Rand兰德：2024年代数获取、教师和学习经历方面的社会经济和种族差异报告（英文版）

Using nationally representative survey data from the American Mathematics Educator Study, this paper provides insight into the differences in mathematics educational experiences of students in 8th and 9th grade—the time in which most students are exposed to algebra. We explore these differences along racial/ethnic and socioeconomic lines and find several ways in which students in schools serving greater proportions of low-income students or Black/Hispanic students have less access to a high q