Algebra can be viewed as a language of mathematics; playing a major role for students' opportunities to pursue many different types of education in a modern society. It may therefore seem obvious that algebra should play a major role in school mathematics. However, analyses based on data from several international large-scale studies have shown that there are great differences between countries when it comes to algebra; in some countries algebra plays a major role, while this is not the case in other countries. These differences have been shown consistent over time and at different levels in school. This paper points out and discusses how these differences may interfere with individual students' rights and opportunities to pursue the education they want, and how this may interfere with the societies' need to recruit people to a number of professions.