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.     

Examining the role of leadership,trust for school culture and policy

Quality of life relies on also the quality of working context and the group dynamic. Culture of schools, trust and leadership facilitate quality in fostering strategic policies in establishing policy and development. The aim of the research study is to examine the role of leadership, trust for school culture in regard to the perceptions of inspectors. As this research stands on qualitative nature, experiences, perceptions of research participants shape the current understanding to give insights on the role of leadership, trust. In addition, establishing school culture is a part of quality to set policy in terms of development, inspection is a moderation of encapsulating the nature of school culture. Interview was employed to gain understanding and experiences of inspectors in relation to leadership, trust for the school culture. Mission, vision of schools, principles of schools, loyalty to schools, policies, objectives of practices in schools, social interaction in schools. Thematic analysis through laddering was done that five themes were established in examining leadership, trust in the school culture. It is important that employees in the training organization act in a joint view on implementing educational objectives. This is achieved by developing positive attitudes in people and by being able to act constructively with each other. The research results revealed that the inspectors who are currently working at the Ministry of National Education have their views on the mission, vision and leadership of schools and what they think about school culture trust in schools.

     

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.     

Testing for Quasi-Market Forces in Secondary Education

This paper investigates the effect of introducing quasi-market forces into secondary education on the allocation of pupils between schools and on the exam performance of pupils. A unique database is used which covers all publicly-funded secondary schools in England over the period 1992–98. We find several effects consistent with the operation of a quasi-market. Firstly, new admissions are found to be positively related to a school's own exam performance and negatively related to the exam performance of competing schools. Secondly, a school's growth in pupil numbers is positively related to its exam performance compared to its immediate competitors. Thirdly, there is strong evidence that schools experiencing an excess demand for places have responded by increasing their physical capacity. Fourthly, there is some evidence of an increase in the concentration of pupils from poor family backgrounds in those schools with the poorest exam performance of schools during 1992–98 can be attributed to the introduction of quasi-market forces.     

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.     

Charter school closure and student achievement: Evidence from Ohio

The closure of low-performing schools is an essential feature of the charter school model. Our regression discontinuity analysis uses an exogenous source of variation in school closure—an Ohio law that requires charter schools to close if they fail to meet a specific performance standard—to estimate the causal effect of closure on student achievement. The results indicate that closing low-performing charter schools eventually yields achievement gains of around 0.2–0.3 standard deviations in reading and math for students attending these schools at the time they were identified for closure. The study also employs mandatory closure as an instrument for estimating the impact of exiting low-quality charter schools, thus providing plausible lower-bound estimates of charter school effectiveness. These results complement the more common lottery-based estimates of charter school effects, which likely serve as upper-bound estimates due to their focus on oversubscribed schools often located in cities with high-performing charter sectors. We discuss the implications for research and policy.     

Exploring the relationship between Information and Communication Technologies (ICT) and academic performance: A multilevel analysis for Spain

With the world becoming increasingly digitalized, determining the relationship between the use of Information and Communication Technologies (ICT) and educational outcomes takes on special relevance for guiding educational policy decisions in a reasoned way. The objective of this research is to explore the relationship between different types of ICT use at school and at home, students' attitudes towards ICT, and academic performance, as well as to see if these associations differ according to the level of performance of the students. For this purpose, we apply multilevel regression models and quantile regression models with data from the Programme for International Student assessment survey (PISA) 2015. The results show differences in the sign of the association according to the ICT variable analysed. The positive association between ICT use and academic performance is related with its use for entertainment at home, the students’ interest in ICT and an earlier starting age for using ICT. Results also show that higher availability of computers per student in the schools is associated with higher levels of academic performance. However, the use of ICT for schoolwork at home, the use of ICT by students in schools and the importance of ICT as a topic in social interaction for students, are factors negatively associated with academic performance. Finally, our quantile regressions by ability levels suggest that certain types of ICT use appear to be particularly associated with the academic performance of students in the lowest percentiles of performance. These results highlight the need to consider and include ICT as an input into the educational production function. Moreover, public policies should consider the interaction between ICT and the educational performance of underperforming students.     

