Statistics A and B form one full-year course. Between them they cite every standard in two files: the California CCSS Statistics and Probability category (S-ID, S-IC, S-CP and S-MD, including all the (+) standards) and California’s retained Probability and Statistics standards, PS.1-PS.19. The builder will not publish either semester unless every one of those codes is cited somewhere across the two. Semester A carries descriptive statistics, regression, study design, probability and the discrete random-variable standards (S-CP.1-9, S-MD.1-7, PS.1-3, PS.5-7, PS.10-14). Semester B carries the normal model, sampling distributions and formal inference (S-ID.4, PS.4, PS.8, PS.9, PS.15-19).

Why area C, not only area G. UC’s area C (mathematics) requires courses beyond Algebra 2 to build on it with genuine mathematical depth. The case this course makes, and that reviewers will look for in the lessons, is concrete:

• Algebra 2 is a real prerequisite, not a formality. Students linearise exponential growth with logarithms (A 2.4), work with the binomial formula and combinations (A 4.2, 4.4), and in B handle density curves, the exponential distribution and standard errors derived from variance rules.
• Students compute from definitions before they use technology: standard deviation from deviations with the n − 1 divisor (A 1.2), the least-squares slope from b = r·s_y/s_x (A 2.2), exact permutation P-values (A 3.4), and expected value and variance of discrete distributions (A 4.3).
• The course goes well beyond the statistics in Algebra 1 and 2: formal inference with z, t and chi-square procedures, power, and regression inference.

The fallback. The course is registered as area C. If UC declines area C, the same course can be resubmitted as an area G college-preparatory elective without content changes. Keep your evidence file (the alignment matrix the builder produces and a sample of scored investigations) ready either way.

What reviewers read. They read the UCOP syllabus the builder generates: unit summaries, key assignments and the assessment matrix. The key assignments are statistical investigations with a planning stage, a peer-reviewed draft, a revised final and an oral defense. Protect that structure when you teach. A report written in one sitting is not the course that was approved.