Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.
Sarah Theule Lubienski, University of Illinois at Urbana-Champaign, 303 Education Building, Champaign, IL 61820; firstname.lastname@example.org