In his essay, “What is Equity in Science Education?,” page 167, Walter Secada challenges our understanding of equity by raising questions about how different meanings of equity can influence science education for English language learners. He highlights various perceptions of equity that he has encountered in schools—caring, socially enlightened self-interest, social justice, equality, representation, and opposition to excellence—and how these can motivate instructional decision-making and policy. Mary Rizzuto, a science curriculum instructional specialist for the Needham Public Schools in Needham, Massachusetts, shares her perspective.