The Failure of Input-based Schooling Policies
AbstractIn an effort to improve the quality of schools, governments around the world have dramatically increased the resources devoted to them. By concentrating on inputs and ignoring the incentives within schools, the resources have yielded little in the way of general improvement in student achievement. This paper provides a review of the United States and international evidence on the effectiveness of such input policies. It then contrasts the impact of resources with that of variations in teacher quality that are not systematically related to school resources. Finally, alternative performance incentive policies are described.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 9040.
Date of creation: Jul 2002
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Publication status: published as Hanushek, Eric A. "The Failure Of Input-Based Schooling Policies," Economic Journal, 2003, v113(485,Feb), F64-F98.
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This paper has been announced in the following NEP Reports:
- NEP-ALL-2002-07-08 (All new papers)
- NEP-LAM-2002-07-04 (Central & South America)
- NEP-LTV-2002-07-04 (Unemployment, Inequality & Poverty)
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