Access to equitable Math is good for everyone.

https://www.rand.org/pubs/research_reports/RRA827-10.html

The Rand organization published a study titled "Getting Students to (and Through) Advanced Math" by Wolfe, Steiner, and Schweig. There is a lot of great information in this study and I highly recommend that you take a look if you are interested in educational policy.

After reading this study , I am left thinking about how the United States has a diversity problem when it comes to STEM fields. While there has been some progress, more needs to be done to ensure that everyone has an equal opportunity to pursue careers in science, technology, engineering, and math. One major barrier to achieving this goal is the lack of equal education opportunities for all students, particularly in advanced math courses.

One of the notable findings that the researchers articulated was that "Small high schools, high schools in rural areas, and high schools that mostly serve students from historically marginalized communities offer fewer opportunities for students to take advanced math" (Wolfe et al., 2023). As a student who attended a well-funded school and had access to a rigorous Advanced Math program that I participated in since 4th grade, I strongly agree with these findings. My experience tells me that it is incredibly difficult to break into an advanced math program if you were not given these building blocks early.

Unfortunately, for students there are significant differences in advanced math course offerings across school settings, which can have a ripple effect on students' college success. Some students have access to a range of advanced math courses, while others may only have access to a limited number or none at all.

It is also important to recognize that these issues are not just limited to the classroom. Socioeconomic and cultural factors can also impact students' math proficiency and access to educational opportunities. For example, students from low-income families may not have access to resources such as tutoring or extra-curricular activities that can help them succeed in math. Addressing these broader issues of equity and access is crucial to ensuring that all students have an equal opportunity to pursue careers in STEM fields and contribute to a stronger and more diverse economy.

Another challenge faced by K-12 math teachers during the 2021-2022 school year, particularly in terms of skipping standards-aligned math content, further highlight the importance of equitable opportunities for all students. These challenges, which were often related to the COVID-19 pandemic, can exacerbate existing disparities, and create additional barriers for students who may already be struggling to access high-quality math content.

As we think about Advanced Math and equity in the world, we have to consider increased diversity in STEM fields and address math proficiency gaps. We need to prioritize equitable opportunities for students to prepare for and take advanced math courses. This means addressing the systematic differences in access to advanced courses and exposure to grade-level content that can signal major inequities in how schools are preparing students for post-secondary success. By ensuring that all students have access to high-quality math education, we can give more students the ability to pursue their preferred careers and build a stronger and more diverse workforce that brings equity to the job market.

Thank for reading.

Chase Glazier