In this article I raise three objections to Debra Satz's adequacy approach to education. I argue that her approach fails to see education as a positional good that opens the door to more inequalities. Second, I argue that her concept of adequacy for equal citizenship misses an essential part of students' educational experience beyond their citizenship statues. Last, I argue that Staz's approach fails to answer crucial practical questions about how to distribute extra resources when the adequate level is already met. Finally, I provide an alternative view that is sensitive to the fact that education is a positional good, based on an active and more inclusive account of citizenship, and conditioned to limit inequalities to be to the greatest benefit of the least-advantaged.