A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.
Rochelle Gutiérrez, University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820; email@example.com