High-performing Black, Latino, and students from low-income backgrounds are not getting equal access to advanced math courses that more affluent or white students do, according to this report from The Education Trust and Just Equations.

According to the report, high-achieving underrepresented students who took advanced math courses had higher four-year graduation rates and high school GPAs, as well as higher postsecondary matriculation and persistence rates, STEM credit-earning, and GPAs than their high-achieving underrepresented peers who did not.

The report concludes with recommendations that federal and state policymakers can take to address the longstanding, institutional challenges that deny high-achieving Black and Latino students and students from low-income backgrounds access to the higher-level math courses that will put them on a path to achieving their dreams.

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