Advancing Civil Rights and Equal Opportunity Through High-Quality Math Instruction
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Mathematics education is a powerful lever for social and economic mobility, yet historically marginalized students — including students of color, English learners (ELs), students with disabilities (SWDs), and students from low-income communities — have and continue to face systemic barriers that limit their access to high-quality math instruction. These inequities begin in early childhood, widen through inconsistent access to advanced coursework, and are compounded by disparities in teacher quality and a lack of structural supports.
In 2024, according to the most recent data from the National Assessment of Educational Progress (NAEP), only 39 percent of all public school students reached proficiency in 4th grade math, and only 27 percent achieved that mark in 8th grade.1 Perhaps even more alarming, 24 percent of all public school students in 4th grade and 41 percent in 8th grade scored Below Basic in math.
Alarmingly, there are large disparities in student math achievement based on race. In 2024, 51 percent of white 4th graders reached proficiency compared with 27 percent of Hispanic students and only 19 percent of Black students. The disparities persist in later grades. Among white 8th grade public school students, 37 reached proficiency compared with 14 percent of Hispanic students and only 10 percent of Black students.
Despite growth in the proficiency rates in 4th and 8th grade math over the past two decades, the Black-white achievement inequality in 4th grade has persisted: The disparity was 32 points in 2003 and in 2024. The Hispanic-white disparity in 4th grade decreased from 27 points to 24 over this period. In 8th grade math, the disparity decreased by 2 points for both Black and Hispanic students.4 This evidence of profoundly unequal opportunities is an urgent call to action.
Ensuring equitable access to rigorous, engaging, and culturally affirming math education is not only an academic imperative but a moral one. High-quality math instruction is critical for empowering underrepresented students to succeed in school, pursue STEM pathways, and fully participate in civic life. This brief examines the root causes of unequal math opportunity and offers recommendations for advancing equity in three key areas: early math readiness, access to higher-level math coursework, and equitable access to high-quality math educators.