ERIC Number: EJ972427
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: N/A
Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools
Ross, John A.; Scott, Garth; Sibbald, Tim M.
Alberta Journal of Educational Research, v58 n1 p139-159 Spr 2012
We evaluated the cost-effectiveness of Struggling Schools, a user-generated approach to Comprehensive School Reform implemented in 100 low achieving schools serving disadvantaged students in a Canadian province. The results show that while Struggling Schools had a statistically significant positive effect on Grade 3 Reading achievement, d = 0.48 in 2005-06 and 0.60 in 2006-07, the program was not cost-effective when compared to two alternatives: (1) The cost of bringing one student to the provincial achievement standard was more than 25% higher in Struggling Schools than in the status quo; and (2) The cost-effectiveness ratio (i.e., effect size per $1,000 of incremental cost) was lower in Struggling Schools than in Success For All. Struggling Schools would have been deemed to be cost-effective if different choices had been made, especially in (a) the calculation of costs (e.g., the inclusion of donated time), (b) the decision rules for declaring cost-effectiveness, and (c) the studies used to access comparative data.
Descriptors: School Restructuring, Reading Achievement, Grade 3, Low Achievement, Cost Effectiveness, Educational Change, Disadvantaged, Foreign Countries, Statistical Significance, State Standards, Effect Size, Change Strategies, Cost Indexes, Expenditure per Student, School Statistics, Program Effectiveness, Program Evaluation, Educational Research
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A
Identifiers - Location: Canada