Precalculus. Calculus. Advanced Placement (AP) math classes. These courses are the mainstay of advanced math programs in most U.S. high schools. Students who take advanced courses get a leg up when it comes to securing college admission and scholarships. These students are also more likely to major in science, technology, engineering, and mathematics (STEM) fields. Thus, success in advanced math courses in high school can set students up to enter high-demand STEM careers that pay well and offer opportunities for advancement in the modern workforce.

Despite these benefits, a large portion of U.S. students do not take advanced math in high school. Although there are many reasons why some students opt out of advanced math, structural inequalities create barriers to participation for others. Previous studies have found that high schools that serve large proportions of students of color or students living in poverty are less likely to offer advanced math courses. Additionally, differential access to early algebra I may limit some students' options for advanced math courses before they even enter high school.

How can the nation support postsecondary participation in STEM fields and careers among all students? There are no easy answers. However, equitable preparation for and opportunities to take advanced math in high school are a critical part of the equation. Preparation for advanced math starts in kindergarten and accumulates over time. Systematic differences in students' preparation for and access to advanced math courses could signal major inequities in how schools are preparing students for postsecondary academic success.

To explore and identify gaps in students' opportunities to take and prepare for advanced math since the coronavirus disease 2019 (COVID-19) pandemic, RAND Corporation researchers conducted a nationally representative survey of teachers and principals in spring 2022. The researchers focused on two key ingredients that enable equitable student access to advanced math: access to advanced math courses and early algebra I and exposure to grade-level math content. The survey asked educators about their schools' advanced math offerings, how frequently they skipped standards-aligned math content, and the challenges they faced in providing high-quality standards-aligned math instruction after the disruptions to schooling during the COVID-19 pandemic.

Together, educators' responses highlight ways that school-, district-, and state-level education leaders can improve student access to and preparation for advanced mathematics for all student groups. Educators' responses also reinforce the need to provide teachers with additional supports.

Read the full article about advanced math for students by Rebecca L. Wolfe, Elizabeth D. Steiner, and Jonathan Schweig at RAND Corporation.