Since President Obama declared college completion a national priority, many states have set ambitious goals to increase college-going and degree completion. But as was suggested in an earlier "Change" article, "We Have Goals, Now What?" (November/December 2012), this is only the first stage of reform. For states to reach those goals will require difficult policy and institutional change over a long period of time. The kind of deep change implied by ambitious completion goals consists of two imperatives that the authors find largely missing from state efforts to improve the performance of higher education. First, states must make equity an explicit goal of their postsecondary completion and attainment agendas. Second, they must find ways to engage faculty and other practitioners in establishing the goals, priorities, and strategies of the postsecondary attainment agenda. To show how these two imperatives--incorporating equity and engaging campus practitioners--can be implemented as core features of state completion agendas, the authors describe the Equity in Excellence project--a collaborative effort of the Western Interstate Commission for Higher Education (WICHE) and the Center for Urban Education (CUE) at the University of Southern California (USC), with support from the Bill & Melinda Gates and Ford Foundations. In this initiative, they engaged state policy leaders and institution-level teams of practitioners in an inquiry-based approach to institutional learning. The process began with a translation of state-level policy goals into concrete, equity-focused goals and actions at the institutional level and culminated in concrete changes in institutional practice.