Why has the number of teachers per student risen while teacher quality has declined?: The role of changes in the labor market for women

Since 1970, the number of teachers per student rose while teacher quality apparently eroded. A model of school and voter decisions shows that an increase in the skill price for women may induce schools to hire additional teachers rather than better quality teachers. Estimation results indicate that the price of skill and alternative wage had offsetting effects on the teacher–pupil ratio. Increased demand for education therefore resulted in larger teacher–student ratios. In contrast, both the skill price and the alternative wage reduced teacher quality. Increased demand for education did not outweigh the combined price effect, and teacher quality fell.     

证券分析师估值模型选择偏好及其对目标价的影响研究——基于企业特征角度

以2017—2020年证券分析师研报为依据,将分析师估值模型选择偏好与分析师目标价结合探讨,并率先提出目标价投资参考价值这一全新概念且对其评估方法进行设计。研究发现,分析师存在特定的估值模型类型偏好,并且在不同行业中偏好不同的估值模型。然而,分析师偏好的估值模型不一定能够生成质量良好的目标价。对于不同特征的企业,分析师存在迥然各异的估值模型选择偏好,该偏好对目标价具有显著影响。结论可帮助分析师优化估值模型选择,提高目标价质量。     

Racial Fractionalization and School Performance

The literature on racial “peer effects” suggests that diversity improves at least some students' school performance. However, a literature in economic development posits that diversity may negatively affect school performance by undermining the efficient provision of education. This article empirically tests this claim, which we call the “public goods channel,” by examining the relationship between racial diversity and student performance in Ohio's school districts. We find that moving from a completely homogenous school district to one in which two racial groups have equal population shares is associated with a 7–17.5 percentage point decline in the passage rate on the state math exam, holding per pupil spending across districts constant. These results suggest that racial diversity is negatively associated with school performance but that the public goods channel is not responsible for this relationship.     

The discourse of inflation accounting

The value of a share is given by the dividend discount model as a simple function of future dividends; but the actual determination of the share price is rarely based upon the direct estimation of these future dividends. A ranking of the valuation models used by analysts and fund managers shows a preference for ‘unsophisticated’ valuation using, for example, the dividend yield rather than the dividend discount model. This finding is shown to depend upon the practical difficulty of using currently-available information to forecast future cash flows. This difficulty limits the quantitative basis of valuations to short forecast horizons, while the subjective, qualitative estimation of terminal value assumes great importance. Crucially, both analysts and fund managers use their own assessment of management quality to underpin the estimation of terminal value, on the basis that superior quality causes outperformance and that, whereas management quality can be assessed now, future performance itself is unobservable. Linked with this and with information asymmetry, valuation is a dynamic, company-specific process, focused on personal communication with management and embodying ongoing signalling and implicit contracting, using both dividends and other variables. This method of valuation causes formal valuation models such as the dividend yield to play only a limited role. They offer a benchmark of relative price differences, which serves as a basis from which to conduct subjective, company-specific analysis and to make investment decisions; but valuation models are not used exclusively, in themselves, to value shares.     

College Readiness: Are California Charter School Students Better Prepared?

Using US data from the Los Angeles Unified School District (LAUSD) I analyse student outcomes from Advanced Placement tests and Smarter Balanced Summative Assessments to determine whether charter school students display higher levels of college readiness. Using panel data from 2011–12 through 2014–15 for the Advanced Placement tests, I find a gain of between 10.8 and 21.0 percentage points for charter students on average over students attending traditional public schools. For the Smarter Balanced Assessment using school years 2014–15 and 2015–16, I again find that charter students outperform traditional public students on average with gains in all categories for both the English and the mathematics portions of the exam. The results of this study seem to offer some support for the view that offering choice in schooling tends to improve performance.     

Beyond Early Warning Indicators: High School Dropout and Machine Learning

This paper combines machine learning with economic theory in order to analyse high school dropout. It provides an algorithm to predict which students are going to drop out of high school by relying only on information from 9th grade. This analysis emphasizes that using a parsimonious early warning system – as implemented in many schools – leads to poor results. It shows that schools can obtain more precise predictions by exploiting the available high‐dimensional data jointly with machine learning tools such as Support Vector Machine, Boosted Regression and Post‐LASSO. Goodness‐of‐fit criteria are selected based on the context and the underlying theoretical framework: model parameters are calibrated by taking into account the policy goal – minimizing the expected dropout rate ‐ and the school budget constraint. Finally, this study verifies the existence of heterogeneity through unsupervised machine learning by dividing students at risk of dropping out into different clusters.     

