Inclusive education is a global movement with local flavors (Artiles & Dyson, 2005). Part of these variations is due to the sociocultural, historical, and political contexts in which inclusive education is thought and implemented. In the U.S, for instance, there has been an intensive emphasis on a certain notion of quality based on exposure to academic standards, measurement, and accountability. This paper draws from a larger qualitative study in two urban schools in the U.S to examine efforts to control and achieve a particular notion of quality in the name of equity and inclusion. The findings illustrate how the intersection of New Capitalism and Fordism work practices resulted in cross-disciplinary technologies for organizing professional work to control, achieve, and improve quality standards. The study pays particular attention to the implications of these ways of thinking about and addressing quality standards in inclusive education for the development of teacher identities and for equity issues for ethnically and linguistically diverse students who struggle to learn. Reference: Artiles, A. J., & Dyson, A. (2005). Inclusive education in the globalization age: The promise of comparative cultural-historical analysis. In D. Mitchell (Ed.), Contextualising inclusive education (pp. 24-36). London: Routledge, 2005.