Access to the college readiness curriculum has become a civil rights issue. Social class continues to impact those underrepresented on college campuses. This dissertation study aims to gain foundational knowledge that can be used to take action by developing recommendations that support a culture in which students from an economically disadvantaged background who need acceleration instead of remediation in Mathematics are supported. Access to and success in higher-level courses could impact the number of students who complete the New York State Advanced Regents diploma, which requires more mathematics courses. The main reason for this work is to support school districts in ensuring students from economically disadvantaged backgrounds can access foundational courses. The foundational coursework that would support having access to rigorous Math courses help to lay the foundation for college readiness. To understand what is needed to make such recommendations, a dive into ten Western New York school policies, practices, and supports helps identify best practices and gaps in supporting students who are surviving poverty in having access to higher-level mathematics. The main drivers of this work include access to information for families, educator expectations, and systems that impact culture. These drivers ultimately combine to create proactive measures or barriers. This dissertation study cross-references a primary source document review of the board of education policies, school course handbooks, insights from practitioners, and performance data of ten Western New York suburban school districts to gain insights. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]