When defining equity, Gutierrez includes access and achievement (which have tended to dominate recent reform efforts) but also introduces identity and power in order to center equity around the experience of the child. While providing students with access to high standards and high-quality problems has been the focus of mathematics reform for many years, we strive to go beyond definitions of mathematics content and work to enhance student voice, identity and ownership of the mathematics classroom as equal vehicles for student achievement.

2Partner, districts and schools can increase student achievement by increasing the quality of the mathematics experience for the child by improving the quality of teaching while employing practices that empower, engage, and develop the identity of our students as capable mathematicians.