In that context, input-indicators are less suited: how far a child lives from school may be used as a proxy for access to education, however, it says nothing about whether the child is attending school and learning effectively, even children living far from school may be attending and learning depending on the conditions of (public) transport and the quality of the school. It is equally not trivial because the choice of the deprivation indicators determines what types of analyses on determinants of deprivation are possible in the later stages of the research. Some indicators may be binary variables (e.g., at school or not), so the distinction between the deprived and the non-deprived is obvious, other variables, however, are continuous, cardinal or ordinal: in these cases a decision on a cut-off point between those deprived and those non-deprived is needed. There is an ongoing debate on how to aggregate the various components of deprivation into an overall deprivation measure that identifies the (multiply) deprived.