With the implementation of AB 705 in fall 2019, California Community Colleges began to transition to a majority of students' first English and math enrollment starting at transfer level. Research has shown that with the vast increase in access to transfer-level courses, the one-year completion rate of a transfer-level course (i.e., throughput) also increased, exceeding all rates exhibited in the past when students largely began in basic skills coursework. However, as throughput increased for all student groups, course success rates decreased at varying rates across colleges, causing some concern about student capacity to successfully complete transfer-level math courses. An expected outcome of increased access to transfer-level courses as a result of AB 705 was greater alignment of high school and community college pathways, with students taking the next step beyond their high school learning, rather than repeating courses they already completed in high school. However, with implementation varying across colleges throughout the state, it is unclear to what extent colleges are placing students into math courses that build on their high school learning rather than repeat it. This brief report compares high school to community college transitions in California in fall 2016, before AB 705 came into effect in 2018 and post-implementation in fall 2019. Data included in this analysis were obtained from the Cal-PASS data system using Multiple Measures Assessment Project (MMAP) data file methodology. Data were limited to students with four years of high school data. To determine the highest level of high school math successfully completed by these students, the analysis included a student's last high school math course completed with a grade of C- or better.