The COVID-19 pandemic has underscored the longstanding pattern of lower scholastic performance among marginalized groups of students negatively impacted by poverty, disability, and race. The perception among educators and citizens continues to be that practices around equal rights equate to provisions related to equity. In Arkansas, the unknown impact of COVID-19 on student learning created a heightened sense of urgency to confront inequities. It is believed that the pandemic should not deter but further compel to address equity courageously and systematically with resolute actions for the benefit of each student. Over the last year, the state department of education has engaged in four essential practices for building equity, which are described in this article: (1) Use data to understand student learning patterns; (2) Define what it means to have an equitable system; (3) Develop a statewide commitment to evidence-based instructional practices; and (4) Increase diversity in the educator workforce.