U.S. students have lost significant learning in mathematics and other subjects since the start of the coronavirus disease 2019 (COVID-19) pandemic in early 2020. The 2022 National Assessment of Educational Progress mathematics scores for students in grades 4 and 8 reflected record declines; the largest decreases were for students experiencing poverty and students of color. The COVID-19 pandemic is just the most recent force widening mathematics achievement gaps. Other obstacles to high-quality mathematics learning for all students include inequitable access to and participation in rigorous mathematics courses, tracking of students in classes based on their achievement level, and inadequate mathematics instructional materials and supports for teachers. To better understand critical gaps in what researchers know to ensure high-quality, equitable mathematics learning for all students, RAND researchers administered the American Mathematics Educator Study (AMES) surveys to a sample of American Educator Panel members in spring 2024. Findings across these surveys are intended to provide insights on critical factors that might influence teachers' mathematics instruction and students' mathematics learning experiences, including teachers' preparation and professional learning resources, students' access to high-quality mathematics learning opportunities from elementary school all the way through college and career pathways in high school, and the obstacles that stand in the way of providing these opportunities to all students (particularly Black, Hispanic, and low-income students). This technical report presents detailed information about the sample, survey instruments, and resultant data for the 2024 AMES surveys.