Calculated Barriers traces the roots of math inequities, emphasizing that it is educational policies and practices that have driven differential math outcomes for Black students throughout history. From tracking Black students into lower-level math courses during desegregation to disproportionate assignment of Black students to college remedial courses after the Higher Education Act of 1965, the report documents seminal events that have constrained Black students' access to quality math education. History also shows Black students excel in math when granted access and given equitable opportunities.
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