While education equality is considered crucial for broader social equality, policies that aim to equalize educational resources are sometimes suspected of discriminating against high achievers. Such potential discrimination should be examined empirically to provide robust evidence for policymakers and the broader public. Using a quasi-experimental design and longitudinal dataset, this paper reports on research which has investigated potential discrimination arising from China's high school quota admission policy, which is considered a successful initiative for distributing high achievers across middle schools in ways that equalize achievement, and hence improves overall quality. The results presented in this paper indicate there is basically no such discrimination after controlling for self-selection bias. The paper also reveals the broader value of evaluating potential discrimination as part of similar forms of education development.