Rushing into my Algebra classroom in his first week of 9th grade, Daniel quickly made an impression, reminding me of Taz, the beloved Looney Tunes character that traveled from place to place in a flurry of speed and chaos. Much like Taz’s whirlwind of energy, Daniel’s arrival at math class each day was a burst of excitement, papers, pencils, and Cheetos bags. I appreciated it. As any math teacher can attest, having someone want to be in your class is a victory in and of itself.

Daniel stood out for other reasons. He had a severe speech impediment that presented many challenges. He developed a fear of speaking, reading, and writing. He struggled to make friends, and educators made assumptions about Daniel’s long-term academic and career achievements. He had been placed in more restrictive special education environments that, overall, did not match his abilities and did not equip him to be successful. His parents, themselves struggling to navigate immigration processes and their own limited English language proficiency, felt as though their hands were tied in helping their son.

Math changed Daniel’s life and trajectory.

During his four years of high school, Daniel spent three of them in my algebra, geometry, and algebra II classrooms — rapidly expanding his passion for math and actively constructing a future to work towards. For a student who feared speaking, math became the language through which he learned about and communicated to the world. Daniel voraciously consumed Algebra concepts, immediately grasping variables, systems, modeling, visualization, and solving. Everything became a problem for Daniel to solve.

At his high school graduation, Daniel and his family radiated joy as they celebrated the future, which included his acceptance at the University of Nevada, Las Vegas, and an apprenticeship with a local construction and engineering company.

That sense of opportunity, success, and ultimately, hope experienced by Daniel and his family was no coincidence — nor were the circumstances and systemic failings that resulted because of a disability and the realities of his home life. Daniel’s journey to success was not a result of him miraculously or randomly being a “math person.” The truth is that all students are “math people.”

Every child, regardless of their background, deserves to feel a sense of belonging in math classrooms, whether they’d say math is their favorite subject or not. This requires more than access; it demands intentional, equity-focused strategies, such as inclusive teaching practices, high-quality instructional materials, and robust opportunities for advanced math coursework. Without these, we deny students the tools to unlock their potential. When schools exclude students from under-represented backgrounds or underserved communities from rigorous, relevant math instruction and opportunities, we limit their access to the kinds of high-paying, high-demand careers that drive economic mobility.

The economic stakes couldn’t be higher. Mathematics serves as a gateway to a wide range of careers in both STEM and non-STEM fields, from animation to urban planning. Workers in STEM-related fields earned a median salary of $101,650 annually in 2023, compared to $46,680 in non-STEM occupations, according to the U.S. Bureau of Labor Statistics. Additionally, the number of STEM-related jobs is expected to grow by more than 10% by 2033, compared to just over 3% for non-STEM jobs — a gap that will result in more career opportunities for students to seize if they have the knowledge and skills.

Step back to consider the global economy, and you will see that math — and students’ relationship with math — will dictate the success of companies, countries, and change on nearly every front. Every industry will be dependent on our ability to equip our children with a truly high-quality math education, and our children’s success will likely depend on the quality of their math education.

Daniel’s is one story. We need thousands more like it for students and families from all backgrounds and walks of life to ensure that each graduate will have the opportunity to build their own path, earn a thriving wage, and provide for their families and communities.

My experience teaching has stayed with me, especially the knowledge that math is more than a subject. It’s a promise of opportunity that, due to systemic and historic failings, is wavering. Improving math outcomes isn’t just about academic rigor; it’s about preparing students to thrive in their communities and beyond. Economic mobility, personal empowerment, and thriving communities begin with a simple, powerful belief: every student is a math person.

Now, it’s on us to make that belief a reality.

Joshua Parrish is the director of communications and engagement at Collaborative for Student Success. He previously worked as a special education teacher in Las Vegas.

Photo by: Barande Jérémy; Collections Ecole Polytechnique (CMAP – Centre de Mathématiques Appliquées de l’Ecole Polytechnique) from Wikimedia Commons

Series: Math Learning Network