In nations with high HIV/AIDS prevalence, how can policymakers identify and direct services towards the children most at risk of educational disadvantage? Previous research published by the FHI 360 Education Policy and Data Center (Smiley, Omoeva, Sylla, & Chaluda, 2012) demonstrated that orphanhood is not necessarily a good predictor of low school enrollment in Lesotho, Malawi, Tanzania, Uganda, and Zambia, but that poverty and lack of adult care are associated with lower levels of educational access. This paper builds off of these findings by focusing in on Uganda and analyzing the extent to which official government “child vulnerability” indicators are associated with two important components of educational disadvantage: school attendance and sixth grade learning outcomes