Input-Oriented Efficiency Measures in Australian Schools

Vincent Blackburn, Shae Brennan and John Ruggiero
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Vincent Blackburn: New South Wales Department of Education and Communities
Shae Brennan: University of Cincinnati
John Ruggiero: University of Dayton

Chapter Chapter 4 in Nonparametric Estimation of Educational Production and Costs using Data Envelopment Analysis, 2014, pp 101-117 from Springer

Abstract: Abstract In this chapter we apply the DEA models presented in Chap. 3. We focus on the input-oriented models to measure technical, scale and input allocative efficiency of the primary and secondary schools in Australia. In addition, we also present a production based model of adequacy. In recent years, there has been a movement towards measuring adequacy of educational service provision, defined by Berne and Stiefel (1999) and Duncombe and Yinger (1999) as the minimum amount of resources necessary for a school to meet some pre-defined absolute standard of performance. Typically, this is defined as achieving minimum passing standards on standardized tests. In this chapter, we measure technical, allocative and scale efficiency of Australian schools using the models developed in Chapter 3. We also apply a model (Ruggiero 2007b) to measure the minimum expenditure necessary to provide an adequate education by projecting observations using the predefined adequacy standards instead of the observed outcomes. We use data from school year 2009–2010. In the following section, we discuss our data.

Keywords: Limited English Proficiency; Scale Efficiency; Allocative Efficiency; Technical Inefficiency; Large School (search for similar items in EconPapers)
Date: 2014
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DOI: 10.1007/978-1-4899-7469-3_4

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