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Stochastic Frontier Analysis of the Efficiency of Czech Grammar Schools

100%
Franta M., Konečný T.
Sociologický časopis. Czech Sociological Review
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2009
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vol. 45
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issue 6
1265–1282
EN
The study focuses on the evaluation of the relative efficiency of Czech grammar schools (‘gymnázium’) at preparing their graduates for admission to university programmes, taking into account the relative demand for the programmes, grammar school endowments, and a number of other relevant external factors. The authors argue that a comparison of secondary schools based exclusively on university acceptance rates or other direct measures of study achievements might be misleading, given that such approaches ignore many aspects related to the educational process, such as differences in the level of non-cognitive skills of students, family background, overall living standards in a region, and the specific focus of the given secondary school. The authors derive novel indirect measures of grammar school efficiency that take into account relative demands for university study programmes. Relying on high-quality panel data that cover the period 2000–2004, and using the stochastic frontier methodology commonly applied in efficiency evaluation in a wide number of sectors, including education, the study also argues that the divergence between selected direct measures of school performance and indirect indicators has been increasing over time.
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Přechod mezi střední a vysokou školou a role různých modelů přijímacích řízení

81%
Konečný T., Basl J., Mysliveček J.
Sociologický časopis. Czech Sociological Review
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2010
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vol. 46
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issue 1
43–72
EN
The study evaluates the potential impact of alternative models of university entrance exams – a model based on field-specific knowledge and a model relying on general aptitude tests – in the context of the Czech education system since 1998, a system that can be described as highly stratified and suffering from a notable excess of demand for higher education over supply. Using the dataset Sonda Maturant 1998, the authors show that entrance exams based on general aptitude tests may outperform the field-specific knowledge model in terms of providing access to talented students from a lower socioeconomic background. The simulations show that under the general aptitude regime the relative chances of an applicant with a university-educated father are only one-quarter higher than the relative chances of a student with a less educated father, compared to more than a one-third difference in the case of the regime emphasising field-specific knowledge. For mother’s education, the respective odds ratios differ by the even larger margin of 28 percentage points.
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