This article discusses the issue of equity in standards-based elementary mathematics classrooms. It is argued that while some of the gaps in mathematics achievement have slowly diminished (e.g., differences in mathematics grades and participation rates between girls and boys in K-12 education have decreased), others remain intractable. Other sections in the article discuss the fact that stereotypes begin in the primary grades, solutions in the standards-based classroom, cooperative groups, and inquiry-based learning. (MM)