This report from the Learning Policy Institute draws from the most recent state and national data from the U.S. Department of Education’s biannual Civil Rights Data Collection (CRDC) to shed light on the extent of inequities in student access to certified and experienced teachers. The CRDC provides extensive data on teacher experience and school-level funding, including information on the salaries of teachers and other school personnel, staff-to-student ratios, and personnel and non-personnel expenditures. Research shows that teacher qualifications and experience matter for the opportunities students have to learn, their well-being, and their academic outcomes. Researchers examined the two most recent CRDCs (2014 and 2016) to assess the degree to which students of color (including African American, Asian, Latino/a, Native American, Pacific Islander, and students of two or more races) have access to certified and experienced teachers compared to their white peers. The report also provides key policy strategies for increasing student access to certified and experienced teachers.