This is a case study of a two-semester Extended Calculus course that utilizes standards-based grading. The course integrates Intermediate Algebra, College Algebra, Pre-calculus, and Calculus I, making it possible for students to take the course without any prerequisites. The authors compare the persistence of students in this course and Calculus II with students completing prerequisite course(s) followed by Calculus I. Students in Extended Calculus who were placed into Intermediate Algebra persisted and passed Calculus I and II at significantly higher rates than their peers in prerequisite courses. The authors discuss course logistics and share student learning objectives and analyze survey data about student experiences, self-efficacy, and belonging.
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Szaniszló et al. (2026) studied this question.
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