High school math pathways have historically filtered many black and Latino students out of STEM opportunities, so some districts are redesigning their math course sequences and offerings to create multiple options to prepare all students regardless of what field they are pursuing, according to a new report from Just Equations, a project of the nonprofit Opportunity Institute, which analyzes and advocates for equity in education. The report highlights how districts such as Escondido Unified have removed practices that they discovered where limiting opportunities for black and Latino students, such as math tracking, which divides and places students into different math course sequences based on their previous performance.