The U.S. Department of Education has recently called on all states to create plans to ensure equal access to excellent teachers. Although there are numerous limitations in using VAM [value-added modeling] in high-stakes contexts such as teacher evaluation, such techniques offer promise in helping states grapple with issues in equitable access. Research presented here expands our understanding of this topic, showing that disparities in access to high value-add teaching exist not only along lines of student poverty, but also across location. Furthermore, findings suggest that teacher supply may predict the relative disparities in access for a given location. The policy impacts of these findings are explored.