This article describes and critically analyzes how sociologists in England have studied racial/ethnic inequalities in secondary education between 1980 and 2005. This study is different from earlier literature reviews conducted in this particular area in that it adopts a more systematic approach and includes the most recent studies in this field. Five major research traditions are identified: those of political arithmetic, racism and racial discrimination in school, school effectiveness and school inclusion, culture and educational outcomes, and educational markets and educational outcomes. These research traditions are critically examined in terms of their research questions, methods, outcomes, and related debates. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in England. A final section offers a discussion of how sociologists of education could improve future research on race/ethnicity and educational inequality in England. (Contains 2 tables and 20 notes.)