When Congress reauthorized the Elementary and Secondary Schools Act in 2015, it intended to send a strong signal: any further encroachment of federal authority on the nation's K-12 schools needed to end. Compared to its more prescriptive predecessor in 2000, known as No Child Left Behind, the new law, dubbed "ESSA" for the Every Student Succeeds Act, established a set of goals states should strive to meet, only one of which is the subject of this analysis: Ensuring that all students have equal access to qualified and effective teachers. Before the law's signing in 2015, there was momentum around this issue with the federal government requiring states to submit "equity plans" and offering significant guidance to states on how to do so. This report examines the status of the ESSA provision six years after it was signed into law, analyzing how states responded to the law's requirement that they must collect and report the necessary data documenting the equitable distribution of their teacher talent among their schools.