 A longstanding debate in the literature juxtaposes the view that we should prioritize equality in the distribution of educational opportunities with the view that an “adequacy” approach is the right one (on this debate, see Reich 2013). Those who advocate the equality view may insist on equal outputs (i.e., educational outcomes, like the mastery of particular skills) or inputs (i.e., educational resources, like equal per pupil funding or qualified teachers). The adequacy view, by contrast, is seen as holding that what matters most is meeting a specified educational threshold.