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Enacting equitable teaching practices and sustaining those practices continue to be challenges in most high schools (National Council of Teachers of Mathematics, 2018), particularly in an era of high-stakes testing. Just one year after Boaler and Staples (2008) reported on the successes of "Railside High," where equitable teaching practices resulted in improved mathematics achievement, those signature practices had all but disappeared (Louie & Nasir, 2014). This paper discusses the outcomes and implications of enacting equitable teaching practices at a school demographically similar to Railside. Unlike Railside, however, equitable practices were adopted as an explicit strategy for improving student achievement, demonstrating through this process how university consultants and school personnel can collaborate to make mathematics accessible and equitable for all students.

This paper discusses the implementation and evaluation of an innovative professional development program that supported 8th grade mathematics teachers in designing learning activities that assisted students in developing a conceptual understanding of mathematics. Funded by an Investing in Innovation (i3) grant from the U.S. Department of Education, the Collaboration Resulting in Educators Applying Technology Effectively (CREATE) Project assembled teams of teachers to work with their coaches to create dynamic and interactive learning aimed at helping students make sense of mathematics rather than simply practice procedures. As a result, student achievement was positively affected while participating teachers developed their capacity to address the learning needs of their students. Coaching was also examined in a parallel study to explore how the role of trust affected the work of the participating teachers.