In the United States the governmental provision of compulsory schooling systems garners more widespread political support than any other social policy. In the post-World War II time period, the material expansion of such schooling systems has escalated. This period of material expansion has been accompanied by educational rights development for separate groups of individuals on the basis of race, sex, disability, and class. What have been the consequences of such rights development for the actual realization of equal educational opportunity for these respective groups of individuals? While general histories of United States schooling system development exist, this work constitutes the first comparative case investigation of equal educational opportunity rights development in compulsory schooling systems.