This article articulates a framework suitable for use when making decisions about education policy. Decision makers should establish what the feasible options are and evaluate them in terms of their contribution to the development, and distribution, of educational goods in children, balanced against the negative effect of policies on important independent values. The article articulates a theory of educational goods by reference to six capacities that children should develop--economic productivity, autonomy, democratic competence, healthy personal relationships, treating others as equals, and personal fulfillment. It demarcates three distributive values--adequacy, equality, and benefitting the less advantaged. And it distinguishes several independent values--childhood goods, parents' interests, respect for democratic processes, and freedom of residence and occupation.