The Equity Principle demands that high expectations for mathematics learning be communicated in words and deeds to all students. Teachers communicate expectations in their interactions with students during classroom instruction, through their comments on students' papers, when assigning students to instructional groups, through the presence or absence of consistent support for students who are striving for high levels of attainment, and in their contacts with significant adults in a student's life. These actions, along with decisions and actions taken outside the classroom to assign students to different classes or curricula, also determine students' opportunities to learn and influence students' beliefs about their own abilities to succeed in mathematics. Schools have an obligation to ensure that all students participate in a strong instructional program that supports their mathematics learning. High expectations can be achieved in part with instructional programs that are interesting for students and help them see the importance and utility of continued mathematical study for their own futures.
Equity requires accommodating differences to help everyone learn mathematics.
Higher expectations are necessary, but they are not sufficient to accomplish the goal of an equitable school mathematics education for all students. All students should have access to an excellent and equitable mathematics program that provides solid support for their learning and is responsive to their prior knowledge, intellectual strengths, and personal interests. Some students may need further assistance to meet high mathematics expectations. Students who are not native speakers of English, for instance, may need special attention to allow them to participate fully in classroom discussions. Some of these students may also need assessment accommodations.