The problem with detracking is that it often requires additional resources to make it work. Struggling students need extra supports, and they need to be motivated enough to benefit from it. Otherwise, it can potentially lead to dragging the entire class down. It's by no means a no-brainer slam dunk.

Chicago tried detracking in the late 90s/early 2000s, and it led to fewer students matriculating into college.

https://www.edweek.org/leadership/devil-is-in-the-details-when-it-comes-to-tracking-detracking/2014/03

"In the wake of that policy change, low-achieving students were more likely to fail 9th grade math and, eventually, less likely to graduate from high school. They were no more likely to attend college. In the meantime, higher-achieving students’ test scores declined, in part, the researchers suggested, because struggling and unsupported lower-achieving peers were slowing down the class. The high achievers were also less likely to go on to take advanced math, which may have helped explain why they were also less likely to attend college. One reason was that schools often lacked the capacity to both offer higher-level courses and also accommodate the curricular changes, which extended well beyond algebra-for-all in that they raised basic graduation requirements in all core subjects, Consortium director and brief co-author Elaine Allensworth said.

'It’s kind of a depressing story,' Allensworth said . 'The whole intention was to get more students able to go to college.'"

You can't just mix a bunch of students together and hope it works.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

I'm not an equity "proponent" - I only speak for myself. I support clustering with extensions (available to all) through elementary school maybe up to middle school/6th or 7th. Alternate math paths opening up in 7th or 8th. No tracking.

But that's what the rest of us want? I want clustering! What I don't want is kids stuck in remedial classes because a few kids in the class are behind. How is this different than what people want?

Equity to me means that higher tracks are open and available to anyone (not just those whose parents pay for IQ testing or whose counselors recommend them). If the kids can't do the rigor of the work, they will be weeded out and returned to regular classes.

Clustering occurs in heterogenous classes. You may have a slightly larger group of advanced students in a clustered class, but the teacher still faces the same pressures to teach to the middle of the class and still has to ensure that struggling kids learn the concepts. There's still the same bias to spend less time with kids that get the concept irrespective of whether there's a few more advanced kids in the class or not. Provision of advanced content is dependent on how good at differentiating the teacher is and that's a tough skill for anyone to master.

Anonymous wrote:There is no distinction between a “honors” class and a regular class. Both cover the same material. The class is named differently to segregate kids. Colleges don’t care or even look at “honors class” crap. You want to take a higher level class - take a higher level class. Don’t call it “honors” and pretend it’s somehow different than the regular class.

Yes they do. Some colleges even give honors, AP, and dual enrollment classes the same weight for calculating your GPA.

Anonymous wrote:There is no distinction between a “honors” class and a regular class. Both cover the same material. The class is named differently to segregate kids. Colleges don’t care or even look at “honors class” crap. You want to take a higher level class - take a higher level class. Don’t call it “honors” and pretend it’s somehow different than the regular class.

Yes they do. Some colleges even give honors, AP, and dual enrollment classes the same weight for calculating your GPA.

There is no distinction between a “honors” class and a regular class. Both cover the same material. The class is named differently to segregate kids. Colleges don’t care or even look at “honors class” crap. You want to take a higher level class - take a higher level class. Don’t call it “honors” and pretend it’s somehow different than the regular class.

Anonymous wrote:
Equity to me means that higher tracks are open and available to anyone (not just those whose parents pay for IQ testing or whose counselors recommend them). If the kids can't do the rigor of the work, they will be weeded out and returned to regular classes.

That's not what equity means for the people pushing equity initiatives.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

I'm not an equity "proponent" - I only speak for myself. I support clustering with extensions (available to all) through elementary school maybe up to middle school/6th or 7th. Alternate math paths opening up in 7th or 8th. No tracking.

But that's what the rest of us want? I want clustering! What I don't want is kids stuck in remedial classes because a few kids in the class are behind. How is this different than what people want?

Equity to me means that higher tracks are open and available to anyone (not just those whose parents pay for IQ testing or whose counselors recommend them). If the kids can't do the rigor of the work, they will be weeded out and returned to regular classes.

This is what Loudoun tried in MS and HS. Made honors classes available to anyone who reguested to be put in honors, no teacher approval required. All it did was water down the honors curriculum and now many years later they have decided (surprise!) that there is no need for honors/gen ed distinction and EVERYONE can just take the same level everything! (except Math.) Which effectively makes every class remedial. Isn't progress great?

