Published:
Earlier work by ERDC has focused on the association between four-year mathematics course-taking sequences in high school and the first-year college STEM course outcomes. For high school graduates in 2016 and 2017, mathematics course-taking patterns were classified based on the first math course taken and the subsequent highest level math course taken. Using the same cohorts, this report focuses on the middle part of the sequence —identifying the third math credit — and also introduces a method of classifying mathematics courses that may extend to future years.
