Alongside the immediate challenges of operating schools during the COVID-19 pandemic, over the past year, parents, students, and policymakers around the country have also debated equity and access to some of the country's most elite and segregated public schools. This qualitative case study examines how New York City activists conceptualized educational equity during the pandemic. Conceptually framed by Labaree's (1997) typology of the three competing purposes of education--democratic equality, social efficiency, and social mobility--we document different lessons learned from the pandemic by integration activists, who emphasized school integration for democratic equality; and meritocratic activists, who prioritized retaining the existing stratified system mainly to foster social mobility and social efficiency. Our findings highlight the challenge of sustaining a vision oriented around the public good amid powerful framings emphasizing the individual purposes of education.