This study of a research-practice partnership asks what it means to build more equitable conditions for learning at scale through a seven-state qualitative comparative analysis. Drawing on literature of equity and school reform, we attended to infrastructure, routines, constancy in vision, and collective efficacy as inputs to these systems. We used case study analytic methods to understand each state context before conducting qualitative comparative analysis to analyze the configurations of inputs that supported the most progress toward equity. The analysis revealed that progress toward equity in state systems was consistent with the configurations of constancy with routines, constancy with infrastructure, or collective efficacy on its own. It is hopeful that collective efficacy was a sole input for two states with progress toward equity and coherence, yet progress should be systemic, not placed on individuals. We discuss tensions in understanding equity at scale through qualitative comparative methodology and case studies as well as practical ramifications for educational leaders.