In this paper we study the determinants and distribution of learning outcomes in Argentina I measured by PISA 2000 reading and math test scores. To do that, we estimate education production functions at the mean of the distribution using survey regressions and at different parts of the score 's distribution with quantile regressions. In terms of educational policy aimed at improving learning outcomes, results point that educational policies should address gender issues, since girls perform significantly better than boys in reading but boys perform significantly better than girls in math. The availability of educational resources at borne and good reading habits also contribute significantly to student's better performance. Class size should not be excessive; schools should be provided with good-quality educational resources such as good libraries, laboratory equipment and multi-media technology. Teachers' commitment and engagement to their work, their relationships with students and their openness to institutional change are also very significant determinants of students ' performance. The recently sanctioned law of education in Argentina addresses many of these issues in the direction proposed in this paper.