Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools

Autor/inn/en	Ross, John A.; Scott, Garth; Sibbald, Tim M.
Titel	Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools
Quelle	In: Alberta Journal of Educational Research, 58 (2012) 1, S.139-159 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	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; Canada + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; Unterdurchschnittliche Leistung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsreform; Ausland; Lösungsstrategie; Kostenentwicklung; Programme evaluation; Programmevaluation; Bildungsforschung; Pädagogische Forschung; Kanada
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10