Debates about the meaning and value of equality of educational opportunity—and about whether equal educational opportunity requires equality or adequacy—can be considered in the light of two questions. The first question is that given the diverse goals of education—preparing individuals for the job market, for democratic citizenship, and to experience the intrinsic goods of education—is there only one justified rubric for distributing educational resources? For instance, distributional policies that support career preparation may be very different from those that support other goals like preparation for democratic citizenship. Since the labor market is a highly competitive sphere, education for labor market success appears to be a positional good, understood as a good whose value depends on one’s relative standing (i.e., the quality of my education for labor market success depends to a great extent on how good your education in this realm is since we will be vying for jobs). In a highly competitive job market with high stakes, distributing educational resources equally becomes especially important.