Report 2008012
February 12, 2008
Math Transition between a Feeder Community College District
and a California State University
Prepared for Cal-PASS
by
Dr. Darla Cooper, Consultant
February 2008
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Report 2008012
February 12, 2008
Executive Summary
This report examines the math transition of a group of 1,061 students who transferred from
one community college (CC) to the closest California State University (CSU). Specifically,
the report investigates whether students took a math class once reaching the CSU campus;
whether the CSU math class was at a lower, higher, or the same level as the last math class
completed at the CC; students’ choice of major at the CSU; and students’ success in the
math classes they took at the CSU.
All of these areas were examined to look for differences related to the last math class taken
at the community college, whether or not they continued to take math at the CSU, the grade
they received in the last math class they took at the CC, ethnicity, and/or gender.
Below is a list of key findings in the report:

Out of 1,061 students, only 106 took a math class after transferring to the CSU, which
represents 10 percent of the group.

The majority of students who did take a math course at the CSU went on to take a
course at a higher level than the last math class taken at the community college.
Consequently, no students took a math class at the CSU that was at a lower level than
the math class they completed at the community college.

When the percentage of students who took a math class at the CSU was examined by
ethnicity, little difference was seen among most ethnic groups, with 10 percent of all
groups taking a math class at the CSU except Asian/Filipino/Pacific Islander, where it
was only five percent.

Students who took a math class at the CSU were four times more likely to choose a
STEM major at the CSU (62%) than those students who did not (14%). The majority
(65%) of students who took an advanced or college level math class at the community
college chose a STEM major at the CSU.

Overall, the success rate for these students in their CSU math classes is 80%.

