Nearly two thirds of students are not ready for college level work in mathematics as evidenced by the inability to succeed on standardized math placement tests. Unfortunately, this necessitates developmental coursework, which is not credit bearing, and ultimately makes these students significantly less likely to earn a college degree. This study aimed to analyze the relationship between community college readiness, operationalized as passing the math portion of the Accuplacer, and individual and course taking factors. Utilizing existing data for students who entered the 2017-2018 CCRI cohort, the study used a binary logistic model to examine the effects of gender, ethnicity, individual SES level, eighth grade Algebra, and the highest math course taken in high school. The logistic model enabled the estimation of the odds ratio and confidence interval that describes the strength and significance of relationship between each factor and passing the Accuplacer. Chi-squared tests examined the associations between college readiness and previous math achievement as measured by proficiency on the state administered NECAP, PSAT, and SAT. The results showed that while taking courses beyond Algebra 2 was statistically significant, taking Precalculus and higher, in other words courses in which proficiency of Algebra 2 is a prerequisite, significantly increased the likelihood of college readiness. The results also showed that there were positive, reasonably strong associations between college readiness and the measures of high school proficiency used by the state, the NECAP, PSAT, and SAT. These findings have implications for educators, administrators, and policy makers that can help to improve the college readiness of students desiring to attend two-year college programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]