Abstract
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.
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