Owen's (2025) study finds increasing AP courses mainly benefits non-disadvantaged, White, Asian, & higher-achieving students, worsening disparities. There's little evidence more AP opportunities improve outcomes, except for top students. AP expansion should include equity supports, not just access.
LPI research by Fitz & Price (2025) highlights how classrooms can enhance equity in math. It emphasizes belonging, growth mindset, and quality instruction, linking developmental needs with systemic barriers like tracking and access to adv courses, crucial for reforming math ed so all students succeed.
Templeton & Korchagin (2025) use a stratification economics lens to highlight how racial disparities in K-12 ed stem more from systemic structures that reinforce racial & economic hierarchies than from individual choices or cultural factors. Essential for understanding tracking.
Pomeroy & Quaye's article on How secondary mathematics teachers describe and teach ‘ability’ groups: discursive and non-discursive practices.
A new summary breaks down a study by Daniel Vargas Castaño, Dareem K. Antoine, and Trey Miller on the early effects of Dallas ISD’s opt-out policy for advanced math.
What does ability grouping look like in Australian secondary schools? Johnston and colleagues (2025) reveal deep variation and raises urgent questions about tracking’s reach across subjects, years, and regions.
What does it take for teachers to move away from fixed ability grouping? Wright and Forrester (2025) follow primary teachers in England as they reflect on their practice, challenge labels, and shift toward more equitable math instruction.
Fish et al. (2025) critiques research suggesting Black students are under-identified for special education and warns against oversimplified interpretations. Authors call for caution, better data, and more nuanced inquiry into racial disproportionality.
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