Κριτική προσέγγιση της συνήθους μεθοδολογικής προσέγγισης για την εκτίμηση της αποτελεσματικότητας Σχολικών μονάδων με τη μέθοδο της Περιβάλλουσας Ανάλυσης Δεδομένων

Abstract

 Data Envelopment Analysis (DEA) is widely used to assess school efficiency. The purpose of the present work is to bring special attention to potential weaknesses of the DEA methodology and the assumptions made for selecting quantitative inputs and outputs used for the analysis and comparison between different Schools. Often, quantitative inputs and outputs are selected on the basis of data availability and rarely are used qualitative parameters regarding data which are not easily obtained such as parent’s educational level or class heterogeneous student bodies or teacher’s turnover. For example, the number of PCs per student is not a reliable input parameter if other parameters are not taken into account, including teachers’ skills. Α similar weakness can be seen in another widely used input, the number of pupils securing entrance to Tertiary education, ignoring the percentage of pupils securing entrance to competitive popular degree courses.