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School Size (school + size)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting75%

Selected Abstracts

Disentangling the racial test score gap: Probing the evidence in a large urban school district

JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2007
Leanna Stiefel
We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences in classrooms attended explains little of the remaining gap, suggesting little role for within-school inequities in resources. There is some evidence that school characteristics matter. Race gaps are negatively correlated with school size,implying small schools may be helpful. In addition, the trade-off between the size and experience of the teaching staff in urban schools may carry unintended consequences for within-school race gaps. © 2006 by the Association for Public Policy Analysis and Management. [source]

Efficiency of Junior High Schools and the Role of Proprietary Structure

ANNALS OF PUBLIC AND COOPERATIVE ECONOMICS, Issue 4 2003
by Gian Paolo Barbetta
We analyze a sample of 497 schools located in Piemonte, a region in the North-Western part of the country, distinguishing between public, private for-profit and private nonprofit schools. In stage one of the analysis, we provide robust estimates of efficiency scores, using the two most widely known techniques in applied works, namely Data Envelopment Analysis (DEA) and Stochastic Frontiers (SF). In stage two, we suggests that proprietary structure matters in explaining efficiency. Nonprofit schools are more efficient than public ones, whereas for-profit counterparts are outperformed by public producers. Moreover, we find that foreign and disabled students affects negatively efficiency, raising concerns for cream-skimming practices among private producers. Finally, school size is another important determinant of efficiency. [source]

Resource Utilization and Economies of Size in Secondary Schools

BULLETIN OF ECONOMIC RESEARCH, Issue 2 2000
Jim Taylor
This paper identifies the determinants of costs per pupil in English secondary schools. A distinction is made between the short run and the long run in order to estimate the separate effects on costs per pupil of short-run variations in school output and school size. A school's capacity utilization rate is used to indicate short-run deviations in output from pupil capacity, and pupil capacity is used as an indicator of school size to capture scale effects on costs per pupil. The statistical analysis uses both published and unpublished data for secondary schools in England. Two separate analyses are undertaken, one for grant-maintained schools alone and the other for all schools. A separate analysis is undertaken for grant-maintained schools since cost data are available only for schools in this sector. Staff hours per pupil is used as a proxy for costs per pupil for schools as a whole. The main finding is that costs per pupil and staff hours per pupil are both highly significantly negatively related to both school size and the capacity utilization rate of schools. A range of other variables are also estimated to have a significant effect on costs per pupil in secondary schools. The main finding is that there is scope for reducing the costs of schooling in the secondary schools sector in England. [source]

Validation of Group Domain Score Estimates Using a Test of Domain

JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2006
Mary Pommerich
Domain scores have been proposed as a user-friendly way of providing instructional feedback about examinees' skills. Domain performance typically cannot be measured directly; instead, scores must be estimated using available information. Simulation studies suggest that IRT-based methods yield accurate group domain score estimates. Because simulations can represent best-case scenarios for methodology, it is important to verify results with a real data application. This study administered a domain of elementary algebra (EA) items created from operational test forms. An IRT-based group-level domain score was estimated from responses to a subset of taken items (comprised of EA items from a single operational form) and compared to the actual observed domain score. Domain item parameters were calibrated both using item responses from the special study and from national operational administrations of the items. The accuracy of the domain score estimates were evaluated within schools and across school sizes for each set of parameters. The IRT-based domain score estimates typically were closer to the actual domain score than observed performance on the EA items from the single form. Previously simulated findings for the IRT-based domain score estimation procedure were supported by the results of the real data application. [source]