|Benefit-Cost Summary Statistics Per Participant|
|Taxpayers||$1,589||Benefits minus costs||$6,883|
|Participants||$3,733||Benefit to cost ratio||$26.24|
|Others||$1,969||Chance the program will produce|
|Indirect||($136)||benefits greater than the costs||81 %|
|Net program cost||($273)|
|Benefits minus cost||$6,883|
|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|
Standardized, validated tests of academic achievement.
|Detailed Monetary Benefit Estimates Per Participant|
|Affected outcome:||Resulting benefits:1||Benefits accrue to:|
|Test scores||Labor market earnings associated with test scores||$1,589||$3,733||$1,969||$0||$7,292|
|Program cost||Adjustment for deadweight cost of program||$0||$0||$0||($136)||($136)|
|Detailed Annual Cost Estimates Per Participant|
|Annual cost||Year dollars||Summary|
|Program costs||$252||2013||Present value of net program costs (in 2018 dollars)||($273)|
|Comparison costs||$0||2013||Cost range (+ or -)||10 %|
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.|
Campbell, P.F., & Malkus, N.N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430-454.
Garet, M.S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., . . . Silverberg, M. (2008). The impact of two professional development interventions on early reading instruction and achievement. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.
Lockwood, J.R., McCombs, J.S., & Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Educational Evaluation and Policy Analysis, 32(3), 372-388.