Every student should see themselves as a “math person” — someone able to confidently tackle challenging lessons and understand how strong math skills are not only relevant to them now, but essential to their long-term success. Students’ early math skills may predict achievement through early high school; and the math classes they take in middle school can set the path toward — or block them from — advanced coursework in high school and a degree and subsequent career in the field of their choosing.  

Despite how crucial math skills are, too many students don’t get the support to become confident mathematicians. The numbers are particularly stark for students of color, students from low-income backgrounds, multilingual learners, and students with disabilities. All students can be “math people,” and states, districts, and advocates should do more to ensure that all students have an equitable opportunity to succeed in math.  

In May 2026, EdTrust, as the culmination of the work of its Math Learning Network, held a panel discussion with advocates and practitioners to discuss equity in math, and what it looks like.  

Watch the video below to hear more about:

• Equitable access to advanced coursework, and what advocates should look for in their district policies on advanced math options
• How to ensure all students see themselves as “math people” and how to engage parents who may not believe themselves to be “math people”
• Ways to better support educators

Note: Local educators were speaking only in their personal capacities and not on behalf of their employing school districts.  

Photo credit: Jeswin Thomas on Unsplash