This dissertation examined how a visual learning analytics system and subsequent teacher collaboration in a professional learning cycle can support improving the quality of students' experience in middle school science. It consists of three separate studies. In the first study, we followed an iterative co-design process over a year with seven middle school science teachers in gathering feedback on 30 visualizations of the student experience to identify critical visualizations for engaging teachers in reflecting on how equitable their students’ experience was, to inform the design of a dashboard for teachers. In the second study, my colleagues and I investigated 42 middle school science teachers' use of the Science SEET system and corresponding visualizations to support equitable instruction over a twomonth long longitudinal study. Findings show that only equity visualizations prompted teachers' reflections on diverse student experiences. However, despite the support equity visualizations provided for this core task, the teachers consistently ranked the "whole class" visualizations as both more usable and useful in their practice due to a variety of factors, ranging from their perceived usability of each visualization type, the teachers’ own perspectives on equity, and the demographics of their particular classroom. In the third study, we investigated whether engaging teachers in two separate cohorts (n=24, n=25) in a novel disciplined inquiry cycle, the Student Experience Improvement Cycle (SEIC), could improve the quality of student experience, particularly for racially minoritized students and students of different genders. Findings show that SEIC supported improvements in the quality of students' experience for both teacher cohorts and, in three cases, differentially benefited Native Hawaiian/Pacific Islanders, Asian, and Black or African American students. We conclude that formative use of student experience data can improve the quality of student experience in classrooms but that achieving equity goals is more challenging. Based on the three studies, I conclude: Equity-based visual learning analytics and teachers' collaboration in a disciplined inquiry cycle using evidence-based instructional strategies can support equity of participation in science classrooms.