Test score outcomes continue to be disparate between races. Districts continue to face uneven funding with so-called urban districts receiving less than their so-called suburban counterparts (Morgan & Amerikaner, 2018). Students with diagnosed disabilities, those whose families are experiencing measures of economic distress, and those adding English to their language repertoire continue to experience school differently than their white, wealthier peers. Such inequities were firmly in place and widely accepted before the COVID-19 pandemic, but once schools were forced to switch to remote learning, these inequities exploded, taking center stage in conversations across the country. Tanji Reed Marshall, the guest editor of this issue of "Learning Professional" looks at what it will take to achieve educational equity.