We present a nonparametric approach for (1) efficiency and (2) equity evaluation in education. Firstly, we use a nonparametric (Data Envelopment Analysis) model that is specially tailored to assess educational efficiency at the pupil level. The model accounts for the fact that typically minimal prior structure is available for the behavior (objectives and feasibility set) under evaluation. It allows for uncertainty in the data, while it corrects for exogenous 'environmental' characteristics that are specific to each pupil.Secondly, we propose two multidimensional stochastic dominance criteria as naturally complementary aggregation criteria for comparing the performance of different school types (private and public schools); these criteria are specifically designed for aggregating * We would like to thank Jan Van Damme for his permission to use the SiBO-data, Frederik Maes and Peter Helsen for their very useful help with the data, and the educational department of the Flemish government for the provision of some supplementary data. In addition, we want to thank Bart Capéau, André Decoster, Erik Schokkaert, Gary Simpson, Wim Moesen, Emmanuel Thanassoulis and other seminar participants in Edinburgh, Aston and Leuven University for insightful discussions.† Centre for Economic Studies, University of Leuven (KU Leuven), Naamsestraat 69, 3000 Leuven, Belgium; post-doctoral Fellow of the Fund for Scientific Research -Flanders; E-mail to Laurens.Cherchye@kuleuven-kortrijk.be.‡ Centre for Economic Studies, University of Leuven (KU Leuven), Naamsestraat 69, 3000 Leuven, Belgium; Email to Kristof.Dewitte@econ.kuleuven.be.§ European University College, Stormstraat 2, 1000 Brussels, Belgium, and Centre for Economic Studies, University of Leuven (KU Leuven), Naamsestraat 69, 3000 Leuven, Belgium; E-mail to Erwin.Ooghe@econ.kuleuven.be.¶ Higher Institute of Labour Studies, University of Leuven (KU Leuven), Parkstraat 47, 3000 Leuven, Belgium; Email to Ides.Nicaise@hiva.kuleuven.be. 1 pupils' output performance while adjusting for environment-corrected inefficiency. While the first criterion only accounts for efficiency, the second criterion also takes equity into consideration. The model is applied for comparing private (but publicly funded) and public primary schools in Flanders. Our application finds that no school type robustly dominates another type when controlling for the school environment and taking equity into account. More generally, it demonstrates the usefulness of our nonparametric approach, which includes environmental and equity considerations, for obtaining 'fair' performance comparisons in the public sector context.