Small is not that beautiful after all: measuring the scale efficiency of Tunisian high schools using a DEA-bootstrap method

Why is education performance so different across Latvian schools?

“…Both these factors are highly significant regardless of whether a school sample covers the full dataset (652 schools; except vocational, evening and extramural schools) or excludes gymnasiums and middle schools (see Table ). The positive link between school size and pupil performance (see also Figure ) is in line with the literature (Burney et al., ; Coupe et al.,; Essid et al., ; Huguenin, ; Pereira & Moreira, ).…”

“…There is also enough international evidence on the positive scale effect. The impact of school size on pupil performance was found to be positive, for instance, by Burney, Johnes, Al-Enezi, and Al-Mussalam (2013) for Kuwait, Huguenin (2015) for Switzerland, Coupe et al (2015) for Ukraine, Essid, Ouellette, and Vigeant (2013) for Tunisia as well as Pereira and Moreira (2007) for Portugal.…”

Monte‐Carlo Comparison of Conditional Nonparametric Methods and Traditional Approaches to Include Exogenous Variables

“…As a result, it has been extensively used by researchers and practitioners, because it is included in most DEA software packages (Barr, ). Moreover, a statistical DEA bootstrap approach has been recently developed for making inference about the efficiency of estimates (Essid et al ., , ). However, this model also has some important drawbacks.…”

The Efficiency of Australian Schools: A Nationwide Analysis Using Gains in Test Scores of Students as Outputs

“…(); Agasisti (); Essid et al . (); Haelermans and Ruggiero (). The SFA approach requires behavioural assumptions such as cost minimisation and profit maximisation, which are not necessarily as relevant to the objectives and operational environments of schools (Worthington, ) as they are in other economic spheres.…”

“…Another source of variation in the approach in the international literature is the choice of methods. Some of the existing studies (Chakraborty and Poggio, 2008;Conroy and Arguea, 2008;Kirjavainen, 2011;Gronberg et al, 2012) apply parametric methods, such as stochastic frontier analysis (SFA), while others use non-parametric methods such as Data Envelopment Analysis (DEA): 5 Grosskopf and Moutray (2001); Grosskopf et al (2009);Alexander et al (2010); Agasisti (2011);Essid et al (2011);Haelermans and Ruggiero (2013). The SFA approach requires behavioural assumptions such as cost minimisation and profit maximisation, which are not necessarily as relevant to the objectives and operational environments of schools (Worthington, 2001) as they are in other economic spheres.…”