Cost-Effectiveness of Two Math Programs as Moderated by Pupil SES

Quinn, Bill; Mondfrans, Adrian Van; Worthen, Blaine R.

doi:10.3102/01623737006001039

Cited by 10 publications

(4 citation statements)

References 9 publications

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“…3 Έxamples of cost-effectiveness analyses include King (1994); Levin, Glass, and Meister (1984); Mayo, McAnany, and Klees (1975);and Quinn, Van Mondfrans, and Worthen (1984). 4 Technically, an evaluation that involves multiple out comes is called a "cost-utility" analysis.…”

Section: Rice Promoting Greater Utilization Of Cost Analysesmentioning

confidence: 99%

Cost Analysis in Education: Paradox and Possibility

Rice

1997

Educational Evaluation and Policy Analysis

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In comparison with other types of program evaluation, cost analysis of educational programs and policies is a relatively recent phenomenon. Costbenefit and cost-effectiveness analyses were developed by economists in the 1930s and 1950s, respectively, but it was not until the 1960s that these approaches were used to assess efficiency in the educational sector (Levin, 1991). While the vast majority of education program evaluation studies focused exclusively on the effectiveness of various alternative courses of action, the competing pressures associated with an increasing array of policy options in a climate of growing resource constraint make cost-based evaluations of educational programs and policies more relevant now than ever. This leaves us with an interesting paradox to consider: why such a seemingly relevant form of analysis has been so underutilized in the field of education.After discussing the paradox in more detail, this article offers several explanations for the relative scarcity of cost-based evaluations in the education arena. The article then shifts to explore an alternative approach to cost analysis that has the potential to address the difficulties that have heretofore undermined widespread use of cost-based evaluations of educational initiatives, and concludes with a discussion of the potential for greater utility of such studies.

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Section: Rice Promoting Greater Utilization Of Cost Analysesmentioning

confidence: 99%

Cost Analysis in Education: Paradox and Possibility

Rice

1997

Educational Evaluation and Policy Analysis

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“…Cost-effectiveness studies have been carried out on teacher selection (Levin, 1970), educational television and radio (Jamison, Klees, & Wells, 1978), choice of a mathematics curriculum (Quinn, VanMondfrans, & Worthen, 1984), computer-assisted instruction (Hawley, Fletcher, & Piele, 1986;Levin, Glass, & Meister, 1984Levin, Leitner, & Meister, 1986), and increasing the school day, reducing class size, and crossage tutoring (Levin, Glass, & Meister, 1984.…”

Section: What Is Cost-effectiveness Analysis?mentioning

confidence: 99%

“…An excellent cost-effectiveness study of fifth grade mathematics curriculum was carried out by Quinn, VanMondfrans, and Worthen (1984). Their evaluation compared two approaches to teaching mathematics.…”

Section: Curriculummentioning

confidence: 99%

Cost-Effectiveness and Educational Policy

Levin¹

1988

Educational Evaluation and Policy Analysis

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The present time of educational reform and budgetary stringency is a propitious one for improving resource allocation in education through a greater reliance on cost-effectiveness analysis. This article provides a summary of the technique and its applications to educational policy. It concludes that there is great potential for the use of cost-effectiveness applications in education, but there is little capability for doing so among most policymakers. Examples are provided of productive cost-effectiveness applications, and recommendations are made with regard to increasing the capacity of educational evaluators, policy analysts, and decisionmakers to use the tools appropriately for more efficient resource allocation.at PENNSYLVANIA STATE UNIV on March 15, 2015 http://eepa.aera.net Downloaded from

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“…Other cost studies of single programs, although less rigorous than the Perry Preschool and STAR evaluations, demonstrated that the programs assessed were worth the money invested in them. Stern, Dayton, Paik and Weisberg (1989) found that special schools for at-risk students that combined academic and vocational courses were cost-effective, as were a Mexican technical education program for low income students (Lopez-Acevedo, 2003), a grade 5 mathematics program (Quinn, van Mondfrans, & Worthen, 1984), and a computer-assisted instructional program (Fletcher, Hawley, & Piele, 1990).…”

Section: Studies Of Private and Social Benefits Of Educational Attainmentioning

confidence: 99%

Evaluations That Consider the Cost of Educational Programs

Ross

Barkaoui

Scott

2007

American Journal of Evaluation

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Cost studies are program evaluations that judge program worth by relating program costs to program benefits. There are three sets of strategies: cost-benefit, cost-effectiveness, and costutility analysis, although the last appears infrequently. We searched relevant databases to identify 102 cost studies in education and then reduced the set to 30 using eight criteria. We found that these studies contributed to understanding program effects by meeting the four evaluation purposes identified by Mark et al. (2000). Cost studies (1) provide evidence of the worth of educational spending at the macro and individual program levels, information that is not provided by other evaluation approaches; (2) they provide direction for program improvement that differs from recommendations based solely on effect sizes; (3) they contribute to knowledge development by constructing and testing models that link spending to student learning; and (4) they can lead to the rewriting of regulations to make programs more efficient.

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Cost-Effectiveness of Two Math Programs as Moderated by Pupil SES

Cited by 10 publications

References 9 publications

Cost Analysis in Education: Paradox and Possibility

Cost Analysis in Education: Paradox and Possibility

Cost-Effectiveness and Educational Policy

Evaluations That Consider the Cost of Educational Programs

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