California Scrambles to Fix Math Pathways Between High School and College

Report highlights states making progress on aligning K-12 and higher ed math requirements to reduce remediation

Published on Feb. 17, 2026

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A new report from Just Equations identifies California, Georgia, Tennessee, Utah, and Oregon as states making progress on better aligning high school and college math pathways. The goal is to reduce the need for costly and confidence-killing remedial math courses for incoming college freshmen. The report outlines five key strategies states can use, including expanding concurrent enrollment and revamping math course requirements.

Why it matters

The misalignment between what high schools teach in math and what colleges expect has quietly tripped up students for years, leading many to get stuck in non-credit remedial courses. Fixing these gaps could improve college access and completion, especially for underserved students.

The details

The report, titled "Aligned By Design", found that states like Utah have seen a dramatic increase in the share of high school seniors completing four years of math, from 28% in 2012 to 87% in 2020. Other states highlighted include Georgia's revamped math pathways and Tennessee's long-standing four-year high school math requirement. In California, the Intersegmental Committee of the Academic Senates released an updated Mathematics Competencies statement in 2025 to provide clearer expectations across K-12 and higher ed.

  • In 2025, the Intersegmental Committee of the Academic Senates released an updated Mathematics Competencies statement in California.
  • Between 2012 and 2020, the share of Utah high school seniors completing four years of math climbed from 28% to 87%.

The players

Just Equations

A non-profit organization that focuses on aligning K-12 and higher education math policies and practices.

UC San Diego

A university that has seen a sharp jump in incoming students needing to take lower-division math courses, indicating gaps in their math foundations.

Intersegmental Committee of the Academic Senates (ICAS)

A group in California that released an updated Mathematics Competencies statement in 2025 to provide clearer expectations across K-12 and higher education.

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What they’re saying

“Too often we spend a lot of energy discussing the challenges and constraints related to education or redesigning math. The new report tries to move the conversation toward practical next steps instead of endless diagnosis.”

— Shakiyya Bland (The 74)

What’s next

California policymakers and campus leaders now face a crowded to-do list: whether to scale up dual enrollment, invest more heavily in senior-year readiness courses, or double down on rebuilding math skills in the elementary and middle grades.

The takeaway

Fixing the misalignment between high school and college math requirements is crucial to improving college access and completion, especially for underserved students. The report provides a roadmap for states like California to implement practical, cross-system strategies to shore up this critical bridge.