Across the United States, decisions championed in the name of school "reform" are segregating students on the basis of race and class. Traditional public schools that serve low-income students of color have been closed, consolidated, or co-located with charter schools. The officials initiating these reforms claim they will benefit disadvantaged students, but that's not what the evidence shows. The authors examined the public discourse around this decision-making process in New York City and found that although community members speak openly about race, class, and other equity-related consequences of decisions, district officials adopt an "equity-blind" response--that is, they tend to defend proposals without drawing attention to their impact on low-income communities of color and downplay or ignore community members' concerns. Educators who recognize that equity is vital to the future of public education need to join in greater numbers the equity-conscious conversations that are now emerging in New York City.