This week I received the following email. I want to share it with the CLIME community. Please read and comment. Mine is the first one.

Ihor Charischak

NCTM At-Large Affiliate Presidents:

Over the past two years, NCTM has been working to revise its position statement on equity. As part of this process, it was suggested that each of you be invited to review and comment on the statement from the perspective of your organization. The attached statement reflects the work of NCTM Board members and some discussions among the Board. You are invited to submit your comments for the consideration of the authors and the NCTM Board. We would appreciate your comments by April 3.

Kind regards,

Ken Krehbiel

Associate Executive Director for Communications

National Council of Teachers of Mathematics

**Access and Equity in Mathematics Education**

A Position of the National Council of Teachers of
Mathematics

**(Note: Work in Progress - not final version - for review only)**

**Question**

What does creating, supporting and
sustaining a culture of access and equity in the teaching and learning of
mathematics require?

**NCTM Position**

Creating, supporting,
and sustaining a culture of access and equity requires being responsive to
students’ backgrounds, experiences and knowledge when designing, implementing, and assessing the
effectiveness of a mathematics program. Acknowledging and addressing factors that
contribute to differential outcomes among groups of students is critical to
ensuring that all students routinely have opportunities to experience high-quality mathematics
instruction, learn challenging mathematics content, and receive the support
necessary to be successful. Addressing equity and access includes both ensuring
that all students attain mathematics proficiency and increasing the numbers of
students from all racial, ethnic, gender, and socioeconomic groups who attain the
highest levels of mathematics achievement.

The practices of access
and equity include, but are not limited to, high expectations, access to high-quality
mathematics curriculum and instruction, adequate time for students to learn,
appropriate emphasis on differentiated processes that broaden students’
productive engagement with mathematics, and the strategic use of human and
material resources. When access and equity have been addressed well, student
outcomes—including achievement on a range of mathematics assessments,
disposition toward mathematics, and persistence in the mathematics pipeline—cannot
be predicted by students’ racial, ethnic, linguistic, gender, and socioeconomic
backgrounds.

Achieving
equity with respect to student learning outcomes by closing existing learning
gaps and increasing opportunities to learn requires that educators at all
levels operate with belief that all students can learn, focus on ensuring that
all students have access to high-quality instruction, challenging curriculum,
exciting extracurricular opportunities and the differentiated supports and
enrichment opportunities necessary to support student success at continually
increasing levels.

To
provide access and equity requires all stakeholders to monitor the extent to
which all students have access to challenging mathematics curriculum taught by
skilled and effective teachers who differentiate instruction as needed, monitor
student progress and make needed accommodations, and offer remediation or
additional challenges when appropriate. To do this effectively, teachers
must work collaboratively with others educators, including special education,
gifted education, and ELL teachers, to ensure that all students have the
support needed to maximize their success in the mathematics classroom. In
addition, teachers need to collaborate with colleagues to implement the effective
teaching practices to promote a growth mindset in their classrooms and school.

Districts
and schools must review policies to ensure that systemic practices are not
disadvantaging a particular group of students based on assumed stereotypes.
This should include a review of the use and impact of tracking, protocols for
student placement in mathematics, regular opportunities for both remediation
and enrichment, and student outcomes, including persistence within the PreK-12 mathematics
pipeline over time.