There are problems associated with the use of existing educational performance indicators when comparing further education colleges in Scotland. Several approaches have been suggested to avoid or resolve problems in comparing performance indicators. This paper reports the results of a pilot study using hot-deck multiple imputation as a method of comparing performance on one particular course in six colleges. Two differentmodelling scenarios are examined and compared. Results from the two scenarios are consistent, showing that colleges which perform well using one modelling approach also perform well in the other.