<p>Continuous improvement (CI) has become firmly entrenched in educational systems. Emerging in response to failed attempts at overhauling schools at scale, CI promises a robust and practical methodology for promoting educational change. However, those concerned with equity have critiqued CI for its weak equity stances. In this paper, we aim to develop the concepts of axiological work and axiological rigor as ways to understand and provide opportunities for examining the equity stances within a given CI effort. To develop these concepts, we draw on theories of equity from design-based researchers and practice theory, conceptualizing axiological work as the practices of producing, sustaining, disrupting, and modifying values and ethics within CI. We then illustrate axiological work and rigor using data excerpts from an equity-focused improvement network. We end by offering potential avenues for better centering more expansive views of equity in continuous improvement in education.</p>