This article focuses on the basic idea that having equality and justice for all in schooling cannot be achieved in the current climate where students are viewed solely as individuals. In fact, given the educational debt and achievement gaps, the ideas of equality and justice are necessarily contradictory. Achieving justice, in light of the differentiation in academic achievement, cannot be done through equal means; rather, more equitable (or fairer) solutions must be used. Equality reaches the goal of sameness, but it does not necessarily mean justice. Equity reaches the goal of justice, but it is often achieved through unequal means. That is, some schools and some racialized communities (communities who, in a world of Whiteness, are marked as non-White) may receive more than others in a just solution. Although such a solution does not meet the demands of equality, it may meet the demands of equity. Justice is often achieved through unequal means. Equality and equity often are assumed to be synonymous, although they are taken to mean quite different things. By more closely examining the nuances of the words "equality" and "equity" and their concomitant arguments toward how schools should work, the authors also explore the ways that educational research offers a blueprint for how society can better meet the educational needs of all students rather than just some. They address a number of important issues directly related to race and education with an eye toward considering how issues of educational achievement or the educational debt may be addressed. They analyze the ways in which various educational policies and practices maintain, (re)create, and legitimate the structural inequities in schools and society. They focus on K-12 educational contexts with an eye toward educational opportunities, structural inequities, and implications for teacher training. Finally, they close with a theoretical discussion of race and its relationship to colorblindness, meritocracy, Whiteness, self-determination, and identity. This concluding discussion is meant to draw important concepts out of the empirical work in the previous sections and point toward ways that race must be thought about in future research agendas. (Contains 3 tables and 2 notes.)