This brief summarizes results from a study on the experience of inter-sector math misalignment (ISMM), when students who were deemed "college-ready" by high school standards were placed in developmental courses upon enrolling in a local community college. Given that racially minoritized students are more likely to be placed into developmental education courses and report being questioned about their abilities in those courses, they may experience more negative effects of being placed into developmental courses when they are actually college-ready. This study explores the equity cost of math misalignment by examining whether it is especially detrimental for these college-ready students to begin college in developmental math courses. Overall, results show that even for students considered "college-ready" by their high school achievements, many were placed into developmental math courses once they enrolled in community college. And while results show that math misalignment is high overall, it is especially high for Black and Latina/o/x students. Subsequent analysis shows negative effects on student outcomes, with students that experienced math misalignment much less likely to complete transfer-level math and earn college credits compared to similar students who were placed into transfer-level math. Furthermore, Black students who experienced misalignment were particularly harmed and earned fewer total units compared to their similar White peers. [The full version of this paper can be found in "The Journal of Higher Education."]