DESIGN FOR AN ELEMENTARY AND SECONDARY EDUCATION COST-EFFECTIVENESS MODEL. VOLUME I, MODEL DESCRIPTION. VOLUME II, THE USER'S GUIDE.

Autor/inn/en	ABT, CLARK C.; MILLER, PETER S.
Institution	Abt Associates, Inc., Cambridge, MA.
Titel	DESIGN FOR AN ELEMENTARY AND SECONDARY EDUCATION COST-EFFECTIVENESS MODEL. VOLUME I, MODEL DESCRIPTION. VOLUME II, THE USER'S GUIDE.
Quelle	(1967), (231 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Community Benefits; Compensatory Education; Computer Oriented Programs; Cost Effectiveness; Curriculum Development; Disadvantaged Youth; Dropout Rate; Educational Improvement; Educational Planning; Elementary Schools; Equal Education; Federal Legislation; Learning Processes; Resource Allocation; Secondary Schools; Socioeconomic Background; Truancy + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Computerprogramm; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Benachteiligter Jugendlicher; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Elementary school; Grundschule; Volksschule; Bundesrecht; Learning process; Lernprozess; Ressourcenallokation; Sekundarschule; Sozioökonomische Lage; Schulabsentismus; Schulschwänzen; Schulverweigerung
Abstract	A MODEL INTENDED TO PREDICT THE RELATIVE COST-EFFECTIVENESS OF ALTERNATIVE EDUCATIONAL IMPROVEMENT PROGRAMS WITHIN THE SAME SCHOOL-COMMUNITY SETTING IS DEVELOPED. THE MODEL IS AN ATTEMPT TO AID IN DECISIONS CONCERNING ALTERNATIVE PROGRAMS OF TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965. COSTS ARE ESTIMATED FROM BUDGET ALLOCATIONS. THREE TYPES OF EDUCATIONAL EFFECTIVENESS MEASURES ARE USED--STUDENT GROUP-ORIENTED, SCHOOL-ORIENTED, AND COMMUNITY-ORIENTED. THESE ARE UTILIZED IN TERMS OF SCHOOL AND STUDENT, ACHIEVEMENT CHANGES, AND COMMUNITY, ECONOMIC, AND SOCIAL CHANGES. EACH OF THESE SETS OF PREDICTED CHANGES IS ASSOCIATED WITH THE ESTIMATED COSTS OF THE PARTICULAR PROGRAM CAUSING THOSE CHANGES, SO THAT EACH PROGRAM HAS A SET OF COST-EFFECTIVENESS OUTPUT MEASURES ASSOCIATED WITH IT. THE MODEL USES INFORMATION ABOUT THE CURRENT SCHOOL SYSTEM, THE HISTORIC PERFORMANCES OF SELECTED STUDENT SUBPOPULATIONS, THE SOCIAL AND ACADEMIC CHARACTERISTICS OF THE TARGET POPULATION, AND THE TITLE I PROPOSED CHANGES IN THE SCHOOL ENVIRONMENT. LIKELY SHORT-RANGE CHANGES IN STUDENTS' EDUCATIONAL ACHIEVEMENT AND ATTITUDES ARE THEN COMPUTED AND THE EFFECTS ON LONGER-RANGE CHANGES IN ACADEMIC ACHIEVEMENT, DROPOUT AND TRUANCY RATES, AND COMMUNITY EFFECTS ARE EXTRAPOLATED. THE OVERALL MODEL IS DIVIDED INTO FOUR PARTS--(1) COSTS (INPUTS), (2) INSTRUCTIONAL PROCESS, (3) SCHOOL FLOW, DROPOUT AND TRUANCY CALCULATIONS, COURSE OF STUDY SELECTION, AND COMMUNITY EFFECTS, AND (4) EFFECTIVENESS (OUTPUTS). (HW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC