Rand兰德：2026年以成绩较低和较高学生为主的班级中的中学数学教学-美国教师小组的见解报告（英文版）

Most secondary mathematics teachers that we interviewed described school policies for assigning students to mathematics courses primarily based on assessment or course-grade data. ■ Supplementing or modifying curriculum is common practice, but teachers of lower-achieving students described simplifying the content, whereas teachers of higher-achieving students complexified it. ■ Secondary mathematics teachers of both lower- and higher-achieving students described prioritizing student engagemen