Measuring Efficiency in English Schools, Techniques, Policy Implications and Practicalities
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1 Measuring Efficiency in English Schools, Techniques, Policy Implications and Practicalities Darren Pigg and Andrew Webster Value for Money Unit UK Department for Education and Skills
2 Structure The function of the VfMU within the DfES Andy Efficiency Measurement Darren Summary of findings from a study investigating effective schools - Darren Extensions to the measures, work in progress Darren Summary of findings from a study investigating effective schools - Darren Plans for the future - Andy 2
3 Context Renewed focus on efficiency and value for money - about the better use of resources to improve children s s outcomes Increases in funding outstripping increases in standards Comprehensive Spending Review 2007 Schools Financial Benchmarking 3
4 Context Other research (Multi-level level modelling) Existing measures Performance league tables Value added Contextualised value added Funding of English maintained schools 4
5 Measurement The Department currently uses DEA for school level efficiency estimates. DEA vs SFA DEA much more understandable to the sector Automatic generation of peer units SFA did not yield any results in the fully specified model. 5
6 The model itself Have to strike the balance between simplicity and completeness of the model. Our unit within the Department conducts extensive research into the link between resources and school outcomes. Work closely with leading academics, and stakeholders with more direct experience of schools. Use an output orientated, VRS model. 6
7 The model Output GCSE Value Added Uncapped Inputs Number of Teachers Per Pupil Number of Learning Support Staff per pupil Number of Administrative and Clerical Staff per pupil Expenditure on Learning Resources and ICT Learning Resources per pupil Proportion of Pupils not eligible for Free School Meals Proportion of Pupils not Special Educational Needs without Statements Proportions of Pupils not Special Educational Needs Proportion of Pupils with English as an Additional Language 7
8 So what have we done with these measures? We have identified 38 secondary schools that we believe to be highly effective. To be selected schools had to be: 100% efficient, via the measures Peers to 100 or more less effective schools. Other performance indicators for these schools were then cross referenced to assure us that they were good schools. 8
9 The Study A sample of schools were visited and interviews with key individuals took place to see what they are doing to make them appear efficient. This project had the dual aims of: Validating the efficiency models Identifying best practice to disseminate throughout the sector so overall standards can be raised. 9
10 Key Findings All the schools identified as being effective were indeed found to be highly effective schools. No single path to effectiveness But many common characteristics of effective schools: Ethos, Very strong Leadership, Rigorous use of student performance data, 10
11 Key Findings Culture of accountability, Willingness amongst staff to go the extra mile, Inclusive approach Proactive in seeking additional funding Strong commitment to planning, use of and investment in ICT. 11
12 Other work being taken forward Currently have projects investigating: Use of Cross Efficiencies in DEA. Bootstrapping techniques to generate confidence intervals. Hierarchical Decomposition and related techniques (Dula( Dula). Dynamic Clustering Techniques. Estimation of Allocative and Technical Efficiency using DEA. 12
13 What the future holds We could look at multi-level DEA models of school/pupil efficiency. Inclusion on benchmarking website. Always should be used as part of a suite of techniques. 13
14 What the future holds Links to accountability Ofsted, SiPs, working with LA s s to allow them to challenge Used to target schools to identify best practice; and those that require additional support 14
15 Thanks Contact
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