 Meritocratic equality of opportunity has well-known limitations, especially with respect to children. If educational opportunities should be given to those who have the most merit in terms of the best scores on entrance tests, we will overlook the fact that merit is endogenous to education, which is to say, educational opportunity itself creates merit (Satz 2007). The more educational opportunities an individual child has, the more “merit” that child may come to have. This might suggest that we should pay more attention to individuals’ underlying potential rather than to their assessed merit. Yet few people believe that we should give opportunities to those who have the most underlying but uncultivated ability at the expense of those who have less underlying ability or who are less qualified but have worked hard (Miller 1996).