Cost-Effectiveness of a Grade 8 Intensive Reading and Content Learning Intervention. Issue 4 (10th July 2020)

• Record Type: Journal Article
• Authors: Scammacca, Nancy; Swanson, Elizabeth; Vaughn, Sharon; Roberts, Greg
• Is Part Of: School psychology review. Volume 49:Issue 4(2020)
• Page Start: 374
• Page End: 385
• Publication Date: 2020-07-10
• Subjects: cost studies -- reading interventions -- struggling readers; School psychology -- Periodicals; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; Educational psychology; School psychology; Schoolpsychologie; Electronic journals; Periodicals; 370.15
• DOI: 10.1080/2372966X.2020.1760691
• Languages: English
• ISSNs: 2372-966X

Abstract

Abstract: When recommending a program to achieve objectives such as improving learning outcomes for middle school students, school psychologists need information about cost-effectiveness to identify the best fit for student needs and school budgets. However, few cost studies of evidence-based instructional programs exist. We compared the cost-effectiveness of one such program, an intensified form of Promoting Adolescents' Comprehension of Text (PACT), to typical instruction in eighth-grade social studies. The results indicated that, implemented in small classes of below-average readers, PACT is costlier and more effective than typical instruction. In typical-size classes, PACT would be more cost-effective than typical instruction. Cost studies should be routine in efficacy research to better inform school leaders seeking to help learners raise their achievement within the confines of school budgetary considerations.