Conducting a Cost-Effectiveness Analysis of an Early Numeracy Intervention. Issue 4 (10th July 2020)

• Record Type: Journal Article
• Authors: Clarke, Ben; Cil, Gulcan; Smolkowski, Keith; Sutherland, Marah; Turtura, Jessica; Doabler, Christian T.; Fien, Hank; Baker, Scott K.
• Is Part Of: School psychology review. Volume 49:Issue 4(2020)
• Page Start: 359
• Page End: 373
• Publication Date: 2020-07-10
• Subjects: mathematics -- learning disabilities -- cost-effectiveness; School psychology -- Periodicals; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; Educational psychology; School psychology; Schoolpsychologie; Electronic journals; Periodicals; 370.15
• DOI: 10.1080/2372966X.2020.1761236
• Languages: English
• ISSNs: 2372-966X

Abstract

Abstract: This study examined the cost-effectiveness of a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1, 251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two or five students) or control condition. Proximal and distal measures were collected in the fall (pretest) and spring (posttest). The costs per group per effect size unit change varied from $216 to $736 depending on differing district scenarios and group size. The cost-effectiveness ratios per student varied from $267 to $3, 201 depending on district scenario, group size, and the measure. Implications for conducting cost-effectiveness evaluations and public policy are discussed.