Potential Pathways

There are many different pathways for students to meet a recommended additional course in quantitative, scientific and data literacy. The following examples focus on skills most needed by students to support their academic goals.​

STEM Major

This student wants to study in the STEM field and is on the traditional math pathway, which takes her through four years of mathematics. She starts at the CSU ready to continue her studies in STEM.​

Arts Major

This student does not want to be a STEM major. He completed Algebra II/Integrated Math III by his junior year and needs a different pathway to meet the proposed requirement. Research suggests that not taking a quantitative reasoning course, in his senior year, is not supportive of future college success.

  • The CSU recommends that students in this situation enroll in a “g" elective course in their senior year to avoid a gap in practicing quantitative reasoning. This course would include a wide range of courses including computer science, engineering, finance, statistics, etc.

Psychology, Sociology or Similar Major

This student is interested in psychology, sociology or any other field that relies heavily on statistics. They completed Algebra II/Integrated Math III and does not need to continue on an algebra pathway.

  • The CSU recommends students in this situation take a statistics course in either “c" or “g" may be the most appropriate course for successful academic preparation.


This student is undecided about his future academic and career plans. 

  • The CSU wants to ensure STEM options still remain open to undecided students. Research suggests that a “c" mathematics course beyond Algebra II/Integrated Math III is the best course of action for students in this situation. Students may participate in a CSU Bridge course designed for those who want to keep a STEM option open but aren't interested in taking pre-calculus or a higher level math course in their senior year.