Opportunities Denied - High-Achieving Black and Latino Students - Lack Access to Advanced Math

Oct 15, 2026

Uploaded by Callum

EdTrust and Just Equations examine how high school math course enrollment patterns differ for high-achieving Black and Latino students, including students from low-income backgrounds, using data from the 2009 High School Longitudinal Study (HSLS:09). Findings show that students who take and pass Algebra I in eighth grade still take advanced math courses at lower rates than peers. Results link advanced course-taking with better graduation, GPAs, and postsecondary persistence, while highlighting distinct school-level experiences with teachers and counselors.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Executive Summary

Introduction

Research Questions

Methodology

Findings

Math Course-Taking Patterns for High-Achieving Students

Advanced Math Course-Taking and Postsecondary Outcomes

School-level Factors and Advanced Math Course-Taking

Call for Better Data

Possible Solutions and Promising Practices

Conclusion

References

Endnotes

DECEMBER 2023 Opportunities Denied High-Achieving BLACK AND LATINO STUDENTS Lack Access to Advanced Math [edtrust.org](edtrust.org) [justequations.org](justequations.org) TABLE OF CONTENTS Executive Summary ..................................................................................................................... 4 Introduction ................................................................................................................................ 6 Research Questions..................................................................................................................... 8 Methodology............................................................................................................................... 8 Findings ..................................................................................................................................... 9 Math Course-Taking Patterns for High-Achieving Students .......................................................... 9 Advanced Math Course-Taking and Postsecondary Outcomes .................................................... 10 School-level Factors and Advanced Math Course-Taking ........................................................... 13 Call for Better Data ................................................................................................................... 20 Possible Solutions and Promising Practices .............................................................................. 20 What Should District Leaders Do? ............................................................................................ 20 Recommendations for Federal Policymakers and Decision-Makers ............................................. 21 Recommendations for K-12 State Policymakers ......................................................................... 22 Recommendations for Higher Education Policymakers ............................................................... 23 Conclusion ............................................................................................................................... 24 References ................................................................................................................................ 25 Endnotes................................................................................................................................... 26 Opportunities Denied High-Achieving BLACK AND LATINO STUDENTS Lack Access to Advanced Math BY MELODIE BAKER, National Policy Director at Just Equations, IVY MORGAN, Director of P-12 Research and Data Analytics at EdTrust, and GIZELLA WADE, Graduate Student at UCLA EXECUTIVE SUMMARY For this brief, EdTrust and Just Equations partnered to explore differences in patterns of math course enrollment for high school students using data from students who participated in the 2009 High School Longitudinal Study (HSLS:09) . Like other research has shown, we find that high achieving Black and Latino students and students from low-income backgrounds who take and pass Algebra I in eighth grade still end up taking advanced math courses in high school at lower rates than their peers. The data also points to the likelihood that students who did and did not take advanced math courses in high school have different experiences with math teachers’ and counselors’ practices and perceptions. Below are the key findings: • 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. • Among high-achieving underserved students, there are meaningful differences in the school experiences of those who took advanced math courses, compared with peers who did not take advanced math

FAQs

What does the report study about high-achieving Black and Latino students?

It explores differences in math course enrollment patterns for high school students, focusing on access to and participation in advanced math after taking and passing Algebra I in eighth grade.

What key outcome differences are reported for students who take advanced math courses?

Students who take advanced math courses show higher four-year graduation rates, higher GPAs, and stronger postsecondary matriculation and persistence, along with more STEM credit-earning.

How do school experiences relate to advanced math course-taking?

The report finds meaningful differences in experiences with math teachers and school counselors, including clearer goals, higher counseling standards, more college preparatory activity, and differing perceptions of safety and pride for some groups.

Oct 15, 2026

Uploaded by Callum