An Empirical Survey of Frontier Efficiency Measurement Techniques in Education

By Andrew C. Worthington. 2001

419 citations recorded by the source corpus.

Educational institutions worldwide are increasingly the subject of analyses aimed at defining, measuring and improving efficiency. However, despite the importance of efficiency measurement in education, it is only relatively recently that the more advanced econometric and mathematical programming frontier techniques have been applied to primary and secondary schools, university departments and degree programmes, and universities as a whole. This paper attempts to provide a synoptic survey of the comparatively few empirical analyses in education using frontier efficiency measurement techniques. Both the measurement of inefficiency in education and the determinants of educational efficiency are examined.

Subfields: Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/701199233890ba8990b17ffa14d756cd0b0ee9a6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Management Science and Operations Research

Citations in the corpus

Efficiency in education: a review of literature and a way forward (2017, neutral): “Starting from a production function, it is assumed that the education institution transforms inputs into outputs through a production process (Worthington, 2001).”
Impact of Financial Literacy and Investment Experience on Risk Tolerance and Investment Decisions: Empirical Evidence from Pakistan (2016, background): “…literacy is high for people having age of 50 and 60 years, professionals, business and owners of farm, and university or college graduates (Worthington, 2001)† literacy of financial education can also described as the capability of individuals to go for financial decisions by keeping in…”
Testing the accuracy of DEA for measuring efficiency in education under endogeneity (2009, methodology): “Most of these simulation studies are focused on frontier and efficiency estimation and do not concern whether or not the method provides measures of 1 See Worthington (2001) for a review of the literature related to the evaluation of the education sector using efficiency methods.”
The efficiency of German universities–some evidence from nonparametric and parametric methods (2010, neutral): “3Worthington (2001) provides an extensive review on the e¢ ciency analysis of universities.”
Efficiency and Productivity Change in the English Higher Education Sector from 1996/97 to 2004/5 (2008, background): “There is now a considerable literature on efficiency measurement in the higher education sector, a full survey of which can be found in Worthington (2001) and Johnes (2004).”
University Efficiency: A Comparison and Consolidation of Results from Stochastic and Non‐stochastic Methods (2006, background): “See Worthington (2001) for a review in the context of education.”
Estimating an educational production function for five countries of Latin America on the basis of the PISA data (2013, methodology): “…from single-parent households, the degree of competition between decision making units (see, for example, Duncombe et al., 1997, Grosskopf et al., 2001, or Waldo, 2006), the degree of administrative pressure or the ability of citizen to monitor costs (see, Worthington, 2001, for more details).”
Competition and efficiency: overseas students and technical efficiency in Australian and New Zealand universities (2009, neutral): “In the past, both methods have been used to evaluate the efficiency of institutions in a range of industries including higher education (for summaries, see Abbott and Doucouliagos 2003; Worthington 2001).”
TEACHER FACTORS INFLUENCING STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN NYANDARUA COUNTY, KENYA (2013, neutral): “The outputs are generally defined in terms of students’ test scores which denote academic achievement (Worthington, 2001).”
The efficiency of public and publicly-subsidiz ed high schools in Spain. evidence from pisa-2006 (2010, background): “The advantages claimed for this methodology in the assessment of school efficiency have been reinforced by its intensive use (Worthington, 2001).”
Efficiency, technology and productivity change in Australian universities, 1998–2003 (2008, methodology): “…efficiency measurement approaches more generally have been widely employed [see, for example, Tomkins and Green (1988), Beasley (1990; 1995), Johnes and Johnes (1993; 1995), Johnes (1995), Glass, McKillop and Hyndman (1995), Athanassopoulos and Shale (1997)] as surveyed in Worthington (2001).”
Evaluating efficient public good provision: Theory and evidence from a generalised conditional efficiency model for public libraries (2011, background): “Previous studies generally fail to evalu- 2See, for example, Worthington (2001) for the case of education or De Witte and Geys (2010) for the case of libraries.”
Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results (2011, methodology): “Pioneer studies applying data envelopment analysis in education originate with Bessent and Bessent (1980), Charnes, Cooper, and Rhodes (1981) and Bessent et al. (1982) (for an empirical survey of frontier efficiency techniques in education, see Worthington 2001).”
The efficiency of Italian secondary schools and the potential role of competition: a data envelopment analysis using OECD-PISA2006 data (2013, neutral): “The use of DEA is widespread in the traditional literature analyzing schools: Bradley, Johnes, and Millington (2001) and Worthington (2001) provided a list of studies, conducted in several countries, which employed this methodology.”