In the United States, the first course in single-variable calculus is considered tertiary level mathematics. Initially offered in high schools as a means for strong students to do college-level work, it is now taken by over 20% of high school students and perceived to be a prerequisite for admission into selective colleges and universities. This article describes the growth of this phenomenon and its effects on issues of educational equity. Because U.S. schools are funded locally, there is tremendous variation in the availability of calculus instruction in high school, with the most privileged students having the greatest access. This has profound effects on issues of equity because few universities are effectively addressing the vast disparities in student preparation. This article concludes with observations on what can and should be done to ameliorate the strange situation in the United States with regard to calculus.