Education in Central Cities The production-function approach provides important insights into why the educational achievement in central cities is relatively low. Education in Central Cities 1. Household sorting • Households tend to sort with respect to the demand for local public goods and the demand for housing. As a result, households are segregated with respect to income and educational attainment. 2. Higher production cost • It costs more to produce education in central cities, and so a given education budget generates less in terms of student achievement. The key input to the education production process is teachers, and it would be sensible to focus extra resources on changing the quantity and quality of teachers.