M. C. Portela () (Faculdade de Economia e Gestão, Universidade Católica Portuguesa (Porto)) A. S. Camanho () (Faculdade de Engenharia, Universidade do Porto)
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This paper describes a performance analysis of Portuguese secondary schools us- ing data envelopment analysis (DEA). The type of assessment carried out in schools may be di®erent depending on the perspective. Therefore we adopted in this pa- per two perspectives for assessing schools: a society perspective where schools are viewed as promoting students achievement (ideally including not only academic re- sults but also interpersonal capacities) given the students characteristics in terms of academic abilities and socio-economic backgrounds; and an educational authorities perspective where schools are viewed as transforming a set of resources (including students with given characteristics in terms of academic abilities and socio-economic backgrounds and also school resources, such as teachers) into students achievement. Two types of DEA analysis were performed: one using an output oriented model allowing factor weights to vary freely from school to school and another using a model that restricts factor weights to be equal for all schools. The ¯rst model is well suited for identifying worst performing schools, whereas the latter is best suited for identifying best performing schools. Our data set comprised a small number of schools and in some cases there were missing values. The problems associated with missing data were overcome following a procedure described in the literature. The empirical DEA analysis was followed by an exploratory analysis of contextual indicators that potentially a®ect schools' performance, in order to understand their impact on the educational process.
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