Abstract
Math class often acts as a barrier to higher education and high school completion for students, especially those from marginalized populations. A significant emphasis is placed on arbitrary standards that have little personal or life relevance to students. This mixed methods study examines high school math teachers’ beliefs and perspectives in regard to the relevance and equity of Common Core State Standards (CCSS) in Mathematics and school math in general. The study seeks to understand the relevance and equity of school math today from the perspective of those who teach it. Findings suggest that math teachers’ perspectives vary widely but that many see a need to update high school math standards to be more culturally relevant with a move towards numeracy, data literacy, and direct application. Education, especially mathematics education, must more towards creating equitable learning environments and providing content standards that are meaningful and relevant for students from marginalized populations.