Elasticities of factor substitution in the production of education

Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results

“…Other studies have considered parametric methodologies, mainly using the Cobb-Douglas specifications, but also the translog functional form proposed by Christensen, Jorgenson, and Lau (1971). These studies have included Jiménez (1986), Callan and Santerre (1990), Gyimah-Brempong and Gyapong (1992), Deller and Rudnicki (1993) and Grosskopf et al (1997). The main advantage of the translog function is its highly flexible nature, which allows the study of interactions in the production process.…”

Functional form and the estimated effects of school resources

“…For instance, Gyapong & Gyimah-Brempong (1988) argue for a more flexible functional form in estimating the production of public safety, and Duncombe (1992) finds that the production of fire protection does not satisfy the restrictions spelled out above. Furthermore, several articles in the economics of education literature using aggregate data (e.g., Jimenez, 1986;Callan & Santerre, 1990;Gyimah-Brempong & Gyapong, 1992) have shown that estimation of education cost functions require a more flexible functional form. Hence, there is reason to believe that education production functions may not be additive or homothetic either.…”

Religious penalty in the U.S. News & World Report college rankings

“…computer hardware), instructional support services, and physical plant (Dolan and Schmidt 1994;Pritchett and Filmer 1999;Gyimah-Brempong and Gyapong 1992). Other characteristics affecting educational output include student quality (usually measured by test scores of incoming students), educational background of parents, student effort, and community aspects such as the crime rate in a school's location (see, for example, Gyimah-Brempong and Gyapong 1992).…”

“…Other characteristics affecting educational output include student quality (usually measured by test scores of incoming students), educational background of parents, student effort, and community aspects such as the crime rate in a school's location (see, for example, Gyimah-Brempong and Gyapong 1992). Lastly, empirical studies of the education production function appear for many different types of schools and settings, including individual college classes (Bacdayan 1997), private undergraduate schools (Dolan and Schmidt 1994), doctorate granting institutions (de Groot, McMahan, and Volkwein 1991), aggregates of classes or school districts in a state or county (Cooper and Cohn 1997;Gyimah-Brempong and Gyapong 1992;Bonesrønning 2004), and nations (Amermuller, Hiejke, and Wößmann 2005;Voon 2001). …”