2002

Abstract
In recent years a wave of new studies on the effects of educational resources on student performance has emerged. The realisation that inputs in the education process are endogenous has led researchers to seek for exogenous variation in inputs produced by real or natural experiments. Results generated by this methodological innovation differ substantially from the traditional findings laid down in a seminal article by Eric Hanushek (1986). This article reviews the new studies, illustrates new methods for identifying causal effects of interventions in education and compares the findings with the traditional literature.

JEL Codes: I21, I28, J24