Equity in Mathematics: Dismantling Opportunity Gaps for 8th Grade Math Students in a Large Suburban School District

Abstract

Maplewood School District, a large suburban district committed to educational equity, continues to face persistent disparities in mathematics achievement. This capstone project examines how systemic practices, specifically math tracking, teacher placement, and educator mindsets, contribute to the underrepresentation of minoritized students in 8th-grade Algebra I. Using a mixed methods design, the study integrates three years of enrollment and state assessment data with surveys and interviews to explore these structural inequities. Findings reveal that both tracking practices and teacher perceptions significantly influence placement outcomes, with marked disparities in access to rigorous instruction for minoritized students.