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Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency.

The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency.

Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning.

From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background.

This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.

This study extends the educational institutions' performance and efficiency literature by examining Brazil's Federal Institute of Education, Science and Technology (FIEST), which consists of educational units throughout the country that span several levels of education.

The authors build and analyze a covariance matrix consisting of both a group of efficiency measures and a group of performance indicators used by Brazil's Ministry of Education (BME). The values in the covariance matrix are maximized through application of the Technique for Order of Preference by Similarity to the Ideal Solution (TOPSIS), in which the weights of each variable are optimized in order to capture the direction of the relationship between the two sets of efficiency measures.

Although the authors find that the collective efficiency of the educational units analyzed did not change during the period of study, the analysis reveals that government indicators of performance do not exhibit a strong relationship to the ideal solution efficiency measures used in this study.

This study extends the educational institution efficiency literature by examining Brazil's FIEST, which consists of 40 educational units throughout the country that spans several levels of education, from upper high school vocational courses to higher degrees.

While there has been increasing interest in the impact of courtmandated education finance reform on school district efficiency, research on the subject is scant. Taking advantage of New Jersey Supreme Court cases that have altered the way in which state school aid is distributed, this paper examines the effect of changes in the education finance system on school district efficiency. Building on existing literature on public sector efficiency, a longitudinal data analysis based on two-stage DEA models reveals that courtmandated increases in state aid to a limited number of poor school districts decreased the districts' efficiency. Though these results should be interpreted with some caution, in particular, the limitation of DEA as an efficiency measure, they imply that, as with any policy, policy makers and courts should be aware of how policy changes affect local government behavior and that it is necessary to evaluate policy outcome taking into account both resources and performance.

This paper aims to propose an energy efficiency plan (with technical and behavioural improvement measures) for a Portuguese higher education building – the Teaching Building of the Faculty of Economics of the University of Coimbra (FEUC).

The study was developed in the context of both the “Green Campus – Challenge for Energy Efficiency in Higher Education” and the Energy for Sustainability Initiative of the University of Coimbra, Portugal. An energy audit was conducted based on the analysis of the energy consumption profiles. A monitoring campaign was carried out to measure and disaggregate the electricity consumption. The consumption of natural gas and water were also assessed. The building envelope and the heating and lighting systems were also evaluated. Some patterns of energy-environmental behaviours of the academic community were investigated through a Web-based survey.

The energy efficiency plan contemplates short-term tangible/intangible actions. It also considers the investment and payback period of the tangible measures. The implementation of three improvement measures in the lighting system would lead to a consumption reduction of about 26,123 kWh/year, avoiding the emission of 3,704 KgCO2/year, for an initial cost of 9,920 (payback period of 3.7 years).

Results are restricted to the case study and there are limitations in their generalisation outside of their context. However, they show some broadly implications and trends that have relevance for the higher education sector. This paper highlights the importance of engaging students, faculty and technical staff for working together on the assessment of the energy efficiency of the buildings where they study and work.

The higher education sector holds important functions in educating the next generation of professionals for a sustainable culture. The categories of activities described in this paper are good examples of what can be done within the academic community for acting towards sustainability. The results also pointed out that making users aware of their energy consumption is a priority towards the energy efficiency in higher education buildings.

Reductions on energy consumption are expected if the energy efficiency plan would be implemented. The results of the behavioural study were presented to the FEUC’s board of directors to be integrated in the “Good Practices Manual on Water and Energy Management”.

The purpose of this paper is to illustrate the implementation of a web‐based platform integrating benchmarking and data envelopment analysis (DEA) for the Portuguese secondary schools.

The benchmarking platform is designed around a set of key performance indicators that are displayed using benchmarking graphs. These indicators are also aggregated through the methodology of DEA to provide a summary measure of performance.

The benchmarking platform developed enables schools to perform internal and external evaluation through a standard model that is based on indicators of school activities. It encourages schools' efforts of continuous improvement and increases society awareness regarding schools' context and results obtained.

The benchmarking platform can be useful for schools and general public. For the general public, there is a tool that allows the construction of user‐defined rankings online and benchmarking tools that allow the comparison of performance of a specific school with others. In addition to these features, schools have in the BESP platform a repository of historical data, and the possibility to see a set of graphs that show for some indicators their evolution over time.

This paper describes a breakthrough in the Portuguese education context. The BESP platform is the first in this context to combine DEA and benchmarking tools in a web‐based environment, designed to enable real‐time performance assessments.

The reformers of the UK higher education system hoped that radical reform would simultaneously result in: improvements in the quality of education provided, increases in cost efficiency and a significant expansion in student numbers. This paper takes a close look at the reforms by undertaking both a time‐series and a cross‐section econometric analysis of the data to examine the relationships between quality, quantity and efficiency. Claims that the evidence shows that there have been genuine efficiency improvements and that these can be explained by the mechanics of the principal‐agent relationship which exists between the taxpayer and the higher education sector. However, it is also found that educational quality is costly, for example it is likely to cost the taxpayer £1,200 per academic per year to gain one percentage point in the production of first‐class graduates.

The growth in importance of performance assessment in education over recent years has been linked with a concern to ensure that the service represents “value for money”. Increasing concern over funding of schools by government and the limitation on the resources available to the education sector has given rise to demands for greater efficiency and public accountability. These concerns reflect the need for comprehensive techniques to assess the degree to which school management practices and the education industry structure promote efficiency in education. An additional problem has been that, whilst there are many different desirable outcomes which are appropriate for education authorities to pursue, conventional models handle these one at a time.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Demands for accountability in education are not a new phenomenon, however, they have increased significantly in the recent past and have encompassed not only educational outcomes but also efficiency. In this study, ratio measures, similar to those recommended by the GASB, were compared to measures of relative efficiency determined through the use of data envelopment analysis (DEA). The consistency of the two approaches in distinguishing between relatively efficient and inefficient school districts was examined. It was found that compared to the DEA approach, the ratio measures, may be unable to provide reliable information for educational decision making.