A new report argues that schools must address disparities in math education by expanding identification and learning opportunities for students who may be underserved. The findings highlight math access as a critical equity concern, suggesting that current approaches may not adequately support all learners. The push comes amid growing recognition of systemic gaps in how academic potential is recognized and nurtured across different student groups. Advocates say targeted interventions could help level the playing field in STEM fields.
Schools should treat access to math opportunities as an equity issue and provide more identification and learning opportunities, the report said.
