Initiatives to modernize mathematics pathways through high school and college have opened up new opportunities for students to deepen their quantitative literacy skills in ways that are relevant to their educational and career interests. New pathways in areas such as statistics, data science, and quantitative reasoning--together with postsecondary reforms to ensure access to college-level¹ courses--can contribute to equitable math outcomes, but only if they are implemented in ways that focus on equity. In particular, they need to be designed intentionally: Rather than reinforcing traditional patterns of tracking, they need to attract historically excluded groups into STEM and other lucrative majors, such as business and economics, that require calculus. "Solving for Equity in Practice" examines implementation of new math policies in California colleges and universities to delve more deeply into understanding how college and university professionals think about and address the equity implications of redesigned math pathways. The goal is to ensure that students have access to college-level math courses, including those that prepare them to enter STEM fields. Based on conversations with 27 college professionals and 50 students at six institutions, this report is organized by four strategies: (1) Using inclusive notions of rigor and relevance in the design of math pathways; (2) Replacing prerequisite remedial courses with corequisite courses and other forms of embedded support; (3) Institutionalizing practices that foster students' math identity and sense of belonging; and (4) Actively recruiting and providing support for Black, Latinx, and other historically excluded students to enroll and succeed in STEM pathways.