The cost-effectiveness of two program delivery systems for drop-out prevention in the elementary school
| dc.creator | Resendez, Rodolfo Antonio | |
| dc.date.accessioned | 2016-11-14T23:08:05Z | |
| dc.date.available | 2011-02-18T22:43:58Z | |
| dc.date.available | 2016-11-14T23:08:05Z | |
| dc.date.issued | 1989-12 | |
| dc.description.abstract | The purpose of the research study was to determine the cost-effectiveness of two delivery systems for drop-out prevention in the elementary school. The first program involved a self-contained, homogeneous classroom composed of fifth and sixth grade, at-risk, over-age students and known as the Program for Academic Skills and Self-Esteem (PASS). The other program designated. Program A, also involved fifth and sixth grade identified, at-risk and over-age students who were assigned to another campus and to nine, self-contained, heterogeneous fifth and sixth grade classes. The study was restricted to two elementary schools in the Ysleta Independent School District in El Paso, Texas, during the 1987-1989 scholastic years. It addressed the academic gain, the per-student cost of providing the program, and the relationships between the per-student cost and the students' gain in academic achievement in the two delivery systems. This study will assist school districts to plan and implement cost-effective educational programs within their designated budget allocations. It will also identify and assist with the drop-out problem. The procedures for the study were carried out in four phases. They included the identification of the alternative programs; the cost analysis; the effectiveness; and the comparison of cost-effectiveness of the two-program delivery systems. The major findings were that Program A was more cost-effective than the PASS Program. The t-test for independent samples indicated a significance between the cost-effectiveness ratios of the two delivery systems. The null hypothesis was rejected at the .05 level. The t-test indicated that there was not a significant difference in the mean per student achievement gain at the .05 level. However, there was a significant difference in the per student cost of the two delivery systems. The PASS Program had a mean per-student cost of $2191 while Program A was $1923. The PASS Program was the most expensive of the two delivery systems. The t-test indicated a significant difference in the mean per-student cost at the .05 level. The application of cost analysis within a school district context plays an important role in the accountability and creditability of the decision-making process. Cost-effectiveness techniques will assist administrators to make sound and more informed decisions. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/2346/18758 | en_US |
| dc.language.iso | eng | |
| dc.publisher | Texas Tech University | en_US |
| dc.rights.availability | Unrestricted. | |
| dc.subject | Educational evaluation | en_US |
| dc.subject | Elementary school dropouts -- Texas -- El Paso | en_US |
| dc.subject | Elementary -- Texas -- El Paso | en_US |
| dc.subject | Education | en_US |
| dc.title | The cost-effectiveness of two program delivery systems for drop-out prevention in the elementary school | |
| dc.type | Dissertation |