It appears that the current (2020 publications) movement in math education, as documented on position papers from NCSM and NCTM, emphasizes equity or social justice, and expressly sets as an objective eliminating ability grouping prior to 11th grade.
https://www.nctm.org/change/ (2020)
https://www.mathedleadership.org/docs/resources/positionpapers/NCSMPositionPaper19.pdf (2020)
https://www.todos-math.org/assets/docs2016/2016Enews/3.pospaper16_wtodos_8pp.pdf (2016)
On a bit of an off note, one of the documents contrasts White and Asian-American students with "students of color". I am pretty sure that most Asian-Americans would not describe their holistic experience as that of White privilege, especially over the past year.
"Tracking is a form of de facto segregation as students in higher tracks have historically been predominantly White or Asian American from affluent families, whereas students in lower tracks have been primarily students of color and students who are economically disadvantaged." -- NCSM
