and applies the same methodology used in the statewide analysis of all STEM majors.1  \nIn summary, data were obtained from the California Partnership for Achieving Student Success (CalPASS) , with technical assistance from Education Results Partnership (ERP) , which managed the system. The CalPASS data system contains anonymous and encrypted studentlevel data from participating K–12 and postsecondary institutions, including data from the Chancellor’s Office Management Information System (COMIS) and from the centralized California community college application, CCCApply.  \nWe identified STEM students as those who had declared a major that require STEM Calculus 1 using the methodology from the main report, which was based on C-ID Transfer Model Curricula and the following TOP Codes: 1905.00, 0706.00, 0707.00, 0707.10, 0901.00, 1914.00, 1701.00, 1902.00, 0401.00, 4902.00 . We defined the starting cohort by STEM students’ first math enrollment within the California Community Colleges (CCC), where their first math course attempted was a transfer-level preparatory course in the STEM calculus pathway or STEM Calculus 1. For this brief, we disaggregated the cohort by DSPS status. DSPS students were further categorized by the following disability types as defined in COMIS:  \n• ABI = Acquired Brain Injury  \n• ADHD = Attention Deficit Hyperactivity Disorder  \n• Autism = Autism Spectrum  \n• B","cbCaivuvSGc180V5","https://ap.wps.com/l/cbCaivuvSGc180V5","pdf",680976,11,"English","# Introduction\n# Key Terms\n# Methodology\n## Data sources and student identification\n## DSPS disability categorization and cohort definitions\n## Placement profiles and policy context","[{\"question\":\"What does AB 1705 require for calculus-based STEM students?\",\"answer\":\"AB 1705 requires community colleges to place students in the math course that best positions them to complete their calculus requirement, for all STEM students regardless of background or special population status.\"},{\"question\":\"How does the brief define the STEM Calculus pathway and completion measure?\",\"answer\":\"The STEM Calculus pathway includes one or more transfer-level preparatory courses and STEM Calculus 1. Completion is measured as two-year throughput, the share of a cohort starting in a specified pathway course who completed STEM Calculus 1 with a C or better within two years.\"},{\"question\":\"How are students with disabilities grouped in the analysis?\",\"answer\":\"The study disaggregates the cohort by DSPS status and further categorizes DSPS students by disability type as defined in COMIS (e.g., ABI, ADHD, Autism, blindness/low vision, DHH, intellectual, learning, mental health, physical, and other).\"},{\"question\":\"What data and methodology sources are used for the analysis?\",\"answer\":\"Data come from CalPASS with technical assistance from Education Results Partnership, using anonymous and encrypted student-level information from participating K–12 and postsecondary institutions, including COMIS and CCCApply.\"}]","Preparatory Pathways and STEM Calculus Completion for Students with Disabilities - Implications of the AB 1705 Standards - August 2024 | PDF",1792060163,28]