This brief focuses on the important role that math requirements contribute to inequity in access to college, in particular the value placed on calculus, even though it is not an essential course for students who are seeking non-STEM degrees. The boost earned by students who are fortunate enough to have access to calculus, a benefit unequally distributed across our high schools, is problematic. In this paper, the authors offer alternative approaches to ensure course requirements make sense for students given their higher education goals and for limiting the impact of one math course that is not essential for all students. [This brief was co-produced by Just Equations. Eileen and Harold Brown provided additional funding for this series of briefs.]