The purpose of this special issue of the Peabody Journal of Education is to help bring issues of equity to the fore of the current mathematics education reform movement. Over the past decade, we have been inundated with studies, reports, and policy initiatives based on the belief that the American educational system is in crisis. A main focus of that concern has revolved around the teaching of school mathematics. We agree with many of the concerns that underlie calls for reform and note that public education has undergone similar periods of crisis and reform at least since the formation of the common school in the late 1800s. Yet mathematics educators should be concerned that issues of
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Secada et al. (1989) studied this question.