There is a long-documented problem of inequalities in mathematics education across the United States and in other countries around the world. Previous research suggests socioeconomic status, or SES, and race play a role — but to what extent and how? Research from Michigan State University scholars answers these questions. 

“This study yielded astoundingly interesting results,” said lead author and University Distinguished Professor William Schmidt. “Many scholars who examine curriculum policy and inequalities in mathematics performance conduct research on race and socioeconomic status, treated as two separate variables. This study, however, analyzed them both as separate entities and as a combined single variable, which led to distinctly different conclusions.”

The research — published in the May 2024 issue of ZDM – Mathematics Education — explored 17 variables from six national data sets to identify the relationship of race and SES to student performance. The scale of the data sets, Schmidt notes, is rarely available in education research. While other scholars have examined pieces and parts of the data, few have analyzed such a broad sweep of the educational system.