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New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. While participants expressed appreciation for aspects of the modules, they articulated an alarming ideology that inequities (including disability and poverty) could be remedied by holding students to high standards. As scripted curricula gain popularity within and outside of the U.S. our findings suggest an urgency to interrogate simplified notions of equity and the resulting loss of teacher knowledge and expertise. [ABSTRACT FROM AUTHOR]