“The Math Revolution”, The Atlantic, March 2016


“Students who show an inclination toward math need additional math opportunities—and a chance to be around other math enthusiasts—in the same way that a kid adept with a soccer ball might eventually need to join a traveling team. And earlier is better than later: The subject is relentlessly sequential and hierarchical. “If you wait until high school to attempt to produce accelerated math learners,” Loh told me, “the latecomers will find themselves missing too much foundational thinking and will struggle, with only four short years before college, to catch up.” These days, it is a rare student who can move from being “good at math” in a regular public high school to finding a place in the advanced-math community…”



“…The ratio of rich math whizzes to poor ones […] In the U.S., it is 8 to 1. And while the proportion of American students scoring at advanced levels in math is rising, those gains are almost entirely limited to the children of the highly educated, and largely exclude the children of the poor. By the end of high school, the percentage of low-income advanced-math learners rounds to zero.”