■ Small high schools, high schools in rural areas, and high schools that mostly serve students from historically marginalized populations offer fewer opportunities for students to take advanced math.

■ Uneven access to advanced math courses starts before high school with uneven access to algebra I.

■ Math teachers in high-poverty schools reported skipping standards-aligned content more frequently and were more likely to replace what they skipped with content from prior grade levels compared with teachers in low-poverty schools.

■ A large proportion of math teachers were not able to devote as much time as they would have liked to math instruction in the 2021–2022 school year. Nearly half said they needed more support for delivering high-quality math instruction.