And critically, it seems likely that this will have disparate impact on access to appropriate instruction particularly for highly capable learners from disadvantaged homes, who will not be as well resourced to learn math outside of public school.
Thus amplifying disproportionality, rather than reducing it.
Not feeding a child's strengths has long-lasting, often irremediable effects. I am still haunted by the student I had many years ago who was convinced after years of (I hope) inadvertent school messaging that they were not academic, not college-bound, and really only good enough for minimally-skilled labor. The revelation in tenth grade that this severely dyslexic young person was also in the 99th %ile for math (even after lack of access to any advanced work for all of elementary and middle school) propelled the school-based team to pour resources into opening up new possibilities for them, but sadly, came too late to convince the student personally.
