The contours of the school choice debate are by now familiar
to public policy students, but a lack of agreement about the
appropriate weights to be given to the variables affecting the
subject continues to splinter their ranks. On the surface,
there appears to be a consensus that the latest scores on
standardized tests will resolve the uncertainty as to which
type of education, public or private, is most effective, but a
dip into the literature quickly dispels any such hope. The only
thing clear is that nonpublic schools, even with one financial
hand tied behind them, do not perform any more poorly than
public ones. Consequently, Viteritti wisely gives short shrift
to the byzantine methodological distinctions made by re-
searchers and, instead, focuses on the normative questions.