The paper by Eric A. Hanushek, titled "The Failure of Input-based Schooling Policies," examines the effectiveness of input-based policies in improving educational outcomes. The author argues that governments have significantly increased resources for schools, focusing on inputs such as class size and teacher qualifications, but these efforts have yielded little improvement in student achievement. Hanushek reviews evidence from the United States and international studies, finding that while increased funding and teacher quality are important, they are not sufficient to drive significant improvements in student performance. He contrasts the impact of resources with variations in teacher quality that are not systematically related to school resources and suggests that alternative performance incentive policies may be more effective. The paper concludes that input policies are likely inferior to altered incentives within schools and provides a critical review of the evidence supporting these claims.The paper by Eric A. Hanushek, titled "The Failure of Input-based Schooling Policies," examines the effectiveness of input-based policies in improving educational outcomes. The author argues that governments have significantly increased resources for schools, focusing on inputs such as class size and teacher qualifications, but these efforts have yielded little improvement in student achievement. Hanushek reviews evidence from the United States and international studies, finding that while increased funding and teacher quality are important, they are not sufficient to drive significant improvements in student performance. He contrasts the impact of resources with variations in teacher quality that are not systematically related to school resources and suggests that alternative performance incentive policies may be more effective. The paper concludes that input policies are likely inferior to altered incentives within schools and provides a critical review of the evidence supporting these claims.