It is estimated that, on average, students will have suffered a 30 to 40 percent learning loss due to the disruption in face-to-face learning caused by COVID-19. This assessment is alarming for any student but is even more troubling when one considers the persistent performance trends for students of color, students with disabilities, and students who are English learners. A 40 percent learning loss for the most vulnerable students coupled with meager achievement in a normal school year will turn the achievement gap into a chasm. The National School Boards Association (NSBA) recognizes that based on factors including but not limited to disability, race, ethnicity, and socioeconomic status, students are deprived of equitable educational opportunities. Operating with an equity lens empowers school board members to intentionally allocate resources, instruction, and opportunities according to need, requiring that discriminatory practices, prejudices, and beliefs be identified and eradicated. School board members have the positioning and power to employ the key levers to create more equitable outcomes: (1) Ensuring equity in school funding; (2) Ensuring access to high-quality and high-level curriculum; (3) Ensuring access to effective teachers; (4) Ensuring safe and supportive school climates; and (5) Fostering meaningful community engagement. This guide will explore how school board members can set the tone and create policy to influence operations in each of these areas so that all students receive the resources they need to graduate prepared for success after high school. [This is a publication by NSBA's DIRE (Dismantling Institutional Racism in Education) Initiative and the Center for Safe Schools. For "Reimagining School Board Leadership: Actions for Equity. Supplemental Guide. Starting the Conversation," see ED626159.]