This paper describes and illustrates a decision theory model to analyze student selection strategies in Chapter 1 programs. The relationship between the method and the practice of moral evaluation activity is based on viewing justice as a fundamental moral concern in distributing resources, one which is accomplished, in part, through student placement decisions. The decision theory is well suited to promote services for the most disadvantaged if one accepts the premise that academic advantage is best measured by standardized achievement tests and that schools in poverty neighborhoods require additional support to serve those students. The model, its rationale, application, and limitations are discussed. (PN)