Chapter 5: Disrupting Inequity: How Policy Change Can Foster STEM Access for Underserved Students (K–12)

Success in providing appropriate and rigorous mathematics curriculum for students across the diverse school situations in the United States has eluded school leaders for decades. Educational policymakers struggle with the challenge of educating all students in a democracy while maintaining adequate standards of excellence. Nowhere has this been more difficult than in mathematics education. Since mathematics study is crucial for both the individual citizens and the nation as a whole, school leaders in the United States have long struggled with providing appropriate and adequate mathematics instruction for all students across diverse school situations. Algebra remains at the core of the dilemma.