One of the claims asserted by advocates of the privatized school choice model is that Traditional Public Schools (TPSs) have failed in their efforts to ameliorate social inequalities for underserved populations. School choice models that support privatization and competition are typically associated with the idealization of market efficiencies, as well as a cult-like focus on the efficient management of public goods (Trujillo, 2014). Apple (2004) calls this framing of the market ethos an eloquent fiction, suggesting that its advocates embrace social Darwinism and divestiture from public institutions. Latinos are expected to represent approximately 25% of all public school students by the year 2021 (Gándara, 2010). While achievement gaps between Whites and Latinos have narrowed slightly in recent decades, the gap between Latino English Learners (ELs) and non-Latino ELs has remained steady or grown marginally (U.S. Department of Education, 2011). In 2014, over 12 million Latino students were enrolled in public schools across the country. Roughly six percent of those students attended charter schools. Latinos are proportionally overrepresented in charter schools, accounting for over 30% of all enrollees (U.S. Department of Education, 2015b). This paper critically examines various issues of equity and equality for Latino students through the lens of scholarly works that have empirically or theoretically explored various nuances of the privatized school choice model. It offers a synthesis of findings gleaned from the aforesaid body of literature, while also addressing key implications for federal, state, and local educational policy.