This report explores some techniques that could assist educational managers in their attempts to arrive at more optimal input and output mixes. Following a review of the literature on input-output analyses in education and a description of the Pennsylvania Educational Quality Assessment Program (the basis of the present study), an empirical analysis utilizing single- and simultaneous-equation systems was conducted. Because the regression coefficients indicate the expected change in any one output, reflective of changes in one or more inputs but not in the overall level of educational output, output indexes based on the canonical correlation technique are presented. The analysis supports the contention that some reallocation of resources could enhance the outputs of the educational system. A strong argument is made in favor of the development of a simultaneous-equation system. The canonical correlation technique was found to be useful in developing an overall output index. Although the output indexes are not very sensitive to changes in the output set, they are sensitive to changes in the input set. (Author)