 Most contributors to debates about equality of educational opportunity focus on opportunities that are made available through public K–12 and higher education institutions. The reasons for this are similar to our reasons for being concerned with educational opportunity in the first place. Those institutional opportunities are more easily regulated and under the state’s control, they educate the vast majority of children in the developed world, and they have a profound effect on the quality of our lives. As a result, most of the literature primarily concerns K–12 educational institutions and colleges. Nevertheless, a crucial question concerns the extent to which the state should try to address inequalities in educational opportunities that are generated through the family. For example, we know that parents who read to their children give their children an educational advantage (Hutton et al. 2015). Should the state seek to correct for the disadvantages of those children whose parents could not (or would not) read to them? More generally, parents pass on not only genetic traits to their children, but also characteristics that differentially prepare children for success at school, and even at jobs. Again, how should the state respond to these and other factors that influence children’s likelihood of success at school? Are these appropriate obstacles for children to face or not?