1. Study quality
1.1. policy environment
1.1.1. Hiring of teachers
1.1.2. Provide sources of funding
1.1.3. Teacher certification
1.2. Input measures
1.3. Education cumulative
1.4. Value added
2. More recent studies
2.1. Fixed effects
2.1.1. Time
2.1.2. Individuals
2.1.3. School
2.2. Database analysis
2.2.1. Individual traced
2.2.1.1. Criminal behavior
2.2.1.2. University
2.2.1.3. Labor market experience
3. Do teachers and schools matter?
3.1. Resources management
3.1.1. Cost ≠ Effectiveness
3.2. Teachers
3.2.1. Qualified
3.2.1.1. ≠ Salaries
3.2.1.2. Close gap between students
3.2.2. Value-added
3.3. Schools
4. Benefits and costs
4.1. Impact Results
4.1.1. Potencial gains
4.2. Compare gains
4.2.1. Class size reduction vs improving quality of teachers
5. Measuring skills and human capital
5.1. Human capital
5.1.1. Knowledge
5.1.2. Fixed skills
5.1.3. Individual skills
5.2. The labor market
5.2.1. Standardized test
5.3. School
5.3.1. Knowledge
5.3.2. Years of schooling
5.3.3. Data analyses
5.3.3.1. Survey
5.3.3.2. Test
5.3.4. Develop habilities
6. Basic production function estimates
6.1. Inputs
6.1.1. Policy makers
6.1.1.1. Teachers characteristics
6.1.1.2. School resources
6.1.1.3. Government invesment
6.1.2. No policy makers
6.1.2.1. Family backgrounds
6.1.2.2. Peers characteristics
6.1.2.3. Demographic characteristics
7. Measured school inputs
7.1. Quality education
7.1.1. Teacher effects
7.1.2. Early child education
7.2. Classroom resources
7.2.1. Student performance
7.2.2. Teachers experience
7.2.3. Efficient / Inefficient
7.3. Other studies
7.3.1. Resources ≠ Quality.