dc.contributor.advisor |
Rouse, P. |
en |
dc.contributor.advisor |
Schwann, G. |
en |
dc.contributor.author |
Harrison, Julie A., 1967- |
en |
dc.date.accessioned |
2020-06-02T04:39:24Z |
en |
dc.date.available |
2020-06-02T04:39:24Z |
en |
dc.date.issued |
2008 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/51157 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
The measurement of school performance presents particular challenges as there is no universal definition of effective school performance nor is there consensus on the best method to evaluate schools. The aim of this thesis is to examine alternative approaches to measuring school performance to determine whether sufficient similarity exists to address validity concerns. In addition, the impact of performance-based reforms on New Zealand public secondary schools is analysed with a view to adding to the qualitative literature. These reforms include the bulk-funding of selected schools, the integration of privately-owned schools into the public system and the removal of school zoning. The first approach to school performance measurement uses quantitative data and a production function model implemented using Data Envelopment Analysis. School performance is measured using aggregate student academic achievement as a function of a school’s resources and where performance is conditioned by student socioeconomic backgrounds. The second approach creates an index of school performance using qualitative data extracted from Education Review Office reports using content analysis. Comparisons of the results from the two approaches reveal statistically significant correlations. This indicates that both are capturing valid information about school performance. It is concluded that quantitative and qualitative approaches can be complementary and assist in providing better information to stakeholders. The analysis of the impact of performance-based reforms introduced in New Zealand in the 1990s is made using the quantitative model. These reforms were designed to improve school efficiency by increasing the level of self-management and competition. The analysis reveals that the reforms had limited impact on the efficiency of public secondary schools, although some schools benefitted more from the reforms than others. In particular, competition among schools resulted in increased efficiency for large schools, at the expense of small schools. Differences in the level of self-management were measured using differences in the funding mechanism and ownership. These were found to have limited impact on efficiency, although there is evidence that smaller privately-owned schools integrated into the public system have higher levels of efficiency, supporting their retention in the public system. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA99183104914002091 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
en |
dc.rights |
Restricted Item. Full text is available to authenticated members of The University of Auckland only. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Results or processes? : alternative approaches to the performance measurement of New Zealand secondary schools |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Accounting and Finance |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
dc.identifier.wikidata |
Q111963725 |
|