The failure of input-based schooling policies is discussed in this paper, which reviews evidence on the effectiveness of such policies in the United States and internationally. The paper argues that input-based policies, such as reducing class sizes or increasing teacher qualifications, have not led to significant improvements in student achievement. Instead, the paper suggests that variations in teacher quality, which are not systematically related to school resources, have a more significant impact on student performance. The paper also highlights the importance of performance-based incentives in improving school quality. The paper discusses the relationship between school inputs and student outcomes, noting that while there has been a significant increase in school resources over the past few decades, there is little evidence that these increases have led to improvements in student performance. The paper also notes that changes in student characteristics over time may have made education more expensive and difficult, and that other factors, such as changes in school requirements, may have increased costs without affecting student performance. The paper also discusses international evidence, noting that while there is less data on international student performance, there is evidence that cognitive skills have a significant impact on labor market outcomes. The paper argues that the effectiveness of input-based policies depends on the improved use of resources compared to past history. The paper concludes that input-based policies are unlikely to be effective in improving student performance, and that performance-based incentives are a more promising approach. The paper also highlights the importance of considering the quality of teachers and the overall structure of the education system in improving student outcomes.The failure of input-based schooling policies is discussed in this paper, which reviews evidence on the effectiveness of such policies in the United States and internationally. The paper argues that input-based policies, such as reducing class sizes or increasing teacher qualifications, have not led to significant improvements in student achievement. Instead, the paper suggests that variations in teacher quality, which are not systematically related to school resources, have a more significant impact on student performance. The paper also highlights the importance of performance-based incentives in improving school quality. The paper discusses the relationship between school inputs and student outcomes, noting that while there has been a significant increase in school resources over the past few decades, there is little evidence that these increases have led to improvements in student performance. The paper also notes that changes in student characteristics over time may have made education more expensive and difficult, and that other factors, such as changes in school requirements, may have increased costs without affecting student performance. The paper also discusses international evidence, noting that while there is less data on international student performance, there is evidence that cognitive skills have a significant impact on labor market outcomes. The paper argues that the effectiveness of input-based policies depends on the improved use of resources compared to past history. The paper concludes that input-based policies are unlikely to be effective in improving student performance, and that performance-based incentives are a more promising approach. The paper also highlights the importance of considering the quality of teachers and the overall structure of the education system in improving student outcomes.