This study measured the impact of race and gender on merit in placement in the advanced mathematics track at the beginning of 6th grade and is a middle school replication of Stone's (1995) research on high school math placement. The placement process was meritocratic if neither race nor gender nor their combination impacted student placement in the advanced track. The sample for this study included 51,413 9th grade students in 2010-11 from across the state of North Carolina who had a 70% or better projection for success in algebra I in 8th grade as they entered 6th grade in 2007-08. Success was defined as scoring level III or IV on the North Carolina End of Course test. A logistic regression model was used to analyze the data. Data analysis revealed that, after controlling for prior achievement, race was a significant factor. Asian, Black, Hispanic and Multi-Racial students had greater odds of being placed in the advanced track than White students, while American Indian students had lesser odds compared to White students. In addition, gender was also a significant factor in the placement of students in the advanced track in middle school, with the odds of female students being placed in the advanced track greater than for male students. Therefore, the mathematics placement process was not based on merit alone. The findings of this study complicate previous literature that suggests minority students have less access to rigorous curriculum in schools. An additional logistic regression was completed without controlling for prior achievement, demonstrating that odds of all races other than Asian being placed in the advanced mathematics track in middle school were lower than for White students. These results together suggest meritocracy does not exist in mathematics placement, with demographic factors such as race and gender influencing placement in varied ways. Recommendations for education leaders include a need to understand issues related to meritocratic fairness in the mathematics placement process and to actively work to eliminate achievement gaps that impact preparation for rigorous opportunities for students.