The use of hot- deck imputation to compare performance of Further Education colleges.

There are problems associated with the use of existingeducational performance indicators when comparing fur-ther education colleges in Scotland. Several approacheshave been suggested to avoid or resolve problems incomparing performance indicators. This paper reportsthe results of a pilot study using hot-deck multiple im-putation as a method of comparing performance on oneparticular course in six colleges. Two different modellingscenarios are examined and compared. Results fromthe two scenarios are consistent, showing that collegeswhich perform well using one modelling approach alsoperform well in the other