In August 2026 the Office for Civil Rights (OCR) released the 2023–24 Civil Rights Data Collection, the mandatory biennial survey of all public schools and districts in the United States. It includes data from 97,094 schools and reports enrollment, course access, discipline, and several other topics, each disaggregated by race, sex, disability and English-learner status. We described the release itself, and what it gained and lost as a measuring instrument, in a first brief. This brief includes early findings related to coursework, discipline and the educator workforce. We primarily compare the collection with the 2021–22 release of last year, using a harmonized file[1] that puts the two data collections on comparable terms. Additionally, we contextualize the enrollment figures in the longer CRDC series since 2011–12.

Calculus is a core part of many college-going students’ high school experiences and may also be important for higher educational opportunities. Many students take it in high school as part of required or advanced-level coursework, especially in STEM-related fields or for K-12 students aiming to pursue a STEM-related field. Several factors hinder the ability for students to access quality calculus courses, such as their district and/or school offering few, if any, courses. Within schools, there might also be structures or practices impeding access to calculus and therefore affect whether students enroll in calculus if their school offers it. Equitably increasing student access to quality math, and specifically calculus, courses can help prepare students for the postsecondary life with the skills they need to succeed, whatever their own personal success looks like.