And curiously, a parallel yet also different movement at the post-secondary level:
https://dcmathpathways.org/sites/default/files/resources/2019-03/CaseforMathPathways_20190313.pdfed.gov review of the research on above:
https://ies.ed.gov/ncee/wwc/InterventionReport/718While secondary schools are moving toward "math pathways" that create greater uniformity in math education, delay advanced work, and limit the ceiling on achievement, post-secondary institutions (mainly community colleges) are moving toward "math pathways" that sort students into tracks ("pathways") by individual needs/goals, pair higher expectations with co-requisite support classes, and encourage accelerated coursework.
Not incidentally, the gateway math course that is such an obstacle at the post-secondary level is college algebra--aka algebra II/trig. IOW, students have been stuck in developmental/remedial math classes in college in large part because of the failure of the previous 12 years of education. It should not be a revolutionary suggestion that the most effective way to increase math/STEM achievement among all populations is to improve math instruction in elementary school. Most teachers in states with mandated teacher testing have to pass a literacy test, but not a math test. Says something about how we value math education...
ETA: if the thought is that this is off-topic, I can move it to its own thread.
