Effective teachers can have a significant impact on student success; unfortunately, low-income students, students of color, English learners, and students with disabilities are more likely to be assigned to unqualified, less experienced, and less effective teachers. Inequitable access to effective educators is one contributing factor that reinforces achievement gaps for disadvantaged students. Defining, calculating, and addressing equity gaps includes the following four policy decisions: (1) Define "ineffective," "inexperienced," and "out-of-field" teachers; (2) Design comparison groups and decide on levels of analysis; (3) Define what constitutes an "equity gap" and set targets; and (4) Decide what to require from identified districts with identified equity gaps and how to support them. This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) provides a resource to states based on the GTL Center's extensive experience supporting states in their design and implementation of equitable access plans, and is focused on the four sequential decision points. This brief can guide states as they work to revise and strengthen existing plans by leveraging lessons learned. State education agencies can use this brief to: (1) Guide and inform equitable access planning and implementation; (2) Explore examples of state-level initial equity planning and results reporting; and (3) Consider ways to support districts.