Students are tracked (into courses/pathways and within the classroom).
This is a sign of white supremacy in their view.
See this PDF:
https://equitablemath.org/wp-content/uploads/sites/2/2020/11...
> Administrators should examine programs and policies and how white supremacy impacts student outcomes (e.g., tracking, course selection, intervention rosters).
> White supremacy culture shows up in math classrooms when... Students are tracked
I interpreted this to mean that tracking is (like course selection) a student outcome that can be impacted by "white supremacy culture", not that tracking is, inherently and unavoidably, a sign of white supremacy. If there's burglars around, unlocked doors are usually correlated with burglary; that doesn't mean you can't leave your doors unlocked, but you're going to want to be careful about it. Similarly, if you live in a society with pervasive racism (read: most societies), it's possible to track students in a way that doesn't reinforce those racist trends, but probably only if you're careful about it.
I think I probably agree with you that "white supremacy culture" is, as a term, perhaps more aggressive than it needs to be. Not being deeply embedded in this debate, I'd assume it's going to turn off more people who hear it, think "I'm not a klansman, so this isn't something I need to address" than it will engage people who think racism is bad but haven't considered how their own (probably unexamined) practices are leading to outcomes they don't want.
If you told me that math education professionals were a fundamental cornerstone of an oppressive culture, I would sign on immediately. But you have to be aware that it is exactly that cadre of professionals that are offering up the recommended changes.
Under the Common Core, children in middle school who are ready for Algebra may opt for Algebra, and children who benefit from a delay may opt for a delay — but this is viewed by Equitable Math as sustaining White Supremacy in math education.
But that's not what's happening, so, again, what does that have to do with the actual changes being made?
If no to both, it does seem an awful lot like invoking the motivations of some of the people involved as a boogeyman rather than making an argument about the final recommendations themselves.
For schools under the Equitable Math proposals, the goal will be that for any given grade level, all children will be at the same level up until their last year. The explicitly stated reasoning by the program authors is that alternative tracks in math are a form of disparity which promotes White Supremacy. Will this in fact be the final final proposal? That is what is under debate right now.