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The Failure of Input-Based Schooling Policies

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  • Eric A. Hanushek

    (Stanford University and NBER)

Abstract

In 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 US 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. Copyright Royal Economic Society 2003

Suggested Citation

  • Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, vol. 113(485), pages 64-98, February.
    • Handle: RePEc:ecj:econjl:v:113:y:2003:i:485:p:f64-f98
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    References listed on IDEAS

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    More about this item

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • H4 - Public Economics - - Publicly Provided Goods

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