The COVID-19 pandemic plunged education communities into an emergency mode of operation and challenged the pedagogic core of education. Schools across America suddenly lost access to everything essential to their daily educational practices, including face-to-face interactions with students. School administrators scrambled to devise remote learning plans, only to find those plans woefully susceptible to erupting inequities. As schools move into a recovery mode of teaching and learning, educators and policymakers have an opportunity to reimagine interventions to abate and negate learning losses.