Given the evidence of positive effects on students of having at least one teacher who shares their race or ethnicity, state boards of education, other state policymakers, and school leaders need to recognize teachers' race and ethnicity as markers of teacher quality. Whether purposefully or not, education systems have long defined teacher quality based on what is best for White students. Asserting that diversity is a dimension of quality can disrupt practices that privilege one group of students over another and can level the playing field for teachers and students of color, who stand to benefit most from a diverse teaching force. By explicitly equating diversity with quality, state policymakers can affirm the unique benefits of racially diverse teachers and implicitly elevate diversity as an objective unto itself. This article looks at teacher diversity and student success.