I took algebra I in the summer between 6th and 7th grade. That allowed me to take geometry in 7th grade, algebra II trig in 8th grade, pre-calc in 9th grade, AP calculus in 10th grade and then IB high math in 11th and 12th grade.
I credit my public, magnet school with giving me a huge leg up in life. All of my peers were middle class, yet a focus on lifting us up, accelerating our education, and challenging us helped me become the successful person I am today.
In contrast, my life almost took a severely different and worse path in elementary school when I was sent to the principal's office often in kindergarten and second grade for distracting the class and causing disturbances.
Thankfully my first grade teacher realized the root cause -- I had already learned the material quickly and was bored and thus distracting others. So she gave me more advanced novels and books to keep me stimulated and learning. If instead I would have had a teacher force me to slow down to the rest of the class, I likely would have ended up suspended and a delinquent.
This holding everyone to the slowest standard in the name of equity is actually very inequitable. It forces children with ADHD like myself to end up as failures instead of recognizing neurodiversity and helping each child succeed in the manner best for him or her.