Success in math doesn’t always translate into equitable education opportunities, especially for Black and Latino students and students from low-income backgrounds.
And that only highlights the racial, ethnic, and income disparities in academic success at a time when underrepresented students need equitable resources more than ever.
Opportunities Denied: High Achieving Black and Latino Students Lack Access to Advanced Math, a new brief by The Education Trust and Just Equations, examines research into students’ math experiences and recommends policy changes that will address long-standing institutional challenges that deny underrepresented students access to advanced math courses.
Data examined by Just Equations National Policy Director Melodie Baker, Ed Trust Director for P–12 Data & Analytics Ivy Morgan, and UCLA graduate student Gizella Wade made clear that high-achieving Black, Latino, and low-income students who take and pass Algebra I in eighth grade still end up taking advanced math courses at lower rates than their peers.
Access to higher-level math in high school is critical to a student’s postsecondary education success. Students who take these advanced courses have a higher likelihood of graduating from high school, getting accepted into college, and graduating from college.
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