The Every Student Succeeds Act prohibits the federal government from requiring the use of student achievement data for teacher accountability purposes. As states grapple with what to do about teacher accountability, it is critical to examine policy influences on a) the equitable distribution of effective teachers; and b) how teacher accountability policy may influence educational opportunity for traditionally marginalized populations. Findings from this three-state, mixed methods study of teacher perceptions and experiences indicate multiple disconcerting equity issues across all three states regarding a) the equitable distribution of effective teachers across schools, classrooms, and within classrooms; and b) the un/equal educational opportunity of traditionally marginalized students.