This thesis examines the cost-effectiveness of the Greek Supplementary Schools with respect to the two aims they pursue: 1. The good performance of their students in the A-level Modern Greek examination and 2. The maintenance of a 'Greek cultural identity' by their students. In the study I used a random sample of nine schools with 203 students from successive year cohorts. The data was collected through questionnaires, interviews, and group conversations. The ML3 package and the value added method were employed to analyse the factors affecting the A-level results. Discourse analysis with some elements of conversation analysis was used to examine the cultural aim of the schools. The study found that there are differences in the cost-effectiveness of the different Greek Supplementary schools. These differences are mainly due to the student intake (GCSE grade) and to the school type, that is whether it is a church school, a parent's association school or an independent school. The cost of the school appears to have a negative effect on performance, but the effect disappears when the type of school dummy is included. The study also showed that girls do slightly better in the exams than boys and that educated mothers positively influence the performance of students. Also, certain characteristics of the teachers and head teachers as well as factors related to the school organisation and ethos were found to have an effect on the A-level grades. The cultural analysis showed that the school did not appear to be responsible for creating the Greek Identity of students, but developed and reinforced what the family had already given. When the two main types of analysis were brought together, it was found that these two aims are jointly pursued in these schools. The findings of this research will be of use to decision makers in the field of educational provision in the Greek Supplementary Schools. The results show that cost-effectiveness analysis is a useful tool that should be used in school effectiveness studies. The study also shows that in analysing the cost-effectiveness of schools the multi level approach has significant advantages over simple input-output methods.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:630761 |
| Date | January 1997 |
| Creators | Karardjia-Stavlioti, Eleni |
| Publisher | University College London (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://discovery.ucl.ac.uk/10021736/ |
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