The cost-effectiveness of comprehensive school reform and rapid assessment.

Stuart S.  Yeh

Journal Help

Article Tools

Indexing metadata

How to cite item

Email this article (Login required)

Email the author (Login required)

Related Articles Verstegen, D. A., (2004, February 29). Calculation of the Cost of an Adequate Education in Kentucky: A Professional Judgment Approach. Education Policy Analysis Archives, 12(8).
http://epaa.asu.edu/epaa/v12n8

Mullen, C. A. (2002, October 3). The original ten: A multisite case study of Florida's Millennium High School reform model, Education Policy Analysis Archives, 10(40).
http://epaa.asu.edu/epaa/v10n40.html

Joia, L. A. (2002, October 18). Assessment of a socio-constructivist model for teacher training: A case study, Education Policy Analysis Archives, 10(44).
http://epaa.asu.edu/epaa/v10n44

Font Size

About The Author

Stuart S. Yeh
University of Minnesota

Stuart Yeh is Associate Professor and Coordinator of the Evaluation Studies Program in the Department of Educational Policy and Administration at the University of Minnesota. He recently completed cost effectiveness analyses of 10 approaches for raising student achievement, including voucher programs, charter schools, a 10 percent increase in existing patterns of educational expenditures, increased educational accountability, comprehensive school reform, teacher certification by the National Board for Professional Teaching Standards, a proposal to replace the bottom quartile of novice teachers with new teachers, class size reduction, raising teacher quality by requiring new candidates to meet a minimum SAT score of 1000, and rapid asseintervention that provides rapid performance feedback to students and teachers.

Notifications

View
Subscribe / Unsubscribe

The cost-effectiveness of comprehensive school reform and rapid assessment.

Stuart S. Yeh

Abstract

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.