Determinants of Technical Efficiency: Urban and Rural Public Schools in the State of Georgia
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Authors
Denaux, Zulal S.
Issue Date
2007
Type
Preprint
Language
en_US
Keywords
Demography , Education , School efficiency , No Child Left Behind Act
Alternative Title
Abstract
This study focuses on rural-urban public high school efficiency. School efficiency is defined as the maximum
level of educational attainment obtained by given level of school inputs. In this study, school efficiency is assessed
by means of data envelopment analysis (DEA) with an application to the state of Georgia using data collected on
county school. Urban and rural school efficiency is evaluated by a two- step estimation process. First, a
nonparametric Mann-Whitney U-test is used to determine whether the differences in mean efficiency scores
between urban and rural county high schools are significant. Differences in mean efficiency scores between urban
and rural county high schools are found to be significant. Second, by means of a Tobit regression analysis, factors
that may contribute to this efficiency difference between rural and urban school are evaluated. The regression
results confirm that rural schools operate less efficiently than urban schools. The estimated percentage of adults
residing in the county school district with at least a bachelor's degree, number of people residing in the county
which recognize their race as "white", and whether the school met adequate yearly progress as by the No Child
Left Behind Act contribute to the differences in efficiency scores.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.