Bol, Linda and Robert Q. Berry III
Project MUSE
The High School Journal, April/May 2005
“Secondary Mathematics Teachers’ Perceptions of the Achievement Gap”
This report aims to understand teachers’ perception of the reasons behind the achievement gap. The majority of mathematics secondary teachers attribute the achievement gap to inherent student characteristics. However, most postsecondary mathematics educators rest the blame on curriculum and instruction. Teachers’ professional development, curricular changes, community building and more equitable policies are suggested to remedy the situation.

Carey, Kevin
Education Sector
“High Schools Failing to Prepare Many College-Bound Students for Science Careers”
This article recommends raising the bar for high schools’ math courses to increase the number of students graduating from the fields of science, technology, engineering and mathematics in college and thereby preparing more students for science careers.

Carnevale, Anthony P. and Donna M. Desrochers
"The Democratization of Mathematics"
Globalization in an increasingly knowledge-based economy demands that mathematics be taught not only in abstraction but also as a way to teach people how to think. The article argues for the democratization of mathematics to make it accessible, practical and relevant to the needs of our highly complex and sophisticated society.

Gamoran, Adam and Eileen C. Hannigan
JSTOR: The Scholarly Journal Archive
Educational Evaluation and Policy Analysis, Autumn 2000, Vol. 22, No. 3, pp. 241–254
“Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students with Diverse Abilities in Early Secondary School”
This report presents new evidence of the benefits of college-preparatory mathematics, particularly algebra, for students with disparate level of competencies. Algebra is beneficial for all students, although its benefits are smaller for students with very low prior achievement.

Kress, Helen M.
American Secondary Education, Fall 2005, Vol. 34, No. 1, pp. 48–56
“Math as a Civil Right: Social and Cultural Perspectives on Teaching and Teacher Education”
The author seeks to reinvent social and cultural paradigms that view mathematics as a “new” civil right to unlock learners’ future in the search for better opportunities. These paradigms also need to be applied to encourage prospective teachers to be literate in mathematics for middle and high school grades regardless of their teaching subjects.

Public Policy Institute of California
Issue 48, July 2001
“Higher Math in High School Means Higher Earnings Later”
This research extrapolates the relationship between higher mathematics course and higher future earnings. Advanced mathematics increases college graduation rates and positively affects future earnings by sharpening direct and indirect cognitive learning skills. Equal opportunity to take advanced mathematics and an incentive for all students to do so must be put in place.

Roach, Ronald
Diverse Issues in Higher Education, March 9, 2006, Vol. 23, No. 2, pp. 24–27
“Under Construction: Building the Engineering Pipeline”
This article narrates problems and poses some initiatives to raise minority student retention and graduation rates in the field of engineering.

Rousseau, Celia K. and Angiline Powell
Project MUSE
The High School Journal, April/May 2005
“Understanding the Significance of Context: A Framework to Examine Equity and Reform in Secondary Mathematics”
This article outlines a contextual framework for secondary mathematics reform that includes time and quality in ensuring the equity of the reform. It stresses the importance of understanding and addressing systemic constraints in reform implementation that vary according to its context.

Thompson, LaTasha R. and Bradford F. Lewis
Project MUSE
The High School Journal, April/May 2005
“Shooting for the Stars: A Case Study of the Mathematics Achievement and Career Attainment of an African American Male High School Student”
This study identifies key themes to clarify current misunderstanding of African American male students’ mathematics achievement and career attainment. The research is based on a case study of Malik Williams, a black student who demythologizes his racial stereotype.