Despite the achievement of key civil rights milestones, as well as growing public awareness and concern, educational inequities for students of color and other historically marginalized students continue to persist throughout the U.S. educational system (Aud, Fox, & KewalRamani, 2010). The pursuit of educational equity has often been achieved through legal remedies and civil rights legislation (Orfield, 2014). Yet, landmark U.S. Supreme Court cases have powerfully influenced the effectiveness of available policies to address racial inequities in education (Garces, 2014a; Orfield, 2014). This article argues that the current legal environment has contributed to an era in which the tools that were used to address racial educational inequities have been co-opted in a way that will further create and deepen these inequities, rather than ameliorate them. The authors recognize a pressing need for educational scholars to think about and argue for transformative policies and practices that aim to ensure full participation for members of communities who have been historically excluded from engaging meaningfully in institutions, society, and our democracy. They theorize the application of three basic principles for accomplishing that goal: (1) attending to the dynamic relationship among power, race, and identities; (2) actively naming and addressing hidden contributors to inequity; and (3) generating power among marginalized communities of color toward transformative policies.