Benchmarking of secondary schools based on Students’ results in higher education

Portela, Maria Conceição A. Silva; Camanho, Ana S.; Barbosa, Flávia

doi:10.1016/j.omega.2019.102119

Cited by 21 publications

(15 citation statements)

References 41 publications

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“…test scores), accounting for the school's ability to provide students with tools to succeed in their later-stage challenges (Levin, 1974;Hanushek, 1979). Following this rationale, the mission of secondary schools covers different objectives and involves different temporal horizons, namely to succeed in promoting students' short-term educational outcomes and long-term lifelong learning opportunities (Silva et al, 2019). Accordingly, both dimensions need to be considered so to account for these complementary objectives and to assess the efficiency of the conversion of resources in these educational results.…”

Section: Outputsmentioning

confidence: 99%

“…To this extent, the share of students without problems of absenteeism can be seen as throughput with respect to grade retention and success in the final school exams. 11 Finally, based on the arguments made above, the share of students enrolled in higher education is considered to account for a longer-term result (see for example Silva et al, 2019). This variable measures the proportion of students that started either an academic or professional bachelor.…”

Section: Outputsmentioning

confidence: 99%

See 1 more Smart Citation

Impact evaluation in a multi-input multi-output setting: Evidence on the effect of additional resources for schools

D’Inverno

Smet

Witte

2021

European Journal of Operational Research

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This paper proposes an innovative approach to evaluate the causal impact of a policy change in a multi-input multi-output setting. It combines insights from econometric impact evaluation techniques and efficiency analysis. In particular, the current paper accounts for endogeneity issues by introducing a quasi-experimental setting within a conditional multi-input multi-output efficiency framework and by decomposing the overall efficiency between 'group-specific' efficiency (i.e., reflecting internal managerial inefficiency) and 'program' efficiency (i.e., explaining the impact of the policy intervention on performance). This framework allows the researcher to interpret the efficiency scores in terms of causality. The practical usefulness of the methodology is demonstrated through an application to secondary schools in Flanders, Belgium. By exploiting an exogenous threshold, the paper examines whether additional resources for disadvantaged students impact the efficiency of schools. The empirical results indicate that additional resources do not causally influence efficiency around the threshold.

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Section: Outputsmentioning

confidence: 99%

Section: Outputsmentioning

confidence: 99%

Impact evaluation in a multi-input multi-output setting: Evidence on the effect of additional resources for schools

D’Inverno

Smet

Witte

2021

European Journal of Operational Research

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“…However, it should be mentioned that most of the studies have been conducted in the field on medical education (Curtis et al, 2007;Al-Rukban et al, 2010;Yousafzai & Jamil, 2019). The authors of the paper agree with Silva et al (2020) in their statement that "The link between secondary education and higher education achievements remains understudied". In particular, this gap exists in the field of business education.…”

Section: Exploratory Measures To Predict Students' Performancementioning

confidence: 62%

“…The attempts to investigate the link between examination results at secondary school and students' performance have been made (Silva et al, 2020;Goldstein & Thomas, 1996). However, it should be mentioned that most of the studies have been conducted in the field on medical education (Curtis et al, 2007;Al-Rukban et al, 2010;Yousafzai & Jamil, 2019).…”

Section: Exploratory Measures To Predict Students' Performancementioning

confidence: 99%

Analysis of Students Performance in Relation to the Results of State Unified Exam: The Case of Russian University

Svirina

Lopatin

Titko

2021

Business, Management and Economics Engineering

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Purpose – Considering the limited number of studies covering the topic, the goal is to check the existence of the correlation between the results of Russia’s Unified State Exam and performance at the university. Research methodology – the article uses quantitate analysis (regression) of the student performance on a sample of 4664 students. To provide statistical evaluation, the authors use SPSS Statistics software. Findings – the research suggests, that results of unified state exam and individual students scores, awarded by the university under restrictions, are non-efficient in terms of predicting student performance. On the opposite, students’ performance during their first semester is a good predictor for the whole period of academic studies. As existing results of testing such hypotheses are inconsistent, the research provides value to the field of educational research. Research limitations – data for research refer to only Kazan National Research Technical University named after A. N. Tupolev (KNRTU-KAI). Practical implications – the research clearly indicate, that the universities cannot rely solely on the unified state exam during admission; they are to use different assessment tools to ensure future academic performance and lower dropouts rate. Originality/Value – There is a gap in the investigation the link between secondary education and higher education performance.

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“…Benchmarking has been spurred by nations' desire to create knowledge based innovation economies and anchor their economic development on a solid foundation in the 21 st century. Although literature shows that, benchmarking is a common practice among institutions of higher education, there is some evidence of school benchmarking in some countries (Silva, Camanho & Barbosa, 2019). Most benchmarking activities focus on the academic output.…”

Section: Introductionmentioning

confidence: 99%

Benchmarking practices among single sex boarding secondary schools in Western Kenya

Amunga¹

2020

TSSJ

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This study investigated benchmarking practices by single sex boarding secondary schools in the Western region of Kenya. The purpose was to establish why these schools engaged in benchmarking, whether they prioritised different or common benchmarking activities, and the factors militating against benchmarking. The study was guided by the theory of the learning organization. The target was 66 (37 Boys boarding and 29 Girls boarding schools, previously classified as provincial schools) engaged in benchmarking at the time of the study. A total of 20 schools representing 30% were randomly selected. Of the 240 who formed the study sample (20 principals, 20 DOSs, 100 HODs and 100 teachers) 215 (89.58%) responded. Data were collected using questionnaires with closed and open ended items, and analysed both descriptively (means and percentages) and inferentially (Chi-square and Z-test) using the Predictive Analytical Software (PASW) Version 19.0. All responses on the open ended questions were paraphrased and others reported verbatim in triangulation of findings. The study found that, schools benchmarked national and county schools. Most of the programmes benchmarked were targeted improvement in academic performance. Both categories of schools had common benchmarking interests and therefore sought information on similar practices and programmes. While most respondents reported it the practice had improved examination results, a number of challenges were pointed out. These were lack of time, lack of resources, too much focus on exams and poor implementation of benchmarked programmes. It was therefore recommended that, schools create ample time for the exercise, allocate sufficient resources for implementation of programmes and go beyond the focus on academics to benchmark on other practices that build an all round student.

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Benchmarking of secondary schools based on Students’ results in higher education

Cited by 21 publications

References 41 publications

Impact evaluation in a multi-input multi-output setting: Evidence on the effect of additional resources for schools

Impact evaluation in a multi-input multi-output setting: Evidence on the effect of additional resources for schools

Analysis of Students Performance in Relation to the Results of State Unified Exam: The Case of Russian University

Benchmarking practices among single sex boarding secondary schools in Western Kenya

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