Suggests that evaluations of educational input-output studies frequently overlook some basic characteristics of the nation's schools as a whole, which, when conjoined with economic theory, permit viewing the results of these studies as neither counter intuitive nor damaging to the education profession. (Author/DN)

Describes a conceptual framework for cost-effectiveness analysis that attempts to determine the relative impact of the different input variables on the output measures. Applies the model to a school district. (Author/JM)