Deck 12: Education Production Functions: Whether Money Matters

Question 1

Production-function studies in education are conclusive that more money doesn't improve education.

Answer 1

False

Question 2

There is a systematic relationship between money inputs and achievement outputs in education.

Answer 2

False

Question 3

It is a rather obvious fact that educational productivity is primarily determined by the child's environment beyond the school.

Answer 3

True

Question 4

Production-function studies in education are adapted from industrial models.

Question 5

The Coleman Report and its production function genre have perpetuated misconceptions about public schools.

Question 6

Most production-function studies that indicate that money doesn't matter are based on poorly specified research models.

Question 7

A true and reliable education production function is not available and under present circumstances cannot be known.

Question 8

Any policy decision based on an estimated production function is clearly speculative.

Question 9

The assumption of many economics studies in education is that there are constant returns to scale.

Question 10

Substitutability (input substitution) in the production-function model assumes that the substitution of a lower-priced input will produce the same output.

Question 11

The idea that the substitution of electronic teaching aids for teacher instruction in mathematics is an example of a type of substitutability that has been proven.

Question 12

Production-function models are unable to fully and accurately capture the behaviors that produce student achievement.

Question 13

Teacher differences constitute factors that enable precise results from production-function analyses.

Question 14

Production-function studies in education are conclusive that more money doesn't improve education.

Question 15

There is a systematic relationship between money inputs and achievement outputs in education.

Question 16

It is a rather obvious fact that educational productivity is primarily determined by the child's environment beyond the school.

Question 17

Production-function studies in education are adapted from industrial models.

Question 18

The Coleman Report and its production function genre have perpetuated misconceptions about public schools.

Question 19

Most production-function studies that indicate that money doesn't matter are based on poorly specified research models.

Question 20

What is the primary concept supporting production-function studies in education?

Question 21

Elucidate on the primary issues incumbent in applying the industrial model of production-function analysis to education?

Question 22

What are the variables that may be included as input measures in a production-function model for education?

Question 23

What are three critical differences between production-function analysis in the industrial model and in the education model?

Question 24

What does "returns to scale" mean in production-function analysis? How does it affect the accuracy of models?

Question 25

Define "input substitution" as applied to the industrial model and to education.

Question 26

Expand on the difficulty in precision in input-output models created by "human characteristics." Of students. Of teachers.

Question 27

Please list some of the confounding variables in input-output studies of education related to: