The Equality of Educational Opportunity (EEO) Survey of 1966 shifted attention to outcomes in assessing whether opportunity has been equal. There is a second step to be taken: less attention to equality, more to excellence. There are two flaws in the equality concept in a racial context. One is its nearness of meaning to similarity or identity. The second is that equality is a relative term whereas excellence is an absolute one. We can discuss excellence without intergroup comparison, but equality can't exist unless blacks perform as well as whites. Thus, pressures toward equality of performance are more threatening to the concept of excellence than are pressures toward equality of opportunity. In talking of excellence and equality in education, it is necessary to specify their substance. Overall, skills in math, language, reasoning, technology, and self-presentation are the skills that blacks must have in as much abundance as whites in order to achieve either equality or excellence in the areas most richly recognized and rewarded in this society. It is time to go beyond the EEO Survey's findings of few differences among schools in terms of impact on students. Rather, we must seek out, assess, and generalize the success stories that are undoubtedly there, with confidence that understanding them may help them to multiply. (CMG)