Many of us, when we think of addressing equitable student outcomes in mathematics education, think of advocating for each and every student to have access to a rigorous and coherent curriculum. And this does remain a significant concern in the U.S.
Research indicates that students from marginalized groups continue to have less access to college preparatory pathways in math than non-marginalized students. Our work to ensure that all students have access to a meaningful math curriculum that supports both their professional and personal aspirations remains a critical component of our equity work. But, if we are truly committed to equitable learning outcomes in mathematics education, we must do more than just provide access.
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