建设工程消耗量定额的编制

建设工程消耗量定额作为政府对建筑经济市场宏观调控的有效手段,是企业自主报价的重要基准,是市场价格评判的社会尺度,是行政执法监督的技术依据。随着建设工程造价计价依据改革步伐的加快,政府宏观调控、企业自主报价、市场形成价格、社会全面监督的工程造价管理体系将逐步确立和强化。     

The effects of school competition on the achievement of Italian students

In this paper, we study the impact of the degree of school competition on the achievement of Italian students. Specifically, competition is measured as the number of schools available to students in a given area. The aim is to evaluate whether an increase in school choice improves the quality of education. Using the Programme for International Student Assessment (PISA, 2006) dataset we investigate with simple Least Squares regression models, controlling for a host of individual and school characteristics, if secondary school students with a wider range of schools choices perform better than those students whose choice is more limited. We find a significant positive correlation between students' performance and the degree of local schools competition. Moreover, we show that students achieve much better outcomes if schools operating in more competitive environments also experience a higher pressure on academic standards coming from parents. Copyright © 2010 John Wiley & Sons, Ltd.     

基于可持续发展的国有企业绩效评价体系研究

本文以可持续发展理论为指导,论述了社会绩效、环境绩效和公司治理水平与企业财务业绩及可持续发展的关系,提出了国有企业绩效评价体系在财务业绩评价基础上,应增加社会绩效、环境绩效和公司治理指标,设计了盈余质量系数对企业的净利润进行修正,以克服企业利润操纵对财务业绩的影响,使财务业绩的评价更具客观性;提出了通过行业效率评价来解决行业差异对企业绩效影响的建议。     

The impact of the low income housing tax credit program on local schools

The low-income housing tax credit (LIHTC) program has developed over two million rental homes for low-income households since 1986. The perception of deterioration in school quality has been a main reason for community opposition to LIHTC projects in middle- and upper-income areas. In this paper, we examine the impact of LIHTC projects on the nearby school performance using data on all LIHTC projects and elementary schools in Texas from the 2003–04 through 2008–09 academic years. We employ the longitudinal structure of the data to control for school fixed effects and estimate the relationship between the opening of nearby LIHTC on campus-level standardized test scores and performance ratings. We address the potential selection biases by controlling for preexisting trends in school performance prior to the study period. We find no robust evidence that the opening of LIHTC units negatively impacts the performance of nearby elementary schools.     

社会责任投资与价值投资相悖吗?——基于国际经验的比较

社会责任投资促进了公司绩效评价模式的变革。从美国和亚太地区的经验来看,社会责任投资的整体表现更好;社会责任形象较好公司股票价格表现更佳;强有效的资本市场一方面将推动社会责任形象好的公司股票获得更高估值,另一方面也将促使上市公司在社会责任领域投入更多资源。长远来看,社会责任投资与价值投资并不相悖。社会责任投资在中国的发展之路还属于起步阶段,中国上市公司对企业社会责任持有非常积极的观点,但中国资本市场并没有给企业社会责任积极评价。     

Factors influencing the demand and supply of public school teachers in Indiana: An exploratory analysis

Arguments by plaintiffs in recent court cases dealing with the constitutionality of a system of funding public schools based primarily on the local property tax have proposed that teachers in districts with high assessed valuations are on the average better paid, better trained and have more experience than teachers in low assessed valuation districts. The analysis presented in this paper was designed to determine whether or not empirical support exists for these arguments. A conceptual model representing the demand and supply of public school teachers is developed. The model is applied to data from 269 Indiana school districts. Results of the analysis largely show that socio-economic variables other than taxable wealth are the primary determinants of the training, experience, and salaries paid to teachers. Only a small proportion of the variation in training experience, and salaries could be attributed directly to assessed valuation.