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The Failure of Input‐based Schooling Policies

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Hanushek, Eric A.·2003·The Economic Journal
DOI 10.1111/1468-0297.00099
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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.

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Cited by

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Metadata

Authors
Hanushek, E. A.
Venue
The Economic Journal
Publisher
Oxford University Press (OUP)
Published
2003-02-01
Volume
113
Issue
485
Pages
F64-F98
ISSN
  • 0013-0133 (ISSN-L)
  • 1468-0297
DOI
10.1111/1468-0297.00099
OpenAlex
W2892103227
Cited by
1,164
References
2
FWCI
272.63
Type
journal article
Language
en
Open access
bronze
Licence
doi.wiley.com/10.1002/tdm_license_1 (tdm, 4595 d)

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Hanushek, E. A. (2003). The Failure of Input‐based Schooling Policies. The Economic Journal. https://doi.org/10.1111/1468-0297.00099

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