This quantitative study examined the proportions of students enrolling in and completing transfer-level math pre- and post-Assembly Bill 705 (AB 705), as well as different predictors affecting the completion of transfer-level math within the first year. The study drew attention to the relationship between students' race/ethnicity and the completion of transfer-level math given the implementation of AB 705 in order to address the racial equity gaps in math completion. The research site for this study was a large community college district in Southern California due to its size and high proportion of Students of Color. The sample data set included student-level data of first-time credit students who entered any of the colleges in the district in fall terms from 2014 to 2020, which is seven entering cohorts. The analysis found that AB 705 helped all racial groups complete transfer-level math at higher proportions. However, there continued to be differences in transfer-level math completion when comparing different racial/ethnic groups. Testing various student characteristics found significant effects for the racial/ethnicity set of predictors, as well as full-time status. Furthermore, being a STEM major significantly increased the completion of transfer-level math within the first year. The proportion of Black and Latina/o/x students switching away from STEM majors decreased post-AB 705, but these two groups continued to be the groups with the highest number of STEM major switches within the first year. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]