 This entry has provided analysis of key positions in debates about equality of educational opportunity. We began by describing the reasons for being concerned about equality in this arena and then surveyed debates about the value and distribution of such opportunities. As the above discussion highlights, the realization of the ideal of equality of educational opportunity may be frustrated by competing conceptions of what equality itself entails, and also by other important values that are in tension with equalizing education opportunities (e.g., respecting family autonomy). Social scientific advances in recent years have clarified our understanding of the mechanisms behind children’s unequal access to educational opportunities, and the consequences of those inequalities for social mobility (e.g., Chetty et al. 2014; Duncan &amp; Murnane 2011). This knowledge enables policymakers to target interventions to areas that will be most impactful (e.g., growing recognition of the importance of early childhood education). But value tensions of the sort highlighted in this entry will persist, and they warrant ongoing attention by philosophers as our understanding of the causes and consequences of educational inequalities sharpens.