Students who had earned an ‘A’ in their last community college math class had a
higher success rate in their CSU math class (96%) than students who had earned a B
(83%) or C (71%).
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Report 2008012
February 12, 2008
This report examined the math transition of a group of 1,061 students who transferred
from one community college district to the closest California State University (CSU) between
2002 and 2006. The last math course passed with a C or better at the community college was
compared to the first math course attempted at the CSU.
Of these 1,061 students, 106, or 10 percent, were found to have taken a math class at the
CSU. The median time between the last community college math course and the first CSU
math course was a little more than a year, but ranged from one term to almost seven years.
For the purposes of this report, math courses at both the community college were ranked
as (1) intermediate algebra or below; (2) general education math (i.e., math and statistics for
non-math, science, engineering majors); or (3) science, technology, engineering, and
mathematics (STEM) type transfer level math courses such as pre-calculus, trigonometry,
calculus, or advanced lower division math. Math courses at the California State University
campus have been categorized as (1) developmental math [below transfer level]; (2) general
education math or elementary or intermediate statistics; or (3) science, technology,
engineering, and mathematics (STEM) type math courses such as pre-calculus/college
algebra, calculus, upper division, and graduate level.
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Report 2008012
February 12, 2008
Table 1 below shows that the majority of students took a GE math or statistics class as
their last course at the community college and went on to take a higher level math course at
the CSU. Consequently, no students took a math class at the CSU that was at a lower level
than the math class they completed at the community college.
Table 1. Math Transition between a Community College and the Closest California State University
CSU Math Classes
DevelopGE Math
mental
or
STEM
Math
Statistics
Math
CC Math Classes
Total
Intermediate Algebra or below
*
*
*
7
GE Math or Statistics
0%
38%
63%
88
STEM Math
0%
0%
100%
11
Total
*
32%
64%
106
Note: Percentages may not total exactly 100 due to rounding.
* fewer than 5 students
Advanced to Next Level
Stayed at Same Level
Returned to Lower Level
Students who did not take a math class at the CSU represent the vast majority of the
students examined here (90%); students who last took Beginning Statistics/General
Education Math at the community college were the least likely to take a math course at the
CSU. Table 2 below presents the number and percentage of students from each level of
community college math who did not take math at the CSU.
Table 2. Students Who Did Not Take a Math Class at the California State University
After Transferring from a Community College
Percent of
Row Total
CC Math Classes
Count
(n = 1,061)
Intermediate Algebra or below
53
88%
GE Math or Statistics
839
91%
STEM Math
63
85%
Total
955
90%
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Report 2008012
February 12, 2008
When the percentage of students who took a math class at the CSU was examined by
ethnicity, there was little difference between most ethnic groups, with about 10 percent of all
groups except Asian/Filipino/Pacific Islander taking a CSU math class. Chart 1 below
presents these data. When looking at these differences by gender, little difference was seen
ith 10 percent of women and 11 percent of men taking a math class at the CSU.
Chart 1. Percentage of Students Who Took a Math Class
at the California State University by Ethnicity
1,200
12%
1,061
1,000
11%
11%
10%
10%
800
10%
10%
8%
696
600
6%
5%
400
4%
230
200
0
1*
9
African American
78
*4
Asian/ Filipino/
Pacific Islander
25
48
5
106
71
2%
0%
Latino
Other/ Unknown
White
Total
Took Math
*1
*4
25
5
71
106
All Students
9
78
230
48
696
1,061
Percentage
0.11
0.05
0.11
0.10
0.10
0.10
* fewer than 5 students
This report also examined the relationship between students’ math transition and their
CSU major. The CSU majors were categorized as STEM (science, technology, engineering,
and mathematics) or non-STEM.
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Report 2008012
February 12, 2008
The majority of the students who took a math class at the CSU chose STEM majors; the
proportion of students choosing STEM majors was more than four times that seen among
students who did not take a math class at the CSU (62% compared to 14%). Chart 2 below
shows these results.
Chart 2. Students’ Choice of STEM Majors by Whether They Had Taken a Math Class at the CSU
100%
86%
90%
80%
70%
62%
60%
50%
STEM
38%
Non-STEM
40%
30%
14%
20%
10%
0%
Took CSU Math
(n = 71)
No CSU Math
(n = 877)
Please note that the total number of students in all of the STEM major comparisons does
not match the total number of students in the study because students with unknown or
undeclared majors are not included in the STEM comparisons. Only 71 of the 106 students
who took a math class at the CSU and only 877 of the 955 students who did not take a math
class at the CSU had declared majors at the CSU.
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Report 2008012
February 12, 2008
Among the students who took a math class at the CSU, those students who took
advanced math classes at the community college were much more likely to choose a STEM
major at the CSU, in fact all twelve of these students chose a STEM major. In addition, the
majority of students who took a college level math class at the community college also chose
a STEM major at the CSU. Chart 3 below shows these data.
Chart 3. Students Who Chose STEM Majors at the CSU by the Level of the Last Math Class Taken
at the Community College
100%
100%
90%
80%
67%
70%
57%
60%
40%
STEM
43%
50%
Non-STEM
33%
30%
20%
10%
0%
0%
Pre-collegiate CC Math
(n = 6)
College Level CC Math
(n = 53)
Advanced level CC Math
(n = 12)
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Report 2008012
February 12, 2008
Similarly, when examining students who did not take math at the CSU, those students
who took advanced level math classes at the community college were much more likely to
choose a STEM major than students whose last math class was at a lower level. Chart 4
below shows these results for students who did not take a math class at the CSU.
Chart 4. Choice of STEM Majors among Students Who Did Not Take a Math Class at CSU
by the Level of the Last Math Class Taken at the Community College
100%
94%
89%
90%
80%
70%
62%
60%
STEM
50%
38%
40%
Non-STEM
30%
20%
10%
11%
6%
0%
Pre-collegiate CC Math
(n = 47)
College Level CC Math
(n = 770)
Advanced level CC Math
(n = 60)
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Report 2008012
February 12, 2008
In addition, students who transitioned to a math class at the CSU that was at a higher
level than the one they took at the community college were more likely to choose a STEM
major. Chart 5 below shows these data.
Chart 5. Students Who Chose STEM Majors at the CSU by the Level of Math Class Transition
from the Community College to the California State University
100%
90%
77%
80%
63%
70%
60%
STEM
50%
Non-STEM
37%
40%
23%
30%
20%
10%
0%
Transitioned to same level
(n = 27)
Transitioned to higher level
(n = 44)
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Report 2008012
February 12, 2008
Students’ success in their first math course(s) at the CSU was also examined. Overall,
the success rate for these students was 80%, with success defined as earning a ‘C-’ or
higher in the CSU math class. A clear pattern emerged when the grade received in the
community college math class was compared to the success in the CSU math class.
Students who earned an ‘A’ in their community college math class had a 96% success rate in
their CSU math class. For students who earned a ‘B,’ the success rate was 83%, and for
students who earned a ‘C,’ the rate was 71%. This information is presented below in Chart 6.
Please note the total of 140 exceeds the previous total of 106 because several students took
more than one math class in their first semester at the CSU.
Chart 6. Comparison of Math Grades Received at the Community College
and Success at the California State University
100%
96%
83%
90%
80%
71%
80%
70%
60%
50%
40%
30%
20%
10%
0%
A
(n = 26)
B
(n = 52)
C
(n = 62)
Total
(n = 140)
Grade in Community College Math Class
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Report 2008012
February 12, 2008
Chart 7 below presents a comparison of the grade received at the community college
to the grade received at the CSU. Students who earned an ‘A’ at the community college
were most likely to also earn an ‘A’ at the CSU and the same applies for students who
earned a ‘B’ at the community college. However, students who earned a ‘C’ at the
community college were almost equally likely to earn a ‘B’ or a ‘C’ at the CSU.
Chart 7. Comparison of Last Math Grade Received at the Community College
With First Math Grade Received at the California State University
70
60
NC
F
Count 50
of CSU
40
Math
Grade
30
D
CR
C
B
A
20
10
0
A
NC
F
*
D
B
C
*
*
5
8
*
9
CR
*
*
8
C
*
13
15
B
8
23
14
A
13
6
7
CC Math Grade
* fewer than 5 students
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Report 2008012
February 12, 2008
When students’ success was examined based on the level of the course taken at the
community college, the differences were not great. The success rate among students who
took advanced math classes at the community college is only one percent higher than the
rate among students who took precollegiate courses. Chart 8 below presents these data.
Chart 8. Comparison of Math Grades Received at the California State University
by Level of the Last `Math Class Taken at the Community College
100%
90%
82%
79%
Pre-collegiate CC Math
(n = 11)
College level CC Math
(n = 110)
80%
83%
70%
60%
50%
40%
30%
20%
10%
0%
Advanced level CC Math
(n = 18)
In addition to expected patterns in the relationship between the level of and success in
community college math and the success in university math and choice of university major,
interesting patterns arose when comparing students who continue to pursue math at the CSU
to those students who do not. This preliminary analysis was meant to serve as a starting
point for educators from community colleges and the California State University to begin an
examination of student transition in math, or lack thereof. Faculty and administrators from
both institutions can work with the Cal-PASS research office to conduct more detailed
analyses of these data.
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