FCPS has had open honors for many years in MS and HS. Sign up for whatever you want.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

I'm not an equity "proponent" - I only speak for myself. I support clustering with extensions (available to all) through elementary school maybe up to middle school/6th or 7th. Alternate math paths opening up in 7th or 8th. No tracking.

But that's what the rest of us want? I want clustering! What I don't want is kids stuck in remedial classes because a few kids in the class are behind. How is this different than what people want?

Equity to me means that higher tracks are open and available to anyone (not just those whose parents pay for IQ testing or whose counselors recommend them). If the kids can't do the rigor of the work, they will be weeded out and returned to regular classes.

This is what Loudoun tried in MS and HS. Made honors classes available to anyone who reguested to be put in honors, no teacher approval required. All it did was water down the honors curriculum and now many years later they have decided (surprise!) that there is no need for honors/gen ed distinction and EVERYONE can just take the same level everything! (except Math.) Which effectively makes every class remedial. Isn't progress great?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

I'm not an equity "proponent" - I only speak for myself. I support clustering with extensions (available to all) through elementary school maybe up to middle school/6th or 7th. Alternate math paths opening up in 7th or 8th. No tracking.

But that's what the rest of us want? I want clustering! What I don't want is kids stuck in remedial classes because a few kids in the class are behind. How is this different than what people want?

Equity to me means that higher tracks are open and available to anyone (not just those whose parents pay for IQ testing or whose counselors recommend them). If the kids can't do the rigor of the work, they will be weeded out and returned to regular classes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

I'm not an equity "proponent" - I only speak for myself. I support clustering with extensions (available to all) through elementary school maybe up to middle school/6th or 7th. Alternate math paths opening up in 7th or 8th. No tracking.

What does Clustering mean here? Grouping students based on ability to understand and solve math problem? How it is different from Tracking?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

The way its popularizers do - finishing even vs. starting even

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

I'm not an equity "proponent" - I only speak for myself. I support clustering with extensions (available to all) through elementary school maybe up to middle school/6th or 7th. Alternate math paths opening up in 7th or 8th. No tracking.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?

Im just trying to understand if having multiple tracks of math would be equitable for people who are proponents of equity. I support differentiation and tracking. Not sure if that fits into the pro-equity viewpoint or not.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

I think it's fine for school districts to accelerate kids as they deem necessary. Alg 1 in 7,8,9 is reasonable for the DC area. I prefer clustering and extensions over tracking.

But is it equitable for school districts to accelerate kids in that 7,8,9 model?

How do you define "equitable"? What is your goal?

to pull people down so some others don't feel as bad. #equity

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Parents should be pushing the school board and administrators on this.
Loudoun implemented VMPI early, eliminated 6th grade algebra, and had staff that wanted to eliminate 6th grade prealgebra.
Nevertheless, with parental pressure, 6th grade algebra was reinstated for 2022-2023.

Fairfax has I think Tina Mazzacane handling math curriculum, and she is on record wanting to eliminate different math tracks.
She instead wants to settle on algebra in 8th grade is advanced, so they are actually making math class tougher by putting everyone in this class.

Yep I think E3 will look to remove a path to 7th grade algebra while all the other efforts push to bring everyone to 8th grade Algebra. I just dont see how the equity police will stop there. AAP will be next.

More BS and speculation from the "anti-equity" people.

Do you think it is equitable to have three different Algebra entry points (7,8,9) that results in varying Math outcomes for HS students?

The Algebra entry point aren't the cause of different math outcomes, they're a symptom. Assuming your answer to your question is no, wouldn't you also answer "no" to these questions:
Do you think it's equitable to have multiple different senior year math classes (basic/remedial math, normal precalc, honors precalc, Calc AB, Calc BC) that result in varying math outcomes for undergrad students?
Do you think it's equitable to have different degrees that result in varying career outcomes for college graduates?
Do you think it's equitable to have different careers that result in varying income options for employees?

If you want to see what your version of "equity" looks like in practice, I suggest you go read Harrison Bergeron by Kurt Vonnegut

Of course those varying results in senior year, career, and income arent equitable.

Good. The kids aren't equal in smarts or effort or skills either. No one is. I hope we never have "equity" - it would be evil.

How exactly are you defining "equity" here?