The Study of Educational Equity in Hawai?i (SEE-HI) explores the relationships between quality and equity variables, focusing on access to licensed mathematics teaching, learning environment, school climate, socioeconomic status, ethnicity, geographic location, math proficiency, and college enrollment in Hawai?i's public schools. Research indicates two mounting problems with K-12 mathematics education in the United States: 1) a lack of qualified teachers and 2) inequities in access to those teachers by students of varying socioeconomic status and ethnicity. SEE-HI examines policy-controlled variables of quality, equity, and access impacting student outcomes in forty-one public high schools in Hawai?i. Equity is the extent to which equal opportunities and access to qualified teaching and resources are achieved. This study uses the Hawai?i Department of Education Databook, School Status and Improvement Reports, Strive HI School Performance Reports, and the Civil Rights Data Collection to analyze access to learning opportunities and the dispersion of educational resources. The study's value is to identify schools serving higher proportions of educationally at-risk students and provide data to inform policymakers, administrators, educators, and parents. In addition, this educational equity study seeks to inform future efforts to improve access to educational opportunities and quality teaching for underserved students, families, and communities in Hawai?i. Regardless of socioeconomic status, ethnic background, or where they live, all children deserve access to quality teaching and equity in education in Hawai?i's public schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]