The terms equity, inclusion, diversity, and belonging, often present an assumption that the dialogue will center around school climate, culture, and psychological safety. While these are critical components of equitable practices, the educational process of providing sound academic instruction and assessment cannot be lost in the conversation. Fundamental academic subject matter related to literacy, science, social studies, and mathematics create pathways for college and career readiness. This article is the third of a series of articles appearing in "Communiqué" about how school psychologists can adopt and promote evidence-based practices in math assessment and instruction. The focus of this article is on the social responsibility of effective mathematics practices to ensure access, opportunity, and inclusion for all learners. [For the first article in the series "The Science of Math and Class-Wide Math Intervention," see EJ1317732. For the second article in the series "The Science of Math: The Importance of Mastery Measures and the Quest for a General Outcome Measure," see EJ1322824.]