Bibliographic Details
| Title: |
The Cost-Effectiveness of Comprehensive School Reform and Rapid Assessment. |
| Alternate Title: |
La relación costo-eficacia de reformas escolares comprensivas y evaluaciones rápidas. |
| Authors: |
Yeh, Stuart S.1 yehxx008@umn.edu |
| Source: |
Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 2008, Vol. 16 Issue 13, p1-32. 32p. 5 Charts. |
| Subject Terms: |
*Cost effectiveness, *Educational planning, *Educational innovations, *Instructional systems, *Mathematics education, *Comprehensive instruction (Reading), *Preschool children, *Preschool education, Scientific method |
| Abstract (English): |
Analysis of the cost-effectiveness of 29 Comprehensive School Reform (CSR) models suggests that all 29 models are less cost-effective than an alternative approach for raising student achievement, involving rapid assessment systems that test students 2 to 5 times per week in math and reading and provide rapid feedback of the results to students and teachers. Results suggest that reading and math achievement could increase approximately one order of magnitude greater for every dollar invested in rapid assessment rather than CSR. The results also suggest that reading and math achievement could increase two orders of magnitude for every dollar invested in rapid assessment rather than class size reduction and three orders of magnitude for every dollar invested in rapid assessment rather than high quality preschool. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Análisis de la relación costo-eficacia, de 29 modelos de reformas escolares comprensivas(REC) sugiere que todos esos modelos son menos rentables que un enfoque alternativo para aumentar el rendimiento de los estudiantes, que involucra sistemas de evaluación rápidos que ponen a prueba los estudiantes de 2 a 5 veces por semana en las áreas de matemáticas y lectura, proporcionando información de los resultados a los estudiantes y profesores de manera rápida. Los resultados sugieren que por cada dólar invertido se podría aumentar el aprendizaje de la lectura y matemáticas en un orden de magnitud mayor usando el sistema de evaluación rápida en lugar de la REC. Los resultados también sugieren que el aprendizaje de la lectura y matemáticas podría aumentar dos órdenes de magnitud por cada dólar invertido usando evaluación rápida en lugar de reducir el tamaño de las clases y tres órdenes de magnitud por cada dólar invertido usando evaluación rápida en vez de invertir en educación preescolar de calidad. [ABSTRACT FROM AUTHOR] |
|
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
