Abstract
ABSTRACT Institutional effectiveness indicators currently published rarely consider differential resource and cost issues. Here, after reviewing some issues surrounding the quality of indicators, cost‐effectiveness is considered. Multilevel models of cost‐effectiveness are applied to a number of different types of institution in England providing courses of instruction in the General Certificate of Education at Advanced Level. Variation between teaching groups is recognised as important. It is concluded that different impressions may be gained of institution's relative effectiveness when cost considerations are combined with outcome measures. Data needs for evaluations of cost‐effectiveness are also considered.
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