Head Start programs in many of the states with higher rates of children living in poverty have received less per-child funding allocations than programs in states with lower rates of children living in poverty for years. Further, the educators who teach these children are vastly underpaid, and their pay is also inequitable among states and regions. This study draws on current data to better identify inequities in Head Start and propose specific policy changes to address these inequities. Specifically, this study shows the need to update the current Head Start base funding formula and allocation method based on changes in the definition of poverty and the number and location of eligible children. The study also highlights the need for more equitable Head Start teacher salaries and program resources. Head Start has had a significant and measurable impact on children and families in its nearly 60 years of the program, and the authors of this report are dedicated to its value. The report intends to help strengthen the program and provide even more children and families with a true, more equitable Head Start.