Often undergraduate discrete math classes in the US have a calculus prerequisite.

Here is the description of the discrete math course from my undergrad:


  A general introduction to basic
  mathematical terminology and the
  techniques of abstract mathematics in
  the context of discrete mathematics.
  Topics introduced are mathematical
  reasoning, Boolean connectives,
  deduction, mathematical induction,
  sets, functions and relations,
  algorithms, graphs, combinatorial
  reasoning.


What about this course suggests calculus skills would be helpful?

Is passing calculus merely a signal that a student is ready for discrete math?

Why isn't discrete math offered to freshmen — or high school students — who often lack a calculus background?

A significant portion (my observation was about 20-30% at Berkeley, which means it must approach 100% at some schools) of first year students in the US do not understand multiplication.  They do understand how to calculate $38 \times 6$, but they don't intuitively understand that if you have $m$ rows of trees and $n$ trees in each row, you have $m\times n$ trees.  These students had elementary school teachers who learned mathematics purely by rote, and therefore teach mathematics purely by rote.  Because the students are very intelligent and good at pattern matching and at memorizing large numbers of distinct arcane rules (instead of the few unifying concepts they were never taught because their teachers were never taught them either), they have done well at multiple-choice tests.

These students are going to struggle in any calculus course or any discrete math course.  However, it is easier to have them all in one place so that one instructor can try to help all of them simultaneously.  For historical reasons, this place has been the calculus course.
