In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, they propose that many of the most promising and pragmatic remedies for educational injustice are often rejected by liberal proponents of "diversity first" in favor of remedies that in most cases are practically impossible, and often problematic on their own terms. New and Merry argue that schools that are by geography and demography not ethnically or socioeconomically diverse still can successfully confront the obstacles that their students face in creating a life they have reason to value.