In this paper the author investigates how the one-year math throughput rate of community college students varies according to the highest level of math completed in high school, with a particular focus on the implications of successfully completing Algebra 2 while in high school. Community college math throughput rates for students with different levels of math coursework completion in high school are compared, with the primary contrast being differences in throughput among students who enter their community college math sequence via Intermediate Algebra relative to the throughput of students who begin their math coursework in a transferable, college-level math class. Based on their findings, the author recommends that colleges direct all students to begin their math studies in transferable, college-level math classes regardless of whether they completed Algebra 2 (or the equivalent) in high school. In addition to expanding access to transferable, college-level math, colleges should offer concurrent remediation options as well as additional support for students with lower high school GPAs and/or lower levels of math attainment in high school.