Pretty much every state requires high school students to take at least three years of math to graduate. However, I know that at the school where I teach (30 minutes outside of a midsize midwestern city, gradually changing from rural to a rural/suburban mix), what we used to think of as one class, Algebra 1, can now be split into Algebra 1A and Algebra 1B. Average to below average kids take those during freshman and sophomore years. After that, they can take geometry and pretty much stop there, or take what are essentially math electives: things like "Intro to Financial Statistics" or similar.
However, just because students take those courses, it doesn't actually mean that they learned much. If they can scrape together enough participation/completion/retake points for a D, they can get credit for the course, even if they hardly understood much content, and certainly didn't retain it. Most colleges require students to take a placement test before enrolling in gen ed courses, or to submit ACT subject scores or AP scores as proof of basic proficiency. The kids that do poorly on the gen-ed placement test (because they never took an AP math class and got <21 on the math ACT) almost certainly took both algebra and geometry in high school, because they wouldn't have the requisite diploma to be in college otherwise. However, they came in lacking core foundational skills (memorized times tables, basic fraction fluency) and didn't add much to them during four years of high school.
This doesn't even get into the topic of "credit recovery" software, in which kids who flunked a class the first time sit on a computer program and either Google answers or get fed them by a study hall monitor for a few weeks until they magically show they they've "recovered" a full year's worth of content knowledge.
There is so much to be said for how low the standards are in many US high schools and how few people care or even realize it's happening.