The Effect of School Size on Exam Performance in Secondary Schools

This paper investigates the relationship between school size and the exam performance of school pupils in their final year of compulsory education. Previous studies of this relationship have been seriously constrained by lack of appropriate data, but the publication of the School Performance Tables for all publicly-funded schools in England since 1992 permits the construction and testing of a multivariate model which includes school size as one of the explanatory variables. After controlling for factors such as type of school, teaching inputs and eligibility for free school meals, the partial effects of school size on exam performance are estimated. The primary result is that there is a non-linear relationship (in the form of an inverted-U) between school size that maximizes the exam performance of schools is estimated to be about 1,200 for 11–16 schools and 1,500 for 11–18 schools. These estimates are considerably higher than the current mean size of schools.     

Diversity,Choice and the Quasi‐market: An Empirical Analysis of Secondary Education Policy in England*

This article investigates the extent to which exam performance at the end of compulsory education has been affected by three major education reforms: the introduction of a quasi‐market following the Education Reform Act (1988); the specialist schools initiative introduced in 1994; and the Excellence in Cities programme introduced in 1999. Using a panel of schools for all state‐funded secondary schools in England (1992–2006), we find that only about one‐third of the improvement in school exam scores is directly attributable to the combined effect of these three major education reforms. The distributional consequences of the policy, however, are estimated to have been favourable, with the greatest gains being achieved by schools with the highest proportion of pupils from poor families.     

An Analysis of the Value Added by Secondary Schools in England: Is the Value Added Indicator of Any Value?*

This paper argues that the value added score published for all publicly funded secondary schools in England is an unreliable indicator of school performance. A substantial proportion of the between‐school variation in the value added score is accounted for by factors outside the school's control. These factors include several pupil‐related variables such as the proportion of pupils on free school meals, the authorized absence rate of pupils and the proportion of pupils from ethnic minority backgrounds. The value added score is also related to several school characteristics such as the school's admission policy and its subject specialism. The main policy recommendation of this paper is that the value added score should not be used as a performance indicator, but should be used to gain a better understanding of why the value added score varies between schools.     

A Reexamination of How Athletic Success Impacts Graduation Rates

A BSTRACT . Past research has found conflicting evidence concerning whether higher levels of athletic success positively or negatively impact college graduation rates. This paper intends to improve on past research by separating the graduation rate of student-athletes from all other undergraduates. Results using generalized least squared estimation and paired t-tests from a sample of Division I schools suggest that neither the graduation rate for student-athletes nor the graduation rate for all other undergraduates is sensitive to the level of a school's athletic success. However, the graduation gap between student-athletes and all other undergraduates is sensitive to various measures of a school's athletic success. Women have higher graduation rates than men in general, and this gender graduation gap is exacerbated when focusing on student-athletes at schools with the most prominent athletic programs.     

Barriers to skill acquisition in Brazil: Public and private school students performance in a public university entrance exam

This paper uses a novel data set to quantify the difference in performance of public and private school students in an entrance test exam of the major public university in Brazilian Northeast (Universidade Federal de Pernambuco – UFPE). Although there are many public universities in Brazil, from our knowledge, there is no study that uses data on entrance test scores at such universities to evaluate the determinants of students’ performance and the barriers for public school students to get in the good universities. The data set has detailed information on individual and school characteristics, and family background. We found that test scores of public school students are on average about 4.2–17% lower than those taken by private school students, depending on the set of controls. This result is robust when we address problems related to attrition, omitted variables (e.g., cognitive ability), and unobservable selectivity. We also show that once students get into the university, those from public schools perform as well as those from private schools. In addition, the proportion of public school students that gets into the university is roughly the same as the proportion of students doing the entrance exam. However, there is a strong barrier for public school students to get into high competitive majors. The fraction of students from public schools that gets into high competitive majors such as law, medicine, and electronic engineering is almost null. Our findings provide quantitative evidence to the common view that the Brazilian elitist high education system is an important channel for inequality persistence.     

The Value of Secondary School Quality*

Improving the quality of state‐funded secondary school education has become a major policy aim in the UK. However, without a valuation of the social benefits derived from public provision of educational services, the rational evaluation of policy to this end is difficult. Utilizing the argument that dwellings near better schools command a price premium, this paper presents results from an empirical exercise aimed at providing such a social valuation of increased school quality. Using a large set of data for England, and an instrumental variable approach, results indicate an elasticity of dwelling purchase price with respect to exam performance by schools at around +0.05. One implication is that society would value a general increase of five percentage points in exam performance by about £450 million per annum.     

The development of a model for student achievement

This article describes the results of work being conducted on the development of a model for student achievement. Steps employed in the reduction of the large number of variables into a fewer number of indices and the utilization of these indices in regression analyses are described. Some of the more salient findings are that both school achievement and school resources (including such things as the number of pupils per teacher, the teacher's view of his working conditions and the school's special staff and services) are highly related to the socio-economic status and racial-ethnic composition of the student body. The influence of the schools is bound up with the kinds of students that they get initially. Consequently, when the schools are equated for the kinds of students that they get they tend also to be equated for the influence that they have on these students. The schools play an important role in promoting student achievement and the extent of this involvement appears to be greater for higher socio-economic status and white students than for lower socio-economic status and non-white students.     

Acquisition Premiums, Subsequent Workforce Reductions and Post-Acquisition Performance

abstract    This study suggests that paying acquisition premiums leads to workforce reductions in the merged firm, which in turn results in poorer post-acquisition performance. This issue is important to scholars and practising managers given the pervasiveness and importance of knowledge and human capital to competitive advantage. In a sample of 174 major related acquisitions completed in the period 1992–98, results show a positive relationship between the premium paid for an acquisition and subsequent workforce reductions, controlling for a number of alternative explanations. Additionally, workforce reduction mediates the negative relationship between premiums and post-acquisition performance. The results suggest that the effects of workforce reductions following large premiums paid for the acquired firm can be detrimental to the interests of the organization.     

基于民办医学院校外科教研室的生存发展研究

民办医学院校外科教研室是学校临床教学活动的基层单位,其能否很好地生存和发展,关系到医学院校临床教学的教学质量与可持续发展。因此,应对外科教研室的发展加以调查与分析,发现存在的问题,并探讨解决这些问题的相应对策。     

The wisdom of the few or the wisdom of the many? An indirect test of the marginal trader hypothesis

The Marginal Trader Hypothesis (Forsythe et al. 1992, in American Economic Review 82(5): 1142–1161) posits that a small group of well-informed traders keep an asset’s market price equal to its fundamental value. Forsythe et al. base this claim on evidence from U.S. presidential prediction markets. We test the Marginal Trader Hypothesis by examining a decision task that precludes marginal traders. Specifically, students are asked to predict the class average for a given exam. We show that performance on our task is similar to that reported for the Iowa Electronic Markets, and that accuracy is unrelated to academic performance and does not correlate across tasks.     

Is market learning the missing link between family involvement – firm performance relationship? A resource-based perspective

Drawing on previous literature on proposing that there exists a positive relationship between family involvement and firm performance, this study refines the explanatory role of market learning in explaining the relationship between family involvement and firm performance to be conditional to firm age and environmental turbulence. The data from 344 small-medium enterprises show that family involvement is positively related to market exploitation while family involvement is negatively related to market exploration as family firms age. Also, we provide empirical evidence that family involvement is positively related to firm performance in turbulent environments through market exploration irrespective of the firm’s age. Conversely, family involvement is positively related to firm performance through market exploitation in less turbulent environments irrespective of firm age. This study provides empirical evidence of the market exploration and exploitation capabilities may be the capabilities that glue family involvement to firm performance.     

Maximum likelihood estimation of seemingly unrelated stochastic frontier regressions

This paper explores the changes in value added (VA) of a sample of schools for cohorts of students finishing secondary education between 2005 and 2008. VA estimates are based on distance measures obtained from DEA models. These measures are computed for each pupil in each school, and evaluate the distance between the school frontier in a given year and a pooled frontier comprising all schools analysed. The school VA is then computed by aggregating the VA scores for the cohort of pupils attending that school in a given year. The ratio between VA estimates for two consecutive cohorts, that attended the school in different years, is taken as the index of VA change. However, the evolution of school performance over time should consider not only the movements of the school frontier, but should also take into account other effects, such as the proximity of the students to the best-practices, represented by the school frontier, observed over time. For that purpose we developed an enhanced Malmquist index to evaluate the evolution of school performance over time. One of the components of the Malmquist index proposed measures VA change, and the other measures the ability of all school students to move closer to their own school best practices over time. The approach developed is applied to a sample of Portuguese secondary schools.     

Estimating the Impact of the Specialist Schools Programme on Secondary School Examination Results in England*

This paper investigates the impact of the specialist schools programme in England on examination performance at age 16. Two approaches are used. The first uses pupil‐level data from the 2003 National Pupil Database. The second uses panel data methods and is based on time‐series data for secondary schools during 1992–2003. The paper also investigates the distributional consequences of the specialist schools programme. Specialist schools perform marginally better than their non‐specialist counterparts (especially in science, business studies and technology) but by much less than is indicated by previous studies. The programme does not appear to have had adverse distributional consequences.     

Urban density and pupil attainment

We explore the association between urban density and pupil attainment using three cohorts of pupils in schooling in England. Although—as widely recognised—attainment in dense urban places is low on average, this is not because urban environments disadvantage pupils, but because the most disadvantaged pupils with low average attainments attend the most urbanised schools. To control for this, we exploit changes in urban density faced by pupils during compulsory transition from Primary to Secondary school, and measure educational progress at the end of the Secondary phase, relative to attainment at the end of Primary schooling. Our results suggest that there are small but significant benefits from education in schools in more densely urbanised settings. We detect this density advantage even amongst pupils moving relatively short distances between Primary and Secondary schools within urban areas, so we cannot attribute it to broad urbanisation effects experienced by pupils making rural–urban school moves. A more likely explanation lies in greater school choice and competition between closely co-located educational providers.     

浅谈数控实习的安全管理

学校安排学生进行实习,目的是为了让学生更感性的去了解专业、学习专业,但是,实习安全是不可缺少的前提,如何才能使学生有一个良好的安全的实习环境,这是学校和实习教师在教学过程中必须要考虑并且要考虑周全的首要问题。     

IS THERE A CONFLICT BETWEEN COMMERCIAL GAIN AND CONCERN FOR THE POOR? EVIDENCE FROM PRIVATE SCHOOLS FOR THE POOR IN INDIA AND NIGERIA

In many developing countries, private unaided schools are serving the poor in large numbers. Some commentators view their presence as undesirable - in particular assuming that there is a conflict between'commercial gain' and 'concern for the poor'. We show one way in which there is no conflict - the private unaided schools offer free or concessionary places to the poorest of the poor. Using data from a random sample of schools in Hyderabad, India, and a smaller sample in Makoko, Nigeria, we show that such places range from 10–20% of all places offered.     

关注学生心理,优化中职声乐师资队伍

"十一五"发展规划中提出的中等职业教育改革和发展的目标,表明了我国中等职业教育发展契机的到来。然而,中等职业学校生源质量偏低,学生的各种心理问题表现得比较突出。中等职业学校声乐教学是我国中等职业学校音乐教育体系中的一个有机组成部分,有其自身的规律和特点。笔者尝试从几方面做些探讨,以寻求对策帮助学生健康其心理。     

Breaking the link between poverty and low student achievement: An evaluation of Title I

This study provides an evaluation of the impact of Title I funding of compensatory education programs on school finance and student performance in New York City public schools during the 1993, 1997 and 2001 school years. Estimates based on a regression-discontinuity approach indicate that the program was unsuccessful in improving student outcomes in high-poverty schools in New York City during this period, and may in fact have had adverse effects during the earlier years in our sample. Less evidence of a negative effect is found for the 2001 school year. These findings are related to the way in which the federal funds were spent.     

Pay Comparability Across and Within UK Boards: An Empirical Analysis of the Cash Pay Awards to CEOs and Other Board Members

Drawing on the literature on social comparison and equity theories, this paper analyses the determinants of, and the relationships between, the cash pay awards of CEOs and other board members for a sample of large UK companies over the period 1992–95. Our results suggest that external labour market and internal (i.e., within board) pay comparisons are important in explaining both CEO and other directors' pay awards. In the case of CEOs, however, there is evidence of an asymmetric adjustment to prior period pay anomalies, whereby the pay of the relatively underpaid executives displays significantly greater sensitivity to external market comparison pay levels. This asymmetric adjustment process results in a 'bidding-up' of average CEO pay relative to other board members over the four year period investigated.     

Raising Standards in our Schools: Does Class Size Really Matter?

In this article Anna Vignoles reports the results of a recent research project which evaluated the effects of class size and expenditure per pupil in secondary schools on students’ academic performance and their subsequent earnings. Controversially she concludes that simply providing secondary schools with more resources is not likely to improve student outcomes, although increasing class sizes dramatically would almost certainly have a negative impact. The implication of this research is that attention should be focused on identifying the characteristics and management strategies of successful secondary schools.