Originally Posted by aeh
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.
Yes, IMO, these families need to be identified, assured of ongoing support from the community, and encouraged to use their voice to advocate for their children and against the non-acceleration plan. The non-acceleration plan appears to be based on overall statistics... which do not apply to individuals... applying aggregated statistics to individuals is a form of stereotyping and/or racism.