Measuring Educational Efficiency at Student Level with Parametric Stochastic Distance Functions: An Application to Spanish PISA Results

Autor/inn/en	Perelman, Sergio; Santin, Daniel
Titel	Measuring Educational Efficiency at Student Level with Parametric Stochastic Distance Functions: An Application to Spanish PISA Results
Quelle	In: Education Economics, 19 (2011) 1, S.29-49 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
Schlagwörter	Foreign Countries; Public Schools; Private Schools; Secondary School Students; Secondary Schools; Educational Vouchers; School Choice; Efficiency; Student Characteristics; Institutional Characteristics; Peer Groups; Scores; Mathematics Achievement; Reading Achievement; Computation; Measurement; Spain; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Private school; Privatschule; Sekundarschüler; Sekundarschule; Educational voucher; Bildungsgutschein; Choice of school; Schulwahl; Effectiveness; Effektivität; Wirkungsgrad; Gleichaltrigengruppe; Peer Group; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Messverfahren; Spanien
Abstract	The aim of the present paper is to examine the observed differences in Students' test performance across public and private-voucher schools in Spain. For this purpose, we explicitly consider that education is a multi-input multi-output production process subject to inefficient behaviors, which can be identified at student level using a parametric stochastic distance function approach. The empirical application of this model, based on Spanish data from the Programme for International Student Assessment implemented by the Organization for Economic Co-operation and Development in 2003, allows us to identify different aspects of the underlying educational technology. Among other things, the results provide insights into how student background, peer group, school characteristics and personal circumstances interact with educational outputs. Moreover, our findings suggest that, once educational inputs and potential bias due to school choice endogeneity are taken into account, no further unexplained difference remains between students' efficiency levels across public and private-voucher schools. (Contains 1 note, 6 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10