A critical scrutiny of the suitability, effectiveness and efficiency of the resourcing model depends on the availability of systematic knowledge of how well Danish schools work and for whom. The basic question addressed in this chapter is whether there is enough knowledge available to guide policy at a school, local and system level regarding the use of resources and the outcomes for different schools and student groups. The chapterfirst describes how educational goals are set and how goal achievement is being measured and reported. It then analyses how the use of resources in the pursuit of these educational goals is being governed, managed and evaluated.