Of the many inequities in the education system, gaps in access to strong teaching have proven to be among the most stubborn. That is not to say that there are not excellent teachers in high-poverty schools. Research shows an indisputable and wide-spread pattern in schools and districts across the country: Low-income children and children of color do not have the same access to strong, consistent teaching as their White and higher-income peers. Although district and school leaders make many of the decisions about recruiting, hiring, assigning, and supporting teachers, state education officials also have a critical role to play in addressing disparities in teaching quality. This executive summary briefly presents five ways, drawn from promising equity-focused initiatives, state education leaders can incentivize and support leaders in districts--both traditional and charter--to remedy inequities in access to strong teachers. [For the full report, "Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do," see ED578853. For the review of the full report, "NEPC Review: "Tackling Gaps in Access to Strong Teachers: What State Leaders Can Do (The Education Trust, October 2017)," see ED578792.]