Efficiency variation among the Norwegian High Schools: Consequences of equalization policy

Bonesrønning, Hans; Rattsø, Jørn

doi:10.1016/s0272-7757(05)80053-6

Cited by 53 publications

(23 citation statements)

References 17 publications

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“…The combination of inputs and outputs used here is similar to models estimated by Bonesrønning and Rattsø (1994) and Ouellette and Vierstaete (2006). The former study uses graduates as an output and teaching time as a single input, while the latter uses full-time equivalent pupils as the output and teaching and non-teaching staff as inputs along with 3 indexes to reflect physical capital.…”

Section: Data and Modelsmentioning

confidence: 99%

The efficiency of public schools: the case of Kuwait

Burney

Johnes

Alenezi

et al. 2013

Education Economics

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This paper investigates the technical, allocative and economic efficiency of public schools in Kuwait over four levels of schooling (kindergartens, primary, intermediate and secondary) and two periods (1999/00 and 2004/05) using data envelopment analysis (DEA). Mean pure technical efficiency varies between 0.695 and 0.852 across all levels of education; the majority of schools at kindergarten, primary and intermediate levels are operating at a point where returns to scale are increasing; and there are considerable cost efficiencies to be gained. In a second stage analysis of the determinants of efficiency, teacher salary and the proportion of teaching staff who are Kuwaiti are highly significant in explaining school efficiency at all levels. The former has a positive effect and the latter a negative effect. Allgirls schools have significantly higher efficiency than all-boys schools. There is limited evidence that geographical location affects efficiency, and this may be a consequence of differences between regions in terms of affluence or density of population.

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Section: Data and Modelsmentioning

confidence: 99%

The efficiency of public schools: the case of Kuwait

Burney

Johnes

Alenezi

et al. 2013

Education Economics

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“…For example, Levin (1974), Bessent and Bessent (1980), Bessent et al (1982), Ludwin and Guthrie, (1989), and Färe et al, (1989) used this method to measure the efficiency of U.S. schools, and Jesson et al, (1987) applied DEA method to study the efficiency of school districts (LEAs) in the UK. Bonesrqnning and Rattsq, (1994) conducted a study of efficiency analysis of Norwegian high schools. SFA was applied by Barrow (1991) to estimate a stochastic cost frontier based on data from schools in England.…”

Section: Introductionmentioning

confidence: 99%

A robust DEA model for measuring the relative efficiency of Iranian high schools

Gharakhani¹,

Kazemi²,

Haji³

2011

msl

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One of the most important issues on educational systems is to measure the relative efficiency of similar units based on non-financial factors. Data envelopment analysis (DEA) has become popular among many who wish to rank educational systems using different factors such as the rate of educational success or the number of employees, etc. However, one of the main concerns on implementing DEA methods is the uncertainty involved in input/output parameters. In this paper, a robust data envelopment analysis (RDEA) is developed to measure the efficiency of high schools considering uncertainty on output parameters. We present an empirical study on a set of high schools located in Tehran, which is the capital city of Iran. The study uses uncertain data for input/output information and the results are compared with an existing parametric stochastic frontier analysis (SFA). The preliminary results indicate that the robust DEA approach is relatively a reliable method for efficiency estimating.

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“…Due to the geographical dispersion of the population in these countries, policy makers have accepted that in order to keep sparsely populated areas populated they will have to incur the higher costs associated to keeping quality education in rural and remote areas (Solstad, 2009). In Norway, with the population dispersed in fjords and mountain valleys, about 650,000 people live in peripheral municipalities, where travel time to a larger town or city is more than 45 minutes (Bonesronning and Rattso, 1994;Solstad, 2005). Norway currently displays a very decentralised pattern of schools, in which multi-grade classes are particularly frequent, with more than 35 percent of all primary schools having such an organisation (Bonesronning and Rattso, 1994;Solstad, 2005).…”

Section: Country Approaches To School Size Policiesmentioning

confidence: 99%

“…In Norway, with the population dispersed in fjords and mountain valleys, about 650,000 people live in peripheral municipalities, where travel time to a larger town or city is more than 45 minutes (Bonesronning and Rattso, 1994;Solstad, 2005). Norway currently displays a very decentralised pattern of schools, in which multi-grade classes are particularly frequent, with more than 35 percent of all primary schools having such an organisation (Bonesronning and Rattso, 1994;Solstad, 2005). Despite the compromise to sustain sparsely populated areas, many small schools have experienced increasing pressure from the municipalities (Solstad, 2009).…”

Section: Country Approaches To School Size Policiesmentioning

confidence: 99%

School Size Policies

Abalde

2014

OECD Education Working Papers

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OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.- org/edu/workingpapers --------------------------------------------------------------------------COPYRIGHT © OECD 2014EDU/WKP(2014)5 3 ABSTRACT Recent demographic, economic and political trends have placed the issue of school size at the heart of school effectiveness and efficiency discussions. The subject of school size is particularly salient in remote and rural areas where the viability of small schools has been questioned. In spite of the relevance of school size policies, the literature on this issue is quite fragmented with few studies taking a comprehensive view on the implications of school size policies. This literature review attempts to bridge different strands of relevant research and describes existing country practices in order to provide a broader picture of the benefits and costs associated with different school sizes. The paper describes the different trends that have affected school enrolment and how different countries have managed school size policies, with a particular focus on school consolidation. It discusses the consequences of school consolidation and the alternatives to consolidation when schools are facing declining enrolment. It also reviews the different mechanisms through which school size affects the quality and efficiency of schools, and the existing empirical evidence on these effects. RÉSUMÉLes récentes évolutions démographiques, économiques et politiques ont placé la question de la taille des écoles au centre du débat sur l'efficacité et l'efficience du système éducatif. Le sujet de la taille des écoles est particulièrement important dans les régions isolées et rurales où la viabilité des pet...

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Efficiency variation among the Norwegian High Schools: Consequences of equalization policy

Cited by 53 publications

References 17 publications

The efficiency of public schools: the case of Kuwait

The efficiency of public schools: the case of Kuwait

A robust DEA model for measuring the relative efficiency of Iranian high schools

School Size Policies

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