Table 23 
Estimated enrollment in undergraduate
mathematics and statistics courses: 1980–2000 


Institution and
course level 
1980 

1985 

1990 

1995 

2000 









Thousands 
Percent 

Thousands 
Percent 

Thousands 
Percent 

Thousands 
Percent 

Thousands 
Percent 

4year institutions 













All mathematics 
1,525 
100.0 

1,619 
100.0 

1,619 
100.0 

1,469 
100.0 

1,614 
100.0 
Remedial 
242 
15.9 

251 
15.5 

261 
16.1 

222 
15.1 

219 
13.6 
Introductory 
602 
39.5 

593 
36.6 

592 
36.6 

613 
41.7 

723 
44.8 
Calculus 
590 
38.7 

637 
39.3 

647 
40.0 

538 
36.6 

570 
35.3 
Advanced 
91 
6.0 

138 
8.5 

119 
7.4 

96 
6.5 

102 
6.3 
Other 
NA 
NA 

NA 
NA 

NA 
NA 

NA 
NA 

NA 
NA 
All statistics 
NA 
NA 

NA 
NA 

169 
10.4 

208 
14.2 

245 
15.2 
Elementary 
NA 
NA 

NA 
NA 

117 
7.2 

164 
11.2 

190 
11.8 
Upper level 
NA 
NA 

NA 
NA 

52 
3.2 

44 
3.0 

55 
3.4 
2year institutions 













All mathematics 
925 
100.0 

900 
100.0 

1,241 
100.0 

1,384 
100.0 

1,273 
100.0 
Remedial 
441 
47.7 

482 
53.6 

724 
58.3 

800 
57.8 

763 
59.9 
Introductory 
180 
19.5 

188 
20.9 

245 
19.7 

295 
21.3 

274 
21.5 
Calculus 
86 
9.3 

97 
10.8 

128 
10.3 

129 
9.3 

106 
8.3 
Advanced 
NA 
NA 

NA 
NA 

NA 
NA 

NA 
NA 

NA 
NA 
Other 
218 
23.6 

133 
14.8 

144 
11.6 

160 
11.6 

130 
10.2 
All statistics 
28 
3.0 

36 
4.0 

54 
4.4 

72 
5.2 

74 
5.8 
Elementary 
28 
3.0 

36 
4.0 

54 
4.4 

72 
5.2 

74 
5.8 
Upper level 
NA 
NA 

NA 
NA 

NA 
NA 

NA 
NA 

NA 
NA 



NA not available
NOTES: The curriculum of course levels differs between 2year mathematics
programs and 4year mathematics departments. However, remedial courses
generally include high schoollevel courses in elementary and intermediate
algebra and geometry. Introductory mathematics courses include college
algebra, trigonometry, precalculus, and courses for nonscience majors.
Other mathematics courses in 2year programs include linear algebra,
discrete and finite mathematics, probability, and mathematics for
liberal arts majors and prospective elementary school teachers.
SOURCE: D. J. Lutzer, J.W. Maxwell, and S.B. Rodl. Statistical
Abstract of Undergraduate Programs in the Mathematical Sciences in
the United States, Fall 2000 CBMS Survey, (Washington, DC: American
Mathematical Society, 2002). 

Science & Engineering Indicators
– 2004 
