Few education policies escape the implications of access and differentiation. How many students are granted “entry”? Which students? How is this entry negotiated? How are educational structures and practices altered for various groups of students? How do the various structures and practices differ in their character or the outcomes they foster? A primary concern has been the ways that access and differentiation relate systematically to students’ race, social class, neighborhood, or other background variables, and, as a consequence, limit or increase education equity.