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The article connects the anatomy of inequality—especially the misallocation of qualified educators—to uneven access to high-quality curricula, inadequate pedagogy, and exclusionary discipline. 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Over the course of the global pandemic, many countries  \nCorresponding author:  \nLinda Darling-Hammond, Learning Policy Institute, 1530 Page Mill Road Suite, Palo Alto, CA, USA.  \nEmail: [ldh@learningpolicyinstitute.org](ldh@learningpolicyinstitute.org)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nexperienced a public health emergency alongside economic, climate, and civil rights crises. These events have highlighted longstanding inequalities in societies and education systems.  \nThe anatomy of inequality  \nWhen we think about the anatomy of inequality, we typically begin with the distribution of wealth and the degree of poverty in a society. In many countries, segregation and poverty are closely associated, and typically accompanied by unequal allocation of resources to schools serving students most in need. The maldistribution of funds often leads to an unequal distribution of highly qualified educators, exacerbating unequal access to high-quality curricula and often creating dysfunctional schools (see Figure 1) .  \nIn addition to the allocation of resources, we should be especially concerned about the ways in which the unequal distribution of adequately prepared educators influences the lives, education, and prospects of children. Many studies have demonstrated that when people begin teaching without the preparation necessary for such a complex job, they often have an inadequate understanding of the learning and development of pedagogy (Boyd et al., 2006; Clotfelter et al., 2007, 2010; Darling-Hammond et al., 2005) . As a field, we know a lot about what enables people to learn, but if teachers have not had access to that knowledge, they tend to offer poorly organized instructio","cbCaihGD5F64CWNi","https://ap.wps.com/l/cbCaihGD5F64CWNi","pdf",1308177,16,"English","# Highlights\n# The anatomy of inequality\n## Unequal resources and staffing\n## Pedagogy, discipline, and learning prospects\n## Implicit bias and stereotype threat\n# New learning requirements","[{\"question\":\"What policy direction does the article propose to address these issues?\",\"answer\":\"It contends that education systems must be reinvented so schools become more student-centered and supportive of whole child development. The approach emphasizes deeper learning, culturally and linguistically sustaining connections, collaboration among students and families, and equitable opportunities and outcomes.\"}]","Reinventing Systems for Equity | PDF",1792092762]