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Washington State Institute for Public Policy
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Special literacy instruction for English language learner students

Pre-K to 12 Education
Benefit-cost methods last updated December 2023.  Literature review updated July 2014.
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English-based literacy programs in these evaluations involve a structured, direct instruction approach to teaching reading to English language learner (ELL) students. Some programs include multimedia components such as computer-based instruction. These programs are compared with literacy instruction-as-usual after about three years of schooling. Instruction is provided in a classroom setting during the regular school day.
For an overview of WSIPP's Benefit-Cost Model, please see this guide. The estimates shown are present value, life cycle benefits and costs. All dollars are expressed in the base year chosen for this analysis (2022). The chance the benefits exceed the costs are derived from a Monte Carlo risk analysis. The details on this, as well as the economic discount rates and other relevant parameters are described in our Technical Documentation.
Benefit-Cost Summary Statistics Per Participant
Benefits to:
Taxpayers $3,172 Benefits minus costs $14,052
Participants $7,473 Benefit to cost ratio $40.66
Others $3,939 Chance the program will produce
Indirect ($177) benefits greater than the costs 81%
Total benefits $14,407
Net program cost ($354)
Benefits minus cost $14,052

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic in order to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the types of program impacts that were measured in the research literature (for example, crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases. See Estimating Program Effects Using Effect Sizes for additional information.

Adjusted effect sizes are used to calculate the benefits from our benefit cost model. WSIPP may adjust effect sizes based on methodological characteristics of the study. For example, we may adjust effect sizes when a study has a weak research design or when the program developer is involved in the research. The magnitude of these adjustments varies depending on the topic area.

WSIPP may also adjust the second ES measurement. Research shows the magnitude of some effect sizes decrease over time. For those effect sizes, we estimate outcome-based adjustments which we apply between the first time ES is estimated and the second time ES is estimated. We also report the unadjusted effect size to show the effect sizes before any adjustments have been made. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured Treatment age No. of effect sizes Treatment N Adjusted effect sizes(ES) and standard errors(SE) used in the benefit - cost analysis Unadjusted effect size (random effects model)
First time ES is estimated Second time ES is estimated
ES SE Age ES SE Age ES p-value
6 6 423 0.148 0.069 7 0.070 0.076 17 0.306 0.001
1In addition to the outcomes measured in the meta-analysis table, WSIPP measures benefits and costs estimated from other outcomes associated with those reported in the evaluation literature. For example, empirical research demonstrates that high school graduation leads to reduced crime. These associated measures provide a more complete picture of the detailed costs and benefits of the program.

2“Others” includes benefits to people other than taxpayers and participants. Depending on the program, it could include reductions in crime victimization, the economic benefits from a more educated workforce, and the benefits from employer-paid health insurance.

3“Indirect benefits” includes estimates of the net changes in the value of a statistical life and net changes in the deadweight costs of taxation.
Detailed Monetary Benefit Estimates Per Participant
Affected outcome: Resulting benefits:1 Benefits accrue to:
Taxpayers Participants Others2 Indirect3 Total
Test scores Labor market earnings associated with test scores $3,172 $7,473 $3,939 $0 $14,584
Program cost Adjustment for deadweight cost of program $0 $0 $0 ($177) ($177)
Totals $3,172 $7,473 $3,939 ($177) $14,407
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Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $1,398 2009 Present value of net program costs (in 2022 dollars) ($354)
Comparison costs $1,298 2009 Cost range (+ or -) 20%
The per-participant cost estimate reflects the sum of local, state, and federal dollars allocated per student (averaged across Washington State school districts) for the 2008-09 school year. All students who qualify for the state Transitional Bilingual Instructional Program (TBIP) receive some form of services, so the comparison group’s general instructional costs are the same as for the program group. Because specialized literacy programs may require supplemental materials and training, we added $100 to the cost estimate and estimated the uncertainty around the cost estimate at 20%. Source for dollars allocated per student come from Washington’s Office of Superintendent of Public Instruction.
The figures shown are estimates of the costs to implement programs in Washington. The comparison group costs reflect either no treatment or treatment as usual, depending on how effect sizes were calculated in the meta-analysis. The cost range reported above reflects potential variation or uncertainty in the cost estimate; more detail can be found in our Technical Documentation.
Benefits Minus Costs
Benefits by Perspective
Taxpayer Benefits by Source of Value
Benefits Minus Costs Over Time (Cumulative Discounted Dollars)
The graph above illustrates the estimated cumulative net benefits per-participant for the first fifty years beyond the initial investment in the program. We present these cash flows in discounted dollars. If the dollars are negative (bars below $0 line), the cumulative benefits do not outweigh the cost of the program up to that point in time. The program breaks even when the dollars reach $0. At this point, the total benefits to participants, taxpayers, and others, are equal to the cost of the program. If the dollars are above $0, the benefits of the program exceed the initial investment.

Citations Used in the Meta-Analysis

Chambers, B., Cheung, A.C.K., Madden, N.A., Slavin, R.E., & Gifford, R. (2006). Achievement effects of embedded multimedia in a Success for All Reading program. Journal of Educational Psychology, 98(1), 232-237.

Farver, J.A.M., Lonigan, C.J., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 80(3), 703-719.

Solari, E.J., & Gerber, M.M. (2008). Early comprehension instruction for Spanish-speaking English language learners: Teaching text-level reading skills while maintaining effects on word-level skills. Learning Disabilities Research & Practice, 23(4), 155-168.

Troia, G.A. (2004). Migrant students with limited English proficiency: Can Fast ForWord Language make a difference in their language skills and academic achievement? Remedial and Special Education, 25(6), 353-366.

Vaughn, S., Cirino, P.T., Tolar, T., Fletcher, J.M., Cardenas-Hagan, E., Carlson, C.D., & Francis, D.J. (2008). Long-term follow-up of Spanish and English interventions for first-grade English language learners at risk for reading problems. Journal of Research on Educational Effectiveness, 1(3), 179-214.