Input-Output Analyses of Schools

This paper reviews the literature of input-output analyses of schools. Outputs are surveyed first, with a differentiation between cognitive and noncognitive ones. The effects of inputs on outputs are surveyed next, with a differentiation between student inputs and school inputs. Groups of student inputs include student background characteristics, school-related student characteristics, and student attitudes. Groups of school inputs include school conditions and instructional personnel. The literature is surveyed next by population samples, data aggregation, and statistical analyses. A structural causal model is offered at the end of the paper on the basis of the results of the survey.

[1]  Anita A. Summers,et al.  Do Schools Make a Difference , 1977 .

[2]  J. W. Holland,et al.  Input and output in large-city high schools , 1967 .

[3]  Richard Jung,et al.  The Utility of a Longitudinal Approach in Assessing Implementation: A Thirteen-Year View of Title I, ESEA , 1980 .

[4]  A. Mood,et al.  Equality of Educational Opportunity. , 1967 .

[5]  Samuel Bowles,et al.  The Determinants of Scholastic Achievement-An Appraisal of Some Recent Evidence , 1968 .

[6]  Henry M. Levin,et al.  A New Model of School Effectiveness. , 1970 .

[7]  Stephan Michelson,et al.  The Association of Teacher Resourceness with Children's Characteristics. , 1970 .

[8]  J. Kasarda,et al.  School District Organization and Student Achievement. , 1975 .

[9]  Richard D. Raymond,et al.  Determinants of the Quality of Primary and Secondary Public Education in West Virginia , 1968 .

[10]  George W. Mayeske.  A Study of the Achievement of our Nation's Students. , 1973 .

[11]  Eric A. Hanushek,et al.  Education and race;: An analysis of the educational production process , 1972 .

[12]  J. Denton,et al.  An Evaluation Design to Examine the Instructional Effects of Classroom Teachers , 1980 .

[13]  L. Perl.  Family Background, Secondary School Expenditure, and Student Ability , 1973 .

[14]  James W. Guthrie,et al.  Schools and Inequality. , 1975 .

[15]  D. A. Kenny,et al.  Correlation and Causation , 1937, Wilmott.

[16]  J. Elashoff,et al.  Multiple Regression in Behavioral Research. , 1975 .

[17]  George W. Mayeske.  A Study of Our Nation's Schools. , 1972 .

[18]  Glen G. Cain,et al.  Problems in Making Policy Inferences from the Coleman Report , 1970 .

[19]  H. Gintis,et al.  Schooling and Achievement in American Society , 1977 .

[20]  E. Cohn,et al.  Economies of Scale in Iowa High School Operations , 1968 .

[21]  D. A. Kenny,et al.  Correlation and Causation. , 1982 .

[22]  E. Cohn,et al.  Input-output analysis in public education , 1975 .

[23]  D. Winkler.  Educational Achievement and School Peer Group Composition , 1975 .

[24]  Alan Stuart,et al.  Basic ideas of scientific sampling , 1963 .

[25]  Alexander M. Mood,et al.  How Teachers Make A Difference. , 1970 .

[26]  R. Murnane,et al.  The Impact of School Resources on the Learning of Inner City Children. , 1976 .

[27]  Samuel Bowles,et al.  Towards an Educational Production Function , 1970 .

[28]  Martin T. Katzman,et al.  The political economy of urban schools , 1971 .

[29]  J. Centra,et al.  School and Teacher Effects: An Interrelational Model , 1980 .

[30]  H. Tuckman.  High School Inputs and Their Contribution to School Performance , 1971 .

[31]  Samuel Bowles,et al.  More on Multicollinearity and the Effectiveness of Schools , 1968 .

[32]  Anthony E. Boardman,et al.  A Simultaneous Equations Model of the Educational Process: The Coleman Data Revisited with an Emphasis on Achievement. , 1973 .