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

Oct 15, 2026

The report analyzes how high school students’ participation in math courses has changed in California, focusing on course-taking patterns and the highest math level reached. It examines 12th-grade math enrollment from 2014–15 through 2023–24 and tracks shifts in the types of courses students take, including calculus-track versus other pathways. Despite an earlier rise before 2020, enrollment later declined to 2015 levels, while course choices shifted toward statistics and away from Algebra 2, precalculus, and calculus. Results also indicate that the share reaching at least Algebra 2 stayed stable as precalculus and calculus declines suggest more students ending at Algebra 2.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages55

Reading Time2 h 19 min

AccessFree to download

Introduction

Twelfth-Grade Math Course-Taking

Highest Level of Math Taken in High School

Key Findings and Discussion

Conclusion

Author Biographies

References

Appendix

Subtraction and Substitution Shifts in High School Math Course-Taking Kramer Dykeman Michal Kurlaender Beryl Larson Sherrie Reed April 2026 Subtraction and Substitution Shifts in High School Math Course-Taking Kramer Dykeman, Michal Kurlaender, Beryl Larson, and Sherrie Reed1 Acknowledgements The authors wish to thank Pamela Burdman of Just Equations, Osvaldo Soto of San Diego State University, and our colleagues Alexandria Hurtt and Jacob Jackson at the California Education Lab for their careful review and feedback of earlier versions of this report. Data for this project were provided by the California Department of Education and the California Community Colleges Chancellor’s Office, respectively, through long-standing partnerships and data-sharing agreements with the California Education Lab at University of California, Davis (Michal Kurlaender, PI) . Financial support was provided by the Gates Foundation and by UC Office of the President, Multicampus Research Programs and Initiatives, through grant M21PR3278 . The opinions expressed are those of the authors alone and do not necessarily represent the views of the funders or the agencies providing the data. Suggested Citation Dykeman, K. , Kurlaender, M. , Larson, B. , & Reed, S. (2026, April) . Subtraction and substitution: Shifts in high school math course-taking [Report] . Policy Analysis for California [Education. edpolicyinca.org/publications/subtraction-and](Education. edpolicyinca.org/publications/subtraction-and)substitution 1 Authorship was determined alphabetically. Contents Introduction .................................................. 2 Twelfth-Grade Math Course-Taking ................................... 7 Highest Level of Math Taken in High School .............................. 15 Key Findings and Discussion ....................................... 22 Conclusion .................................................. 26 Author Biographies ............................................. 27 References .................................................. 27 Appendix ................................................... 30 1 Subtraction and Substitution: Shifts in High School Math Course-Taking Introduction 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 coursetaking 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 (Asimet al. , 2019; Reed, Merritt, & Kurlaender, 2023) . Moreover, prior research documented stark racial and socioe

FAQs

What does the report focus on regarding high school math enrollment in California?

It examines students’ participation in high school math courses, especially 12th-grade course-taking patterns and the highest level of math reached.

How did 12th-grade math enrollment change from 2014–15 to 2023–24?

After a relative increase before 2020, math enrollment declined to levels similar to 2015.

Which math course types shifted over time, according to the report’s introduction?

Students became less likely to take Algebra 2, precalculus, or calculus and more likely to take statistics, while the proportion reaching at least Algebra 2 remained stable.

Oct 15, 